Vol. 7 No. 13 (2024)

Two articles are presented in this issue. One presents a questionnaire aimed at assessing the mathematical knowledge of teachers regarding the concept of function, which can serve as a reference to propose teaching activities to improve educational practice. The second article presents the results of a process of inquiry into students' algebraic thinking when they generalize linear patterns, which can be taken as a basis for future research or for the design of related teaching activities.