Research Projects

This macroproject aims to develop research to understand phenomena inherent to the initial and continuing education processes of mathematics teachers at the K-12 level, both in formal and informal settings, with the aim of promoting the training, knowledge, skills, practices, and professional development of mathematics teachers. It is structured around the following themes:

• Initial training for mathematics teachers, particularly those with degrees in Mathematics and Pedagogy, is a space and field of work, research, and professional development;
• Continuing education for mathematics teachers, which is also a field of work, research, and professional development, and, most importantly, for practice, reflection, action, and transformation of mathematics teachers at the K-12 level and professional contexts, especially in the Brazilian Legal Amazon.

This macroproject aims to develop research inherent to teacher training that uses the Mathematics Education Laboratory as an agent for training teachers who teach mathematics at the K-12 level, in formal and non-formal spaces, in order to contribute to the production of knowledge, skills and practices characteristic of the training and professional development of teachers who teach mathematics; as well as in mathematics teaching and learning processes, with a view to developing didactic projects.

Within the research field, the Mathematics Education Laboratory can serve as a space for knowledge production and learning, for the purpose of creating, developing, and testing teaching materials, whether using physical objects, manipulatives, or technological resources. Therefore, they are spaces for the construction of knowledge individually or collectively. In the Mathematics Education Laboratory, didactic and pedagogical resources bring pedagogical proposals to life, aiding in the epistemological construction of knowledge, and contributing to the development of creativity in teachers and students, making teaching and learning processes dynamic.

To achieve its objectives, the Mathematics Education Laboratory will rely on the proposal and development of activities linked to the PPGEMaT disciplines; courses and educational events offered through research groups; the dissertation research of master's students; participation in training events such as lectures, symposiums, seminars, conferences, among others.

The objective of this research project is to develop research on two research topics in Mathematics Education that are directly related to the training of teachers who teach mathematics:

• History of Mathematics
• History of Mathematics Education

Within the History of Mathematics, the aim is to develop research that uses History of Mathematics as a theoretical, methodological, and formative approach for mathematics teachers, seeking to understand the development of mathematical concepts in different civilizations and throughout history as a social and cultural component and its implications for teaching and learning processes and for the training of mathematics teachers. That is, didactic, pedagogical, and epistemological aspects of History of Mathematics should be investigated within the training of mathematics teachers, with a view to developing methodological approaches for the classroom and their own professional development. Teachers are expected to be trained in History of Mathematics, and it should be more than a teaching methodology, but rather a way of organizing and presenting academic mathematics. Within the History of Mathematics Education, the aim is to develop research that aims to conceptualize the field of research, History of Mathematics Education in Brazil, focusing on historically constructed school practices linked to teacher training and mathematics teaching and learning. To this end, research will be necessary on: historical-cultural studies of Mathematics Education in Brazil; the constitution of the discipline of Mathematics in the context of educational legislation and school practices; the movements of pedagogical transformation in school mathematics; the historical sources of Mathematics Education and its contributions to teacher training; the constitution and organization of the body of mathematics educators in Brazil; the History of Mathematics Education as a field of research; and the role of the History of Mathematics Education in Tocantins and the Brazilian Legal Amazon.

This research project encompasses investigations within the Ethnomathematics Program. The overall objective is to develop theoretical and/or empirical investigations, using various research methodologies such as ethnography, participatory research, and historiography, in different sociocultural contexts, primarily the Brazilian Legal Amazon. The aim is to clarify the phenomena investigated theoretically, epistemologically, socioculturally, historically, pedagogically, didactically, and methodologically, contributing to the construction of knowledge from a historical and discursive perspective, for the training and teaching of mathematics teachers, and for the different modes of mathematics learning.

This macroproject aims to understand, use and create mathematical and technological concepts based on historical-educational-scientific developments, studying their sociocultural, political-economic signs and meanings and evaluating their implications for the processes of teaching and learning mathematics, in the field of Mathematical Modeling and Information and Communication Technologies intertwined with K-12 Education, Higher Education and other sociocultural contexts.

Thus, it aims to train a teacher-researcher capable of understanding the processes of teaching and learning mathematics, emphasizing historical, social and cultural contexts through philosophical, anthropological, social, psychological and educational perspectives that involve Mathematical Modeling and Technologies.

This macroproject aims to develop research to understand didactic phenomena inherent to mathematics teaching and learning processes in the classroom. It seeks to identify, study, characterize, and understand the phenomena and processes that condition mathematics teaching and learning, considering the cognitive, anthropological, sociological, and epistemological perspectives of Mathematics Didactics. It adopts the perspective of Mathematics Didactics as a theoretical field that originated in France and other European countries but has been developing through research and research groups in Brazilian institutions. This macroproject is expected to develop research on the following topics:

Epistemology and Didactics; Epistemological, Didactic, Psychological, and Ontogenic Obstacles. Didactic Transposition; Didactic Contract; Theory of Didactic Situations; Anthropological Theory of Didactics; Tool-Object Dialectics; Records of Semiotic Representation; Didactic Engineering; Theory of Conceptual Fields.

These themes constitute theoretical elements that can support teaching situations in the classroom.