Editorial

Abstract

It is consensual among Education professionals that learning Mathematics is strongly related to the role played by the educator or teacher in their teaching practice. For example, the actions it develops and the tasks it proposes to children, young people and adults determine different learning opportunities. The way he manages interactions in the classroom or in other educational contexts, the connections he establishes between the various topics inside and outside Mathematics and with real life, as well as the type of resources he uses, influence the nature of this learning.

This special issue of Medi@ções focuses on deepening the discussion and reflection on research in Mathematics Education, from the early years, as well as on the initial training of Education professionals. From a perspective of scope of the theme, it includes articles with different actors and scenarios in the teaching and learning process, which focus on investigations with a common purpose, to contribute so that everyone, without exception, can learn Mathematics with understanding.