Vol. 35 No. 1 (2026)

View Vol. 35 No. 1 (2026)

Published: 2026-06-30

Editorial

Quadrante: A proven trajectory onto global horizons

Hélia Jacinto, Teresa F. Blanco, Susana Carreira, Ana Barbosa

1-8
- PDF (Português (Portugal))

Articles

STEAM stained-glass window: Integrating the arts, mathematics and technology into a maker experience

Diego Lieban, Rúbia Barcelos Amaral , Zaira Ortiz-Laso , Zsolt Lavicza, Morgana Carniel, Giovana Salvati Deconti

9-32
- PDF (Português (Brasil))
- PDF
Aspects of STE(A)M Education in a mathematical modelling activity in Brazilian High School

Ariely Aparecida Caruzo, Karina Alessandra Pessoa da Silva

33-57
- PDF (Português (Brasil))
Integration of GeoGebra in the teaching of quadratic functions in brazilian scientific literature: A systematic literature review

Fabio dos Reis da Silva, Aline Mendes Penteado Farves

58-79
- PDF (Português (Brasil))
The constitution of shared knowledge in teacher training in distance education: Evidence from a virtual community of practice

Agnaldo de Oliveira, Rosana Giareta Sguerra Miskulin

80-100
- PDF (Português (Brasil))
A theoretical model for the regulation of teaching through assessment for learning: From practice to collaborative reflection

Elvira Santos

101-125
- PDF (Português (Portugal))
Identifying difficulties in problem solving: Contributions of a pedagogical tool for educators

Sofia Rézio

126-153
- PDF
Prospective mathematics teachers’ learning through lesson study in Mozambique: Adapting tasks and planning lessons

Gimo José Maundera, João Pedro da Ponte

154-173
- PDF (Português (Portugal))
What do pre-service teachers notice in students’ mathematical reasoning: A study on professional noticing in initial teacher education in Angola

Américo Malenga Jamba, Hélia Oliveira

174-200
- PDF (Português (Portugal))