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Mathematics Teaching in Brazil: Overview, Current Context, and Challenges

Artigo2026

Adriana Richit ORCID; José Dilson Beserra Cavalcanti ORCID

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Resumo

The article provides an overview of mathematics teaching in Brazil, examining various scenarios throughout the country’s history, guided by the question: What are the main historical milestones of mathematics teaching in Brazil and the intersections that have influenced this process? The qualitative research, descriptive-bibliographic, consisted of analyzing a corpus comprising official documents and reports, results of international assessments, and data from the Brazilian educational census, retrieved from repositories linked to the Brazilian Ministry of Education and universities. It was also based on the work of leading Brazilian researchers in the history of mathematics teaching. The analysis pointed the main historical milestones that contributed to the consolidation of mathematics as a school subject in basic education were highlighted, the implications of some international indicators related to student performance in the constitution of the school curriculum, as well as the developments of the central current public policies related to the teaching of mathematics and the contributions of mathematics education to the improvement of teaching. In conclusion, highlights aspects that characterize mathematics teaching in Brazil, including alignment with teacher education guidelines, perspectives derived from the common minimum curriculum, and the impact of research results in mathematics education.

Dados da obra

Tipo
Artigo
Periódico
REDIMAT, v. 15, n. 1, p. 23-38
Editora
Hipatia Press
Ano
2026 (2026-02-24)
Idioma
en
Palavras-chave
teaching mathematics in Brazil; basic education; national common curriculum base; Foreign Countries; Mathematics Instruction; Educational History; Educational Change; Educational Policy; Public Policy; Mathematics Curriculum; Religious Factors; Social Influences; mathematics education; history of mathematics education; Brazil; school curriculum; international assessment; education policy; teacher professional development; mathematics education research
Temas
Avaliação, Currículo, Formação de Professores de Matemática, História da Educação Matemática, História da Matemática
DOI
10.17583/redimat.15928
ISSN
2014-3621, 1479-4802
Licença
cc-by
Acesso
Acesso aberto
Fontes
DOAJ — Directory of Open Access Journals; ERIC — Education Resources Information Center; OpenAlex
Na Biblioteca desde
27/09/2026 · verificada em 27/09/2026

Como citar

ABNT
RICHIT, Adriana; CAVALCANTI, José Dilson Beserra. Mathematics Teaching in Brazil: Overview, Current Context, and Challenges. REDIMAT, v. 15, n. 1, p. 23-38, 2026. DOI: https://doi.org/10.17583/redimat.15928.

APA

Richit, A., & Cavalcanti, J. D. B. (2026). Mathematics Teaching in Brazil: Overview, Current Context, and Challenges. REDIMAT, 15(1), 23-38. https://doi.org/10.17583/redimat.15928

BibTeX
@article{richit2026,
  author = {Richit, Adriana and Cavalcanti, José Dilson Beserra},
  title = {Mathematics Teaching in Brazil: Overview, Current Context, and Challenges},
  year = {2026},
  journal = {REDIMAT},
  volume = {15},
  number = {1},
  pages = {23-38},
  publisher = {Hipatia Press},
  doi = {10.17583/redimat.15928},
  language = {en}
}
RIS
TY  - JOUR
AU  - Richit, Adriana
AU  - Cavalcanti, José Dilson Beserra
TI  - Mathematics Teaching in Brazil: Overview, Current Context, and Challenges
PY  - 2026
JO  - REDIMAT
VL  - 15
IS  - 1
SP  - 23
EP  - 38
DO  - 10.17583/redimat.15928
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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