Prospective teachers who will teach Mathematics take the floor: glimpses of the formative effects of narrative journaling in initial teacher education. Práxis Educativa, [S. l.], v. 21, p. 1–16, 2026. DOI: 10.5212/PraxEduc.v.21.26179.054. Disponível em: https://revistas.uepg.br/index.php/praxiseducativa/article/view/26179. Acesso em: 1 aug. 2026.