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' 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's professional knowledge.

The potential of technology for teaching and learning mathematics has been widely recognized. However, research has shown that the integration of technology into teaching practice has proved to be difficult, with teachers' knowledge and professional development being identified as a determinant factor. Although there tends to be a focus on the teacher's knowledge of technology, the literature suggests that attention needs to be given to how to integrate technology into teaching practice, thereby involving other types of knowledge. This awareness has led several authors, inspired by Shulman's work, to develop models or conceptualizations of the knowledge required for effective integration of technology.
This study is based on a literature review of the research conducted on the models TPACK - Technological Pedagogical and Content Knowledge, KTMT - Knowledge for Teaching Mathematics with Technology, and PTK/MPTK - Mathematical Pedagogical Technology Knowledge and aims to carry out an analysis of the similarities and differences between the models considered. The main conclusions reached suggest the existence of a common basis for the models considered, but also point to several differences between them, with some highlighting the role of technology and its impact on the teaching and learning process, while others aim to integrate into the model elements based on research on technology or theories related to technology integration, such as instrumental genesis.

Abstract This paper analyses the performance of the experimental setups to assess the punching strength of slab-column connections in continuous flat slabs under vertical and horizontal loading. In the last years, several experimental campaigns have been performed to investigate the punching strength of slab-column connections, but most of the experimental tests concerned isolated slab-column connections. Among the few setups aimed at reproducing the eccentric punching failure in continuous flat slabs, the setup developed at the NOVA School of Science and Technology in Lisbon is considered in this paper. The performance of the Lisbon setup is assessed through nonlinear finite element analyses, calibrated on experimental data, by comparison with numerical results of a theoretical continuous setup. Then, the performance of the isolated setups, used in many researches and at the base of some international codes, is also evaluated through the same finite element model. Numerical analyses highlight that the setup developed in Lisbon could provide reliable ultimate rotations of continuous flat slab connections, but it underestimates the punching strength. Despite isolated setups lead to similar results when compared with the Lisbon setup, the latter seems to provide a better representation of a continuous slab-column connection. The numerical analyses presented in this paper have been performed assuming monotonic lateral loading.

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Research has highlighted the potential of technology to transform the teaching of Mathematics, but also the relevance of teachers and their professional knowledge. In this article, a qualitative methodology is adopted and two episodes of the practice of one teacher are analyzed in the scope of the study of functions in the 10th grade, based on the model of Knowledge for Teaching Mathematics with Technology (KTMT). The goal is to characterize the teacher's knowledge from her practice, simultaneously understanding how this contributes to promoting the development of the teacher's knowledge. The conclusions reached show the importance of including in the KTMT conception aspects highlighted by the research on technology integration. These aspects are determinant to characterize the teacher's knowledge. They also show the relevance of the practice for the development of the teacher's knowledge and the dynamic character of the vision of knowledge offered by KTMT.

A large, well-preserved vertebrate coprolite was found in a lacustrine sediment in the Malmros Klint Formation of the Late Triassic Fleming Fjord Group in the Jameson Land Basin, central East Greenland. The size and internal and external morphology of the coprolite is consistent with that of crocodilian coprolites and one end of the coprolite exhibits evidence of post-egestion trampling. As the associated vertebrate fauna of the Fleming Fjord Group contains abundant remains of pseudosuchian phytosaurs, the coprolite is interpreted as being from a large phytosaur.

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 – 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.

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Teacher education is central to promote the development of the professional knowledge of teachers, and
to help them achieve an appropriate integration of digital technologies, an issue that has proved to be a
difficult one. Several authors refer difficulties in the integration of the technology, emphasizing the central
role played by the teachers’ knowledge in classroom use. In this paper we discuss three models (TPACK
– Technological Pedagogical and Content Knowledge, KTMT – Knowledge for Teaching Mathematics with
Technology, PTK / MPTK - Mathematical Pedagogical Technology Knowledge), intending to identify the
main contributions of each model to a deeper understanding of how to promote the teachers’ integration
of technology in the teaching of Mathematics. The study is based on a literature review and on an analysis
of the similarities and differences among the models and its use. On this analysis we identify common
influences among the models as well as influences from other research areas. The main conclusions
achieved point to a common base to all the models considered, but also to several differences among
them, being that some of the models emphasize the role of technology and its impact on Mathematics
learning, but others go further, intending to integrate in the model elements based on the research on
technology or even other theories such as the one on instrumental genesis.

Perante as conhecidas dificuldades em alcançar uma adequada integração da tecnologia no processo de ensino e aprendizagem da Matemática, este estudo pretende, apoiando-se na formação ao nível da tecnologia ministrada em duas instituições europeias, identificar aspetos com potencial para promover a formação inicial, no âmbito da tecnologia, de professores de Matemática. Adota-se uma metodologia de índole qualitativa e interpretativa, sendo os dados recolhidos de natureza documental ou relativos a trabalhos de análise e reflexão crítica realizados por dois futuros professores (um de cada instituição). As principais conclusões alcançadas apontam para grandes diferenças entre os contextos de formação, com uma das instituições a valorizar de forma mais significativa a formação na área. Ainda assim, os futuros professores de ambas as instituições mostram alguma tendência para escolher tarefas onde a exploração que é feita da tecnologia fica aquém do seu potencial, onde o recurso ao papel e lápis está sempre presente, e onde a reflexão em torno das características das tarefas e da sua implementação parece ser algo superficial. Apesar da complexidade do processo de integração da tecnologia nas práticas, os aspetos referidos parecem-nos ser dignos de atenção em qualquer programa de formação inicial de professores de Matemática.

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.

After more than one hundred and thirty thousand protein structures determined by X-ray crystallography{,} the challenge of protein crystallization for 3D structure determination remains. In the quest for additives for efficient protein crystallization{,} inorganic materials emerge as an alternative. Magnetic particles (MPs) are versatile inorganic materials{,} easy to use{,} modify and manipulate in a wide range of biological assays. The potential of using functionalised MPs as crystallization chaperones for protein crystallization was shown in this work. MPs with distinct coatings were rationally designed to promote protein crystallization by affinity-triggered heterogeneous nucleation. Hen egg white lysozyme (HEWL) and trypsin{,} were crystallized in the presence of MPs either bare or coated with a polysaccharide (chitin) or a protein (casein){,} respectively. The addition of MPs was characterized in terms of bound protein to the MPs{,} crystal morphology{,} time-lapse of crystal emergence{,} crystallization yield fold change and crystal diffraction quality for structure determination. The MPs additives have shown to bind to the respective target protein{,} and to promote nucleation and crystal growth without compromising crystal morphology. On the other hand{,} MPs addition led to faster detectable crystal emergence and up to 13 times higher crystallization yield{,} addressing some the challenges in protein crystallization{,} the main bottleneck of macromolecular crystallography. Structure determination of the protein crystallized in the presence of MPs revealed that the structural characteristics of the protein remained unchanged{,} as shown by the superposition with PDB annotated proteins. Moreover{,} and unlike most reported cases{,} it was possible to exclude the inhibitor benzamidine during trypsin crystallisation{,} which is a remarkable result opening new prospects in enzyme engineering and drug design. Our results show that MPs coated with affinity ligands to target proteins can be used as controlled and tailor-made crystallization inducers.