Vol. 13 No. 37 (2025): Filosofia da Educação Matemática

DOI: https://doi.org/10.33361/RPQ.v.13.n.37

Published: 2025-12-09

Expediente

SUMÁRIO

i-iii
- PDF (Português (Brasil))

Editorial

EDITORIAL

Maria Aparecida Viggiani Bicudo, Rosa Monteiro Paulo , Marli Regina dos Santos

iv-viii
- PDF (Português (Brasil))
- PDF

Filosofia da Educação Matemática

L’interpretazione di Husserl della matematica Come presupposto teorico per l’insegnamento di questa disciplina

Angela Ales Bello

01-16
- PDF (Português (Brasil))
Sull’evento educativo: riflessioni fenomenologiche a partire da E. Husserl, E. Stein e P. Bertolini

Anna Maria Pezzella

17-35
- PDF (Português (Brasil))
Pure logic and a phenomenological constitution of algebraic structures: apophantics, ontology, and theory of manifolds in Edmund Husserl

Juliano Cavalcante Bortolete

36-56
- PDF (Português (Brasil))
The foundational ideas in Gödel’s incompleteness theorem: a phenomenological analysis

Rosemeire de Fatima Batistela, Ana Maria Mota Pereira Silva

57-87
- PDF (Português (Brasil))
Philosophy of Mathematics and Phenomenological Philosophy of Mathematics: exposed understandings

Rosangela Ramon, Tiago Emanuel Klüber Klüber

88-119
- PDF (Português (Brasil))
The philosophy of Mathematics Education and a tetrahedral legacy in Malba Tahan – eminent brazilian educator

Ivan Fortunato, Milagros Elena Rodríguez

120-138
- PDF (Português (Brasil))
Beyond the order of curricular discourse: contingency, teaching ethics and the practice of the care in Mathematical Education

Cassiana Lopes Stephan, Marcio Antonio Silva

139-164
- PDF (Português (Brasil))
- PDF
Difficulties with teaching mathematics: focusing on the context of hospital education

Érica Czigel, Fabiane Mondini

165-191
- PDF (Português (Brasil))
Meanings and significances expressed by students in the classroom and Mathematics Education research

Luana Milagres Fernandes, Marli Regina dos Santos

192-210
- PDF (Português (Brasil))
Environmental issues in the study of algebraic themes: a possibility of a phenomenological approach

Tânia Baier, Eduardo Zimdars, Noelly Susana Goedert de Souza

211-226
- PDF (Português (Brasil))
A philosophical therapy on the concept of number

Carlos Evaldo dos Santos Silva, Daniana de Costa, Elivaldo Serrão Custódio

227-247
- PDF (Português (Brasil))
Mathematical explorations with augmented reality: highlighting the movement of body itself

Rosa Monteiro Paulo, Carolina Cordeiro Batista, Anderson Luís Pereira

248-268
- PDF (Português (Brasil))
A qualitative-phenomenological investigation in a mathematical education laboratory activity

Adlai Ralph Detoni, Raniane Lucimar Almeida de Aquino

269-286
- PDF (Português (Brasil))
Solving Problems of the paradoxical kind and Mathematical Education: pedagogical intervention with high school students

Roberta Labres Flugseder, Suelen Assunção Santos

287-312
- PDF (Português (Brasil))
Agential Realism and mathematical education: a con/figuration

Lucas Ferreira Gomes, João Ricardo Viola dos Santos

313-331
- PDF (Português (Brasil))
Initial reflections on “stacked time”: (te)aching activities in the the burnout society

Rafael Montoito, Andréia Dalcin

332-356
- PDF (Português (Brasil))
The experience and the i-other relationship and their implications for the constitution of being a teacher with Mathematical Investigation

Paulo Wichnoski

357-372
- PDF (Português (Brasil))
Crossings between Phenomenology and Critical Mathematics Education

Morane Almeida de Oliveira, Paulo José dos Santos Pereira, Rossival Cruz da Silva

373-403
- PDF (Português (Brasil))
Schleiermacher’s universal hermeneutics: foundations of the art of interpreting texts

Joel Gonçalves dos Santos, Lais Cristina Pereira da Silva

404-422
- PDF (Português (Brasil))
Their bodies and their marks: the narrating of (black)women-teachers-researchers

Tatiane da Silva Alves, Thays Alves de Oliveira

423-448
- PDF (Português (Brasil))

Vol. 13 No. 37 (2025): Filosofia da Educação Matemática

Expediente

SUMÁRIO

Editorial

EDITORIAL

Filosofia da Educação Matemática

L’interpretazione di Husserl della matematica Come presupposto teorico per l’insegnamento di questa disciplina

Sull’evento educativo: riflessioni fenomenologiche a partire da E. Husserl, E. Stein e P. Bertolini

Pure logic and a phenomenological constitution of algebraic structures: apophantics, ontology, and theory of manifolds in Edmund Husserl

The foundational ideas in Gödel’s incompleteness theorem: a phenomenological analysis

Philosophy of Mathematics and Phenomenological Philosophy of Mathematics: exposed understandings

The philosophy of Mathematics Education and a tetrahedral legacy in Malba Tahan – eminent brazilian educator

Beyond the order of curricular discourse: contingency, teaching ethics and the practice of the care in Mathematical Education

Difficulties with teaching mathematics: focusing on the context of hospital education

Meanings and significances expressed by students in the classroom and Mathematics Education research

Environmental issues in the study of algebraic themes: a possibility of a phenomenological approach

A philosophical therapy on the concept of number

Mathematical explorations with augmented reality: highlighting the movement of body itself

A qualitative-phenomenological investigation in a mathematical education laboratory activity

Solving Problems of the paradoxical kind and Mathematical Education: pedagogical intervention with high school students

Agential Realism and mathematical education: a con/figuration

Initial reflections on “stacked time”: (te)aching activities in the the burnout society

The experience and the i-other relationship and their implications for the constitution of being a teacher with Mathematical Investigation

Crossings between Phenomenology and Critical Mathematics Education

Schleiermacher’s universal hermeneutics: foundations of the art of interpreting texts

Their bodies and their marks: the narrating of (black)women-teachers-researchers

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