Vol. 7 No. 1 (2024)

View Vol. 7 No. 1 (2024)
Published: 2024-03-30

  • Apresentação

    Adriana Fátima de Souza Miola, Cintia Melo dos Santos
    01
    DOI: https://doi.org/10.30612/tangram.v7i1.18065

Article

  • Futuros Professores que Ensinarão Matemática: nos entrelaces de pensar sobre a inclusão

    Andresa Kaspary Zwirtes, Anemari Roesler Luersen Vieira Lopes, Caroline dos Santos, Simone Pozebon
    02-22
    DOI: https://doi.org/10.30612/tangram.v7i1.17619

  • TDIC and Mathematics Teaching A Systematic Mapping of their relationship with CME and ESTS in Basic Education in the last Ten Years

    Karina Aguiar de Freitas Souza, Evonir Albrecht
    22-41
    DOI: https://doi.org/10.30612/tangram.v7i1.17574

  • Concepts of Flat Geometry for an anti-racist education in the 1nd Grade of Education Medium Geometry in the art and culture of Afro-Brazilian hairstyles

    Cristiane Siqueira de Macêdo Nobre, Viviane de Oliveira Santos
    42-64
    DOI: https://doi.org/10.30612/tangram.v7i1.17602

  • The conceptual field of function an analysis of situations on schoolbooks

    Hussein Ghayad, Renata Camacho Bezerra, Richael Silva Caetano
    65-84
    DOI: https://doi.org/10.30612/tangram.v7i1.17594

  • Os jogos no processo de ensino-aprendizagem de Frações

    Jefferson de Melo Batista, Paula Reis de Miranda
    85-104
    DOI: https://doi.org/10.30612/tangram.v7i1.17595

  • The use of psychological measures of child aggressive behavior: analysis of brazilian scientific production

    Esdriane Cabral Viana, Ricardo José Rocha Amorim, Dinani Gomes Amorim
    105-128
    DOI: https://doi.org/10.30612/tangram.v7i1.17660

  • Proposal for the Study of Fractal Patterns with Smartphone and Manipulable Materials

    Renata Roque, Rejane Waiandt Schuwartz de Carvalho Faria
    129-144
    DOI: https://doi.org/10.30612/tangram.v7i1.17606

Pedagogical Experiences

  • Outdoor arithmetic with 5-year-olds

    Paula Pericás, Mónica Arnal Palacián
    145-157
    DOI: https://doi.org/10.30612/tangram.v7i1.17793

  • A não Obrigatoriedade do Ensino dos Números Complexos na Educação Básica: reflexões e posicionamento de futuros professores de Matemática

    Fernanda Vital
    158-178
    DOI: https://doi.org/10.30612/tangram.v7i1.17596