Mathematics Education in Brazil , 1st ed. 2018 Panorama of Current Research

This book presents, for the first time in English, the state of the art of Mathematics Education research in Brazil, a country that has the strongest community in this field in Latin America. Edited by leading researchers in the area, the volume provides the international academic community a summary of the scientific production of the thirteen working groups of the Brazilian Society of Mathematics Education (SBEM), the national scientific society that brings together researchers, teachers, students and other professionals of the area. 

These working groups meet every three years at the International Seminar of Mathematics Education (SIPEM) and cover the following topics: Mathematics Education in the Early Years and Primary Education (Y1-Y5); Mathematics Education in the Middle School (Y6-Y9); Mathematics Education in the High School (Y10-Y12); Mathematics Education at the University level; History of Mathematics, Culture and Mathematics Education; Digital Technologies and Distance Education; Teacher Education; Assessment and Mathematics Education; Cognitive and Linguistic Processes in Mathematics Education; Mathematical Modeling; Philosophy of Mathematics Education, Teaching Probability and Statistics; and Difference, Inclusion and Mathematics Education. 

Each chapter of the book presents an overview of the production of a working group and they are all preceded by an introduction by professor Ubiratan D?Ambrosio, one of the pioneers of Mathematics Education in Brazil.  

Chapter1: To think in a new way in mathematics education.- Chapter2: 1, 2: What did we do? 3, 4: Let’s learn some more! Research on early schooling mathematics education in Brazil.- Chapter3: Research on Mathematics Education in Middle School in Brazil.- Chapter4: Brazilian mathematics education in high school.- Chapter5: Mathematics education at university level: contributions from Brazil.- Chapter6: History of mathematics and culture:  moments and movements in Brazilian mathematics education.- Chapter7: Digital technologies and mathematics education: interlocutions and contributions based on research developed in Brazil.- Chapter8: Mathematics teacher education: synthesis and perspectives of research developed in Brazil.- Chapter9: Assessment and mathematics education: possibilities and challenges of Brazilian research.- Chapter10: Cognitive and linguistic processes in Brazilian mathematics education: theoretical considerations and educational implications.- Chapter11: Research on mathematical modelling in mathematics education in Brazil: overview and considerations.- Chapter 12: Philosophy of mathematics education: a panorama from Brazil.- Chapter13: Every citizen needs to know statistics! What are we doing? Brazilian research in statistics education.- Chapter14: Difference, inclusion and mathematics education in Brazil.

ALESSANDRO JACQUES RIBEIRO is a professor of the Graduate Program in Teaching and History of Science and Mathematics at the Federal University of ABC (UFABC), Brazil. He was the president of the Brazilian Society of Mathematics Education (SBEM) (2013-2016). He received a PhD in Mathematics Education from the Pontifical Catholic University of São Paulo (2007) and two Postdoctoral fellowship, one from Rutgers, the State University of New Jersey, USA (2015) and the other from Institute of Education, University of Lisbon (2017). His academic experience is in the area of Mathematics, with emphasis on Mathematics Education, particularly focusing the following subjects: Mathematics Education, Algebraic Education and Teacher Training. He taught Mathematics in public and private schools in São Paulo for 10 years and acted as a trainer on continuing education programs for Mathematics teachers.
LULU HEALY holds a Chair in Mathematics Education at King’s College, London. From 2002-2017, she was based in São Paulo where she coordinated the research programme, Towards an Inclusive Mathematics Education, whose objective is to investigate the relations between experiences sensory and mathematical cognition and also to develop and evaluate learning scenarios for students with and without disabilities. She was also coordinator of the national working group on Difference, Inclusion and Mathematics Education of the Brazilian Society for Mathematics Education. Her interests focus on the challenges associated with the building of a more inclusive school mathematics and in understanding the mathematical practices of disabled and neurodivergent learners. She also researches the use of digital technologies in the teaching and learning of mathematics and the design of innovative ways of doing and expressing school mathematics.

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