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Ferreira, G., H. Rocha, and A. Rodrigues As conexões matemáticas na resolução de problemas. Atas do EIEM 2023 - Encontro em Investigação em Educação Matemática. Aveiro: SPIEM, 2023.
Faggiano, E., A. Sacristán, H. Rocha, and M. Santacruz-Rodríguez Addressing the congruence and similarity of figures with technology: A cross-national comparison. ICTMT., 2023.
Faggiano, E., H. Rocha, A. Sacristan, and M. Santacruz-Rodríguez. "Towards pragmatic theories to underpin the design of teacher professional development concerning technology use in school mathematics." Mathematics Education in the Digital Age: Learning, Practice and Theory . Eds. A. Donevska-Todorova, E. Faggiano, J. Trgalova, H. - G. Weigand, and A. Clark-Wilson. Routledge, 2021. 42-68. Abstract

This chapter aims to make more explicit the grounded or ‘pragmatic theories’ that inform the design of mathematics teachers’ professional development (PD) to exploit technological affordances. It uses aspects of some representative projects that took place in four countries (Colombia, Italy, Mexico, and Portugal) to illustrate lessons learned (e.g., similarities and differences, barriers and opportunities) and provide important insights to inform future PD implementations. To do this, we have identified a set of aspects (and sub-aspects) that emerged in relation to five major themes and reveal our ‘pragmatic theories’ alongside a consideration of the interconnections between these aspects. Our contribution offers a methodological frame to support future PD designs for teachers of mathematics concerning digital technology uses.