Mathematics education in Brazil

A while ago, mathematics education in Brazil used to mean Ubiratan D’Ambrosio to many. To me, the combination of mathematics education + Brazil also makes me think about my dear colleague, Professor Maria Luiza Cestari, University of Agder. If this is in any way close to your own level of knowledge about mathematics education in Brazil, you might want to check out the latest issue of ZDM. Some of the articles in this theme issue are related to the Brazilian context by content, and all of the articles are written by Brazilian scholars it seems. If you have no interest in Brazil besides football, you still might be interested in taking a look, because the thirteen articles that this issue includes cover a variety of issues that should be of interest to anyone within the field of mathematics education research. Take a look at the list of contents:

  • Dynamics of change of mathematics education in Brazil and a scenario of current research, by Ubiratan D’Ambrosio and Marcelo C. Borba
  • Mathematics education and democracy, by Adriana Cesar de Mattos and Marcelo Salles Batarce
  • Online distance mathematics education in Brazil: research, practice and policy, by Marcus Vinicius Maltempi and Ana Paula dos Santos Malheiros
  • The encounter of non-indigenous teacher educator and indigenous teacher: the invisibility of the challenges, by Maria do Carmo Santos Domite
  • Trends of the history of mathematics education in Brazil, by Wagner Rodrigues Valente
  • Research on mathematics education, by Maria Aparecida Viggiani Bicudo
  • Brazilian research on modelling in mathematics education, by Jussara de Loiola Araújo
  • Mathematics education and differential inclusion: a study about two Brazilian time–space forms of life, by Gelsa Knijnik and Fernanda Wanderer
  • Adult Education and Ethnomathematics: appropriating results, methods, and principles, by Maria da Conceição Ferreira Reis Fonseca
  • Philosophical reflections prompted by the principles of ethnomathematics, by Rogério Ferreira
  • Mobilizing histories in mathematics teacher education: memories, social practices, and discursive games, by Antonio Miguel and Iran Abreu Mendes
  • Digital technologies and the challenge of constructing an inclusive school mathematics, by Lulu Healy, Ana Paula Jahn and Janete Bolite Frant
  • Modeling empowered by information and communication technologies, by Mónica E. Villarreal, Cristina B. Esteley and María V. Mina