@proceedings {15838, title = {A interdisciplinaridade em contexto de integra{\c c}{\~a}o da tecnologia: o conhecimento profissional de professores de Matem{\'a}tica e de F{\'\i}sico-Qu{\'\i}mica}, author = {Coelho, T and Rocha, H.} } @inbook {16883, title = {Technological integration and interdisciplinarity: The role of teachers{\textquoteright} professional knowledge}, year = {In Press}, publisher = {Springer}, organization = {Springer}, author = {Coelho, T and Rocha, H.} } @article {16881, title = {Generative AI in mathematics education: pre-service teachers{\textquoteright} knowledge and implications for their professional development}, journal = {International Journal of Mathematical Education in Science and Technology}, volume = {56}, year = {2025}, pages = {1513-1530}, abstract = {

Incorporating technologies with Generative Artificial Intelligence (GenAI) into education requires a shift in teaching methodologies. However, little is known about how pre-service teachers perceive the relevance and challenges of this incorporation, particularly in mathematics education. This study investigates pre-service teachers{\textquoteright} interactions with GenAI, addressing the relevance and challenges of integrating it in mathematics teaching and discussing possible implications for their knowledge and professional development. Specifically, it intends to understand: How does the pre-service teachers{\textquoteright} interaction with GenAI during the design and implementation of teaching activities relate to their professional knowledge? And how does this relation impact the relevance they ascribe to GenAI? In this qualitative and interpretative study, involving seven pre-service mathematics teachers, we analyse the interplay between participants{\textquoteright} knowledge and use of a GenAI (in this case, ChatGPT), guided by KTMT {\textendash} Knowledge for Teaching Mathematics with Technology model. The main conclusions revealed a landscape characterised by promise and challenge, where GenAI can be a valuable educational
tool when used to facilitate discussion and promote critical thinking, highlighting the relevance and development of KTMT. The ability to evaluate and reflect on AI-generated responses can promote professional development, preparing pre-service teachers for an increasing presence of technology in educational environments.

}, url = {https://doi.org/10.1080/0020739X.2025.2490104}, author = {Bernardi, M.L. and Capone, R. and Faggiano, E. and Rocha, H.} } @article {16941, title = {The role of professional knowledge in teachers{\textquoteright} responses to technological hiccups in mathematics and physics classrooms}, journal = {School Sciences and Mathematics}, year = {2025}, url = {http://doi.org/10.1111/ssm.18369}, author = {Botelho, M. C. and Coelho, T and Rocha, H.} } @proceedings {16754, title = {Forging interdisciplinary paths: Teachers{\textquoteright} professional knowledge on disciplinary articulation - Trilhando caminhos interdisciplinares: Conhecimento profissional dos professores sobre a articula{\c c}{\~a}o disciplinar}, journal = {SIEM 2024}, year = {2024}, pages = {1-12}, publisher = {APM}, address = {Caldas da Rainha}, abstract = {

The challenges of disciplinary integration in teaching practice, especially in the implementation of tasks that promote interdisciplinary approaches, highlight the importance of teachers{\textquoteright} professional knowledge in this process. Using a naturalistic approach, this study aims to characterize the professional knowledge of a physics teacher when adopting an interdisciplinary approach using technology. The results of the research revealed that the teacher mobilizes different types of knowledge, showing a differentiated knowledge of the most appropriate mathematical application to teach a given piece of content, and knowledge of how pedagogical strategies can be aided through different applications using technology.

}, attachments = {https://docentes.fct.unl.pt/sites/default/files/hcr/files/2024_siem_coelho_rocha.pdf}, author = {Coelho, T and Rocha, H.} } @article {16752, title = {Interdisciplinary professional knowledge: divergences and convergences of two models {\textendash} Conhecimento profissional interdisciplinar: diverg{\^e}ncias e converg{\^e}ncias de dois modelos}, journal = {Iberian Journal of Information Systems and Technologies}, volume = {E71}, year = {2024}, pages = {316-328}, url = {https://www.risti.xyz/issues/ristie71.pdf}, author = {Coelho, T and Rocha, H.} } @proceedings {16599, title = {Conhecimento profissional do professor: a influ{\^e}ncia das perturba{\c c}{\~o}es tecnol{\'o}gicas no ensino de Matem{\'a}tica e F{\'\i}sica - Teacher{\textquoteright}s professional knowledge: The influence of technological disruptions in the teaching of Mathematics and Physics}, journal = {Atas do XXXIII SIEM {\textendash} Semin{\'a}rio de Investiga{\c c}{\~a}o em Educa{\c c}{\~a}o Matem{\'a}tica}, year = {2023}, pages = {1-10}, publisher = {APM}, address = {Barcelos}, author = {Coelho, T and Botelho, M. C. and Rocha, H.} } @proceedings {16442, title = {A flu{\^e}ncia representacional num contexto de uso de tecnologia em Matem{\'a}tica e F{\'\i}sica e Qu{\'\i}mica}, journal = {INCTE}, year = {2023}, author = {Coelho, T and M. Botelho and Rocha, H.} } @proceedings {16601, title = {Flu{\^e}ncia representacional: a Matem{\'a}tica na resolu{\c c}{\~a}o de problemas de F{\'\i}sica}, journal = {Atas do EIEM 2023 {\textendash} Encontro em Investiga{\c c}{\~a}o em Educa{\c c}{\~a}o Matem{\'a}tica}, year = {2023}, publisher = {SPIEM}, address = {Aveiro}, author = {Botelho, M. C. and Coelho, T and Rocha, H.} } @proceedings {16443, title = {How the use of different technologies mobilises different domains of professional knowledge}, journal = {Cerme 13}, year = {2023}, address = {Budapest, Hungary}, author = {Botelho, M. C. and Coelho, T and Rocha, H.} } @proceedings {16194, title = {A interdisciplinaridade em contexto de integra{\c c}{\~a}o da tecnologia: o conhecimento profissional de professores de Matem{\'a}tica e de F{\'\i}sico-Qu{\'\i}mica}, journal = {Atas do Encontro de Investiga{\c c}{\~a}o em Educa{\c c}{\~a}o Matem{\'a}tica}, year = {2022}, author = {Coelho, T and Rocha, H.} } @proceedings {15799, title = {O conhecimento profissional do professor e a interdisciplinaridade em contexto de integra{\c c}{\~a}o com a tecnologia}, journal = {XXXII Semin{\'a}rio de Investiga{\c c}{\~a}o em Educa{\c c}{\~a}o Matem{\'a}tica}, year = {2022}, pages = {162-165}, publisher = {APM}, address = {Set{\'u}bal}, author = {Coelho, T and Rocha, H.} } @proceedings {16196, title = {O desenvolvimento curricular e a forma{\c c}{\~a}o de professores}, journal = {Atas do Encontro de Investiga{\c c}{\~a}o em Educa{\c c}{\~a}o Matem{\'a}tica}, year = {2022}, pages = {267-276}, publisher = {SPIEM}, author = {Rocha, H. and Costa, M.C. and Jacinto, H.} } @proceedings {15294, title = {As caracter{\'\i}sticas do jogo e o conhecimento profissional do professor: que pontos de contacto?}, journal = {XVI Congresso Internacional Galego-Portugu{\'e}s de Psicopedagogia}, year = {2021}, pages = {1117-1129}, address = {Braga, Portugal}, abstract = {

For most teachers, the use of games is not a common practice. This limited professional experience forces the teacher to reflect on the use of games, on how to integrate them into class work, and on how to enhance the development of learning based on them. Our objective is to analyse a set of game scenarios and study aspects that characterise each of them, relating these characteristics to aspects of the professional knowledge to teach with technology. The study adopts an interpretative and qualitative methodology that seeks to understand the relationship between teachers{\textquoteright} choices and their professional knowledge. The main findings suggest that the different characteristics of the game scenarios imply the creation of different working environments in the classroom; enhance the emergence of different student difficulties, requiring different ways to support their work; allowing/promoting different conceptual approaches; and the work with different representations. These differences between the game scenarios point to different emphases on the teaching and learning knowledge and the chemistry knowledge, suggesting different mobilizations of the teacher{\textquoteright}s professional knowledge.

}, url = {https://congreso-xvigp.asocip.com/images/PDF/ATAS_XVI_CIGPP-2021.pdf}, author = {Coelho, T and Rocha, H.} } @inbook {13496, title = {Towards pragmatic theories to underpin the design of teacher professional development concerning technology use in school mathematics}, booktitle = {Mathematics Education in the Digital Age: Learning, Practice and Theory }, year = {2021}, pages = {42-68}, publisher = {Routledge}, organization = {Routledge}, abstract = {

This chapter aims to make more explicit the grounded or {\textquoteleft}pragmatic theories{\textquoteright} that inform the design of mathematics teachers{\textquoteright} 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 {\textquoteleft}pragmatic theories{\textquoteright} 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.

}, url = {https://www.routledge.com/Mathematics-Education-in-the-Digital-Age-Learning-Practice-and-Theory/Clark-Wilson-Donevska-Todorova-Faggiano-Trgalova-Weigand/p/book/9780367684525}, author = {Faggiano, E. and Rocha, H. and Sacristan, A. and Santacruz-Rodr{\'\i}guez, M.}, editor = {A. Donevska-Todorova and Faggiano, E. and J. Trgalova and H-G. Weigand and A. Clark-Wilson} } @proceedings {13251, title = {O uso de exemplos na demonstra{\c c}{\~a}o: um estudo com alunos do 11.{\textordmasculine} ano}, journal = {SIEM}, year = {2019}, publisher = {APM}, address = {Castelo Branco, Portugal}, abstract = {

This article focuses the choice and use of examples by two students of the 11th grade to prove or refute a set of statements. The use of representations of sequences and functions is also considered. The study adopts a qualitative approach and data were collected by interviews and documental gathering. The conclusions suggest most of the examples used were well-known sequences or functions. However, the students sought different purposes for the use of examples, such as understanding the conjecture, demonstrate the falsity or truthfulness of the statement and conveying a general argument. The students made a satisfactory articulation between the various types of representations but relied mostly in the cartesian graph.

}, author = {Caneco, R. and Rocha, H.} } @proceedings {11012, title = {O racioc{\'\i}nio dedutivo de alunos do 10.{\textordmasculine} ano de escolaridade [The deductive reasoning of students in the 10th grade]}, journal = {XXVII SIEM}, year = {2016}, pages = {275-291}, publisher = {APM}, address = {Porto, Portugal}, abstract = {

Deductive reasoning, being central in mathematics, is also usually a source of difficulties for students, more used to the empirical approaches. In this study we focus on mathematical proof and we try to give attention to how this kind of reasoning is envisaged by the students, to the options they assume when asked to develop a deductive reasoning and to the factors affecting the implementation of this kind of reasoning. The study follows a qualitative and interpretative methodological approach, including the completion of two case studies of students of the 10th grade. Data were collected in work sessions and through interviews. The main findings point to a devaluation of mathematical proof and a strong preference for empirical approaches. Yet students show ability to develop different approaches. The preference for the mathematical subject and the attention given in class to the deduction work, appears to be relevant factors when considering the students{\textquoteright} ability to develop a deductive reasoning when involved on a mathematical proof.

}, author = {Coelho, E. and Rocha, H.} } @article {11014, title = {The use of graphing calculator in the exploration of nonlinear continuous models}, journal = {Revemat}, volume = {11}, year = {2016}, pages = {79-98}, abstract = {

The integration of the graphing calculator in mathematical activity encourages students to express many of their processes and ways of thinking. Since some of the activities at the high school level are carried out with the graphing calculator, we intend to investigate the contribution of this resource to promote the learning of nonlinear continuous models in the 11th grade. By adopting a qualitative methodology, we collected and analysed the students" writing productions. At first, students used to present the information given by the calculator with no justification. As they acquire skills in the use of this resource, they usually set up the viewing window in order to visualize the graphical representations of functions that model the problem situation they are working on and also relate the different existing menus in the study of those functions characteristics. Such procedures make students to present the data collected in the calculator with a justification of their arguments and a validation of their conjectures.

}, url = {https://periodicos.ufsc.br/index.php/revemat/article/view/1981-1322.2016v11n2p79/33629}, author = {Viseu, F. and Campos, S. and Fernandes, J. and Rocha, H.} } @proceedings {7245, title = {The graphing calculator in the promotion of mathematical writing}, journal = {Proceedings of 12th International Conference onTechnology in Mathematics Teaching}, year = {2015}, pages = {590-598}, publisher = {Universidade do Algarve}, address = {Faro, Portugal}, abstract = {

Through writing, students express many of their processes and ways of thinking. Since at high school level some of the activities are carried out with the graphing calculator, we intend to investigate the contribution of this resource to promote the mathematical writing in the learning of continuous nonlinear models at 11th grade. Adopting a qualitative methodology, we collected and analyzed the students{\textquoteright} writing productions. What they write when using the calculator gives evidence about the information valued (when they sketch graphics without any justification); about the strategies used (when they define the viewing window and relate different menus on the graphing calculator); and about the reasoning developed (when they justify the information given by the calculator and the formulation of generalizations and conjectures validation).

}, url = {http://hdl.handle.net/10400.1/6081}, author = {Campos, S. and Viseu, F. and Rocha, H. and Fernandes, J. A.} }