Assessment in Basic Education is essential to measure
progress and identify gaps in the educational process. With the
challenge of improving fairness and precision, Item Response Theory
(IRT) has been highlighted as an innovative solution, differing from
traditional methods by considering the student's ability beyond the
number of correct answers. However, the implementation of IRT faces
challenges, mainly due to the need for specific teacher training. This
study focused on developing a Didactic Sequence that equip Basic
Education teachers to effectively apply IRT. This objective aligns
with the demand for assessments that respect the
students’individuality, contributing to more inclusive teaching. Thus,
the study laid a foundation for training Basic Education teachers in
the efficient application of IRT. The general objective of the study
was to develop a didactic sequence to train 9th-grade Basic Education
teachers in applying IRT in their assessment practices. Within this
scope, the study sought to achieve specific objectives, which
intertwine and complement each other. The central research problem is:
“what are the pedagogical impacts of a specific didactic sequence
ontraining 9th-grade Basic Education teachers to effectively apply
Item Response Theory (IRT)?” The methodology included action research
and qualitative research, with data collection through questionnaires
and analysis based on a selected sample of teachers. The development
of the Didactic Sequence is detailed in Appendix A, where module
contents, practical activities and learning resources are presented,
accompanied by examples of practical application. The study aimed
toovercome the limitations of traditional assessments and contribute
to equity and quality in Brazilian Basic Education by enhancing
educator qualifications. This work targeted the educational field,
offering a concrete and contextualized approach to implementing IRT
within the reality of Brazilian educators and students. In summary,
this study achieved its specific objectives by providing practical
guidelines and concrete tools for implementing IRT in the context of
Basic Education. Teacher training was proven to be a crucial factor in
overcoming the limitations of traditional assessments, promoting
fairer and more responsive teaching to students’ individual
characteristics. It is hoped that the findings of this study will
encourage the adoption of educational policies that support the
continuous training of teachers and innovation in assessment
practices, contributing to quality and equitable education for all.

 The aim of this work is to highlight the importance of an investigative approach in the demonstration and application of the Pythagorean Theorem, to enrich the teaching and learning process. It seeks to demonstrate how understanding the origin and development of mathematical knowledge can broaden the theory and practice of the content taught in the classroom, as well as contributing to the development of analytical and critical analytical and critical skills in students. The research employs a review, analyzing texts, studies and historical records related to the Pythagorean Theorem and its evolution over time. It also proposes the creation of an educational product - a set of teaching materials that includes varied demonstrations of the theorem, discussions about its history and practical applications, designed to facilitate the teaching of this fundamental concept. The results indicate that incorporating mathematical history and the origins of concepts into mathematics education offers a richer and deeper understanding of the topics covered.  Through the educational product suggested here, the aim is to increase students' and understanding of the Pythagorean Theorem, as well as an improvement in their logical reasoning and critical analysis skills. This study highlights the relevance of the history of mathematics as a valuable tool in the educational process.

In recent years, there has been a lot of talk about inclusion, but what can be seen in the school environment is that there are no tools or conditions in place that actually promote the inclusion of people with disabilities. Thus, there was a need to reflect on and develop tools to help visually impaired students learn mathematics. A bibliographical survey was carried out in order to obtain a theoretical deepening on the subject, considering official documents such as the Federal Constitution (1988), the BNCC (2018) and the Brazilian Law on the Inclusion of People with Disabilities (2015), as well as researchers in the field, such as Franzin (2021), Brandão (2010), Landin, Maia & Sousa (2023), Sardeiro dos Santos, Souza Dias & Castro (2024), Fraz (2024), among others. After this, in view of the need that visually impaired students have in understanding the graph of the affine function, a Magnetic Function Board was developed, a kit designed to help them in the learning process of this object of study, through which students will be able to understand the behavior of the graph of functions as their coefficients are modified. It is of the utmost importance that education professionals mobilize to develop methodologies that encourage their students and make them feel welcome and capable. It is therefore urgent that inclusion policies really do aim to respect dignity and provide the necessary conditions for all students to have their right to a quality education. 

Mathematics Olympiads play a significant role in the school year of Brazilian schools. There are several mathematics olympiads, from international, national and regional. In Alagoas, the most important is the Olympics Alagoana of Mathematics (OAM). This work presents a brief history of the emergence of mathematics olympiads in the world and in Brazil and reports the the origins of OAM. It is presented how mathematics olympiads are a tool for using the Problem Solving methodology, and is a reflection was made on possible factors that prevent the use of Olympics mathematics by schools and teachers. A case study of the Olympics Cearense de Matemática reports the positive impact on mathematics teaching in state of Ceará. Furthermore, some statistical figures about the latest editions of OAM and the challenges they highlight for its future editions. Next, some basic mathematical concepts are based on are used to solve 25 Olympic problems in the fields of algebra and arithmetic idea that they have already passed through the OAM. Finally, the importance of a competition like the OAM has to improve teaching and learning mathematics gem in the state of Alagoas.