@proceedings {15341,
	title = {Professional development for the integration of technology in the teaching of Mathematics: in search of pragmatic theories - Desenvolvimento profissional para a integra{\c c}{\~a}o da tecnologia no ensino da Matem{\'a}tica: em busca de teorias pragm{\'a}ticas},
	journal = {XXXI Semin{\'a}rio de Investiga{\c c}{\~a}o em Educa{\c c}{\~a}o Matem{\'a}tica},
	year = {2021},
	pages = {1-10},
	publisher = {APM},
	address = {Santar{\'e}m},
	abstract = {<p>This paper presents part of a study that aimed to make more explicit the pragmatic theories that inform the design of professional development programs with an emphasis on the integration of digital technologies in the practices of mathematics teachers. The analysis carried out was based on a set of projects considered representative and implemented in four countries {\textendash} Colombia, Italy, Mexico and Portugal. Based on this analysis, we identify relevant elements (e.g., similarities and differences, barriers and opportunities) and develop recommendations to be taken into account in the design of future professional development programs. In this process, we identified a set of aspects and sub-aspects, as well as several interconnections between them, which emerged in relation to five main themes and allowed us to reveal our pragmatic theories. Thus, this work provides a framework to support the design of future projects for the professional development of mathematics teachers regarding the use of digital technology.</p>
},
	attachments = {https://docentes.fct.unl.pt/sites/default/files/hcr/files/siem_2021.pdf},
	author = {Rocha, H. and Faggiano, E. and Sacristan, A. and Santacruz-Rodr{\'\i}guez, M.}
}
