Eurasia Journal of Mathematics, Science and Technology Education

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• Bartell, T. G. (2013). Learning to teach mathematics for social justice: Negotiating social justice and mathematical goals. Journal for Research in Mathematics Education, 44(1), 129-163. https://doi.org/10.5951/jresematheduc.44.1.0129
• Biccard, P., & Wessels, D. (2017). Developing mathematisation practices in primary mathematics teaching through didactisation-based teacher development. African Journal of Research in Mathematics, Science and Technology Education, 21(1), 61-73. https://doi.org/10.1080/18117295.2017.1283184
• Brantlinger, A. (2013). Between politics and equations: Teaching critical mathematics in a remedial secondary classroom. American Educational Research Journal, 50(5), 1050-1080. https://doi.org/10.3102/00028312134871
• Brown, R. (2017). Using collective argumentation to engage students in a primary mathematics classroom. Mathematics Education Research Journal 29, 183-199. https://doi.org/10.1007/s13394-017-0198-2
• Canavarro, A. P., Mestre, C., Gomes, D., Santos, E., Santos, L., Brunheira, L., Vicente, M., Gouveia, M. J., Correia, P., Marques, P., & Espadeiro, G. (2021). Aprendizagens essenciais de matemática no ensino básico [Essential mathematics learning in basic education]. ME-DGE.
• Desimone, L. M. (2009). Improving impact studies on teachers’ professional development: toward better conceptualisations and measures. Educational Researcher, 38(3), 181-199. https://doi.org/10.3102/0013189X08331140
• Ekawati, R., & Hohar, A. W. (2016). Innovative teacher professional development within pmri in Indonesia. International Journal of Innovation in Science and Mathematics Education, 24(5), 1-13.
• Esmonde, I., & Caswell, B. (2010). Teaching mathematics for social justice in multicultural, multilingual elementary classrooms. Canadian Journal of Science, Mathematics and Technology Education, 10(3), 244-254. https://doi.org/10.1080/14926156.2010.504485
• Frankenstein, M. (1983). Critical mathematics education: An application of Paulo Freire’s epistemology. Journal of Education, 165(4), 315-339. https://doi.org/10.1177/002205748316500403
• Greer, B., Mukhopadhyay, S., Powell, A. B., & Nelson-Barber, S. (2009). Culturally responsive mathematics education. Routledge. https://doi.org/10.4324/9780203879948
• Gutiérrez, R. (2009). Framing equity: Helping students “play the game” and “change the game”. Teaching for Excellence and Equity in Mathematics, 1(1), 4-8.
• Gutiérrez, R. (2013). The sociopolitical turn in mathematics education. Journal for Research in Mathematics Education, 44(1), 37-68. https://doi.org/10.5951/jresematheduc.44.1.0037
• Gutstein, E. (2016). “Our issues, our people-math as our weapon”: Critical mathematics in a Chicago neighborhood high school. Journal for Research in Mathematics Education, 47(5), 454-504. https://doi.org/10.5951/jresematheduc.47.5.0454
• Gutstein, E. (2018). The struggle is pedagogical: Learning to teach critical mathematics. In P. Ernest (Ed.), The philosophy of mathematics education today (pp. 131-143). Springer. https://doi.org/10.1007/978-3-319-77760-3_8
• Julio, R. S., & Silva, G. H. G. (2018). Compreendendo a formação Matemática de futuros pedagogos por meio de narrativas [Understanding the mathematical education of future primary school teachers through narratives]. BOLEMA, 32(62), 1012-1029. https://doi.org/10.1590/19804415v32n62a13
• Knijnik, G. (2007). Mathematics education and the Brazilian landless movement: Three different mathematics in the context for the struggle for social justice. Philosophy of Mathematics Education Journal, 21, 1-18.
• Loucks-Horsley, S., Stiles, K. E., Mundry, S., Love, N., & Hewson, P. W. (2010). Designing professional development for teachers of science and mathematics. Corwin. https://doi.org/10.4135/9781452219103
• Lüdke, M., & André, M. (2013). Pesquisa em educação: Abordagens qualitativas [Research in education: Qualitative approaches]. LTC.
• Milani, R. (2020). Diálogo em educação matemática e suas múltiplas interpretações [Dialogue in mathematics education and its multiple interpretations]. BOLEMA, 34(68), 1036-1055. https://doi.org/10.1590/1980-4415v34n68a10
• Miranda, F. O. (2015). A inserção da educação matemática crítica na escola pública: Aberturas, tensões e potencialidades [The inclusion of critical mathematics education in public schools: Openings, tensions, and potentialities]. [PhD thesis, Universidade Estadual Paulista]. http://hdl.handle.net/11449/132819
• Misfeldt, M., & Zacho, L. (2016). Supporting primary-level mathematics teachers’ collaboration in designing and using technology-based scenarios. Journal of Mathematics Teacher Education 19, 227-241. https://doi.org/10.1007/s10857-015-9336-5
• Nacarato, A. M., Mengali, B. L. S., & Passos, C. L. (2009). A matemática nos anos inciais do ensino fundamental: Tecendo fios do ensinar e do aprender [Mathematics in the early years of elementary education: Weaving the threads of teaching and learning]. Autêntica.
• Penteado, M. G., & Skovsmose, O. (2022). Landscapes of investigation: Contributions to critical mathematics education. OpenBook. https://doi.org/10.11647/OBP.0316
• Pinheiro, M., Serrazina, M. L., & Silva, A. F. G. (2019). Desenvolvimento profissional de uma professora dos anos iniciais do ensino fundamental no tema probabilidade [Professional development of an early years elementary school teacher on the topic of probability]. BOLEMA, 33(65), 1175-1194. https://doi.org/10.1590/1980-4415v33n65a10
• Ponte, J. P. (2012a). A practice-oriented professional development programme to support the introduction of a new mathematics curriculum in Portugal. Journal of Mathematics Teacher Education, 15(4), 317-327. https://doi.org/10.1007/s10857-012-9219-y
• Ponte, J. P. (2012b). Estudiando el conocimiento y el desarrollo profesional del profesorado de matemáticas [Studying the knowledge and professional development of mathematics teachers]. In N. Planas (Ed.), Teoría, crítica y práctica de la educación matemática (pp. 83-98). Graó.
• Ponte, J. P., Brocardo, J., & Oliveira, H. (2016). Investigações matemáticas na sala de aula [Mathematical investigations in the classroom] (3 ed.). Autêntica.
• Powell, A., & Frankenstein, M. (Eds.). (1997). Ethnomathematics: Challenging eurocentrism in mathematics education. State University of New York Press.
• Putri, R. I., Dolk, M., & Zulkardi, Z. (2015). Professional development of PMRI teachers for introducing social norms. Indonesian Mathematical Society Journal on Mathematics Education 6(1), 11-19. https://doi.org/10.22342/jme.6.1.1900.11-19
• Quaresma, M., & Ponte, J. P. (2019). Dinâmicas de reflexão e colaboração entre professores do 1.º ciclo num estudo de aula em matemática [Dynamics of reflection and collaboration among primary school teachers in a lesson study in mathematics]. BOLEMA, 33(63), 368-388. https://doi.org/10.1590/1980-4415v33n63a18
• Richit, A., & Ponte, J. P. (2019). A colaboração profissional em estudos de aula na perspectiva de professores participantes [Professional collaboration in lesson studies from the perspective of participating teachers]. BOLEMA, 33(64), 937-962. https://doi.org/10.1590/1980-4415v33n63a18
• Silva, G. H. G., & Penteado, M. G. (2013). Geometria dinâmica na sala de aula: O desenvolvimento do futuro professor de matemática diante da imprevisibilidade [Dynamic geometry in the classroom: The development of the future mathematics teacher in the face of unpredictability]. Ciência & Educação, 19(2), 279-292. https://doi.org/10.1590/S1516-73132013000200004
• Skovsmose, O. (2000). Cenários para investigação [Landscapes of investigation]. Bolema, 14, 66-91.
• Skovsmose, O. (2023). Critical mathematics education. Springer. https://doi.org/10.1007/978-3-031-26242-5
• Stinson, D. W., Bidwell, C. R., & Powell, G. C. (2012). Critical pedagogy and teaching mathematics for social justice. The International Journal of Critical Pedagogy, 4(1), 76-94.
• Timperley, H., Wilson, A., Barrar, H., & Fung, I. (2007). Teacher professional learning and development: Best evidence synthesis iteration. Wellington: Ministry of Education.
• Vasconcelos, L. O., Leandro, E. G., Passos, C. L. B., & Anunciato, R. (2021). Rede de aprendizagem e desenvolvimento da docência: Expressões do pensamento geométrico de professoras que ensinam matemática nos anos iniciais do ensino fundamental [Learning network and the development of teaching: Expressions of geometric thinking of teachers who teach mathematics in the early years of elementary education]. BOLEMA, 35(70), 708-726. https://doi.org/10.1590/1980-4415v35n70a08
• Vithal, R., Christiansen, I. M., & Skovsmose, O. (1995). Project work in university mathemat­ics education: A Danish experience: Aalborg University. Educational Studies in Mathematics, 29(2), 199-223. https://doi.org/10.1007/BF01274213
• Wright, P., Hilton, C., & Kelly, J. (2023). Primary school teachers tackling social justice issues whilst teaching mathematics: Findings from the primary maths & social justice research project. In Proceedings of the British Society for Research into Learning Mathematics (1^st ed., Vol. 43, pp. 1-6). British Society for Research into Learning Mathematics.
• Xenofontos, C. (2019). Equity and social justice in mathematics education: A brief introduction. In C. Xenofontos (Ed.), Equity in mathematics education: Addressing a changing world (pp. 1-22). Information Age.
• Yin, R. K. (2018). Case study research and applications: Design and methods (6^th ed.). SAGE.
• Zehetmeier, S., & Krainer, K. (2011). Ways of promoting the sustainability of mathematics teachers’ professional development. ZDM Mathematics Education, 43, 875-887. https://doi.org/10.1007/s11858-011-0358-x

APA

Gomes da Silva, G. H., & da Ponte, J. P. (2025). Primary school teachers and their engagement with critical mathematics education via landscapes of investigation. Eurasia Journal of Mathematics, Science and Technology Education, 21(5), em2636. https://doi.org/10.29333/ejmste/16393

Vancouver

Gomes da Silva GH, da Ponte JP. Primary school teachers and their engagement with critical mathematics education via landscapes of investigation. EURASIA J Math Sci Tech Ed. 2025;21(5):em2636. https://doi.org/10.29333/ejmste/16393

AMA

Gomes da Silva GH, da Ponte JP. Primary school teachers and their engagement with critical mathematics education via landscapes of investigation. EURASIA J Math Sci Tech Ed. 2025;21(5), em2636. https://doi.org/10.29333/ejmste/16393

Chicago

Gomes da Silva, Guilherme Henrique, and João Pedro da Ponte. "Primary school teachers and their engagement with critical mathematics education via landscapes of investigation". Eurasia Journal of Mathematics, Science and Technology Education 2025 21 no. 5 (2025): em2636. https://doi.org/10.29333/ejmste/16393

Harvard

Gomes da Silva, G. H., and da Ponte, J. P. (2025). Primary school teachers and their engagement with critical mathematics education via landscapes of investigation. Eurasia Journal of Mathematics, Science and Technology Education, 21(5), em2636. https://doi.org/10.29333/ejmste/16393

MLA

Gomes da Silva, Guilherme Henrique et al. "Primary school teachers and their engagement with critical mathematics education via landscapes of investigation". Eurasia Journal of Mathematics, Science and Technology Education, vol. 21, no. 5, 2025, em2636. https://doi.org/10.29333/ejmste/16393