The challenges of disciplinary integration in teaching practice, especially in the implementation of tasks that promote interdisciplinary approaches, highlight the importance of teachers' 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.

ABSTRACTVirtual palaeontology is a growing field, leading palaeontologists to better understand the microanatomy of many extinct species. The application of techniques such as CT and μCT-scanning allows the researchers to study micro-anatomical features in a non-invasive way and make inferences on the palaeobiology of animals. Dinosaurs have been extensively studied using these techniques, with particular focus on the microanatomy of the cranium, whereas relatively little is known of other cranial elements, such as the lower jaw. Here, we aim to fill this gap, describing the microanatomy of the specimen ML 768, an isolated dentary belonging to a dryosaurid iguanodontian dinosaur from the Upper Jurassic of Lourinhã Fm. The dentary ML 768 was subjected to μCT-scanning, and subsequently the data were segmented in Avizo and rendered in Blender. We identified functional and replacement teeth, recognising remnants of old replacement cycles. Furthermore, we mapped a rich neurovascular network present in the dentary and compared it with reference literature. We found that the high vascularisation is shared with other cerapodan dinosaurs with high tooth replacement rates, although homoeostasis may have also played a role in the development of this condition. Further evidence is needed to appreciate the macroevolutionary significance of these findings.

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In this chapter, we examine the role of policies and other factors affecting digital technology (DT) integration in mathematics education. In particular, we develop a cross-national analysis of the impact on DT implementation in four countries: two countries in Europe (Italy and Portugal) and two countries in Latin America (Colombia and Mexico). We analyze the role that policies, political changes, reforms, curricula, educational organization and systems, sociocultural aspects, and teachers’ training, knowledge, and beliefs play toward possible DT implementations. We observe that there is a discourse in policies to promote digital technologies’ use, but in practice the availability and integration of such resources in mathematics classrooms is still scarce. We also note that the efforts done during the pandemic did not change this, promoting general ICT use, rather than DT resources that might enhance mathematics teaching and learning.

This study was conducted while 9th grade students learn to solve inequalities and seeks to understand their approach to solving problems with a real-life context. Specifically, the aim is to understand: (1) What are the main characteristics of the students’ approaches to the proposed problems? (2) What is the impact of the real context on the students’ resolutions? A qualitative and interpretative methodology is adopted, based on case studies, with data collected through documentary collection and audio recording of discussions between a pair of students while solving problems. The main conclusions suggest a trend to approach problems without establishing immediate connections with what was being done in the classroom, with students’ decisions being essentially guided by criteria of simplicity. The real context of the problems seems to have the potential to develop in students a more integrated mathematics, focused on understanding and not so much on the repetition of mechanical and meaning-independent procedures. The students’ familiarization with the context in question is one of the aspects highlighted by this study.

This study seeks reflection on the approaches of 11th grade students to Linear Programming problems, discussing the approaches taken at different moments of the teaching process. It aims to analyze:
How is the students’ mathematical competence characterized in relation to problemsolving;
What differences can be identified in the resolutions at different moments of the teaching and learning process.
We adopt a qualitative and interpretative methodology, analyzing the approaches of two pairs of students with different mathematical backgrounds. The analysis is guided by P´olya’s stages of solving a problem and aspects of the understanding of mathematical competence. The results show different approaches to the problems depending on the teaching moment and different competences. The mathematical background impacts the students’ success when they implement routine procedures, however it does not seem to determine the students’ competence to reason about a problem.

The potential of technology to enhance the learning of mathematics is widely acknowledged. However, realizing this potential requires teachers to possess the knowledge to effectively integrate it into their teaching practices. This study aims to characterize the mathematics teacher's knowledge when using different technologies in teaching and learning. It also aims to study the existence of relationships between the specific domains of the Knowledge for Teaching Mathematics with Technology – KTMT and the integration of graphing calculator and Excel. The methodology adopted is qualitative with an interpretative approach, using a case study of Mathematics teacher in the 11th grade (16-17 years old) with extensive experience in the use of technology. This study shows that different KTMT knowledge is mobilized, according to the technology chosen and the specific characteristics of each of the technologies used influenced the teacher's pedagogical choices.

This study aims to discuss similarities and differences between knowledge models focusing on technology, developing the Global Model. This is not a new model, but rather a contribution to the articulation between different conceptual frameworks.

Este estudo visa discutir semelhanças e diferenças entre modelos de conhecimento com foco na tecnologia, desenvolvendo a partir destes o Modelo Global. Este não é um novo modelo, mas antes um contributo para a articulação entre diferentes quadros conceptuais.

Iguanodontia is a diverse clade of herbivorous ornithischian dinosaurs that were speciose and abundant during the Jurassic and Cretaceous. Although the monophyly of Iguanodontia is well supported, their internal relationships have sparked heated debate due to several phylogenetic paradigm shifts. Late Jurassic basally branching iguanodontians in particular are not well understood in terms of their systematic affinities and evolutionary relevance. Their fossil record in Europe is meager compared with North America, with only a few species currently recognized. Two taxa are currently known from the Upper Jurassic of England, the basally branching styracosternan Cumnoria prestwichii and the putative dryosaurid Callovosaurus leedsi. In the Upper Jurassic of Portugal, the styracosternan Draconyx loureiroi and the dryosaurid Eousdryosaurus nanohallucis are presently the only described basally branching iguanodontians. Here we report a new species of early diverging iguanodontian from the Upper Jurassic Lourinhã Formation of western-central Portugal. The new species is clearly distinguished from all other coeval taxa by an exclusive combination of characters that include a tibia with a cnemial crest that is directed craniolaterally and a fibular condyle that is angled at 90° with respect to the proximal epiphysis, a fibula with symmetrical proximal margins, and a reduced metatarsal I. The phylogenetic relationships of the Lourinhã iguanodontian were explored using maximum parsimony and Bayesian inference. The two analyses recover the Lourinhã iguanodontian as an indeterminate dryomorphan, with more precise affinities precluded due to the current available material. Body size is estimated between 3 and 4 meters for the holotype specimen, adding to the diversity of small ornithopods already recognized in the paleoichnological record of the Lourinhã Formation. http://zoobank.org/urn:lsid:zoobank.org:pub:5F4D52D0-0F0B-4809-8561-BE58C7C97D45

The potential of digital technologies for teaching and learning mathematics is widely recognized and teachers’ knowledge is one of the elements impacting their integration. Several authors have intended to characterize the teachers’ knowledge required and developed several models, being TPACK one of these models. In this study, we seek to conduct a systematic review of the research on the integration of digital technologies by mathematics teachers based on the TPACK model. Specifically, we intend to answer the following research questions: (1) What are the main methodological options adopted? (2) How is the framework operationalized/used in the studies? The review was based on a search in the Scopus database and resulted in the identification of 10 relevant documents. The analysis suggests a prevalence of qualitative approaches, but a strong use of questionnaires; and an integration of the model with other frameworks, namely the developmental model of TPACK.

The jigsaw-puzzle fit of South America and Africa is an icon of plate tectonics and continental drift. Fieldwork in Angola since 2002 allows the correlation of onshore outcrops and offshore geophysical and well-core data in the context of rift, sag, salt, and post-salt drift phases of the opening of the central South Atlantic. These outcrops, ranging in age from >130 Ma to <71 Ma, record Early Cretaceous outpouring of the Etendeka-Paraná Large Igneous Province (Bero Volcanic Complex) and rifting, followed by continental carbonate and siliciclastic deposition (Tumbalunda Formation) during the sagging of the nascent central South Atlantic basin. By the Aptian, evaporation of sea water resulted in thick salt deposits (Bambata Formation), terminated by sea floor spreading. The Equatorial Atlantic Gateway began opening by the early Late Cretaceous (100 Ma) and allowed flow of currents between the North and South Atlantic, creating environmental conditions that heralded the introduction of marine reptiles. These dramatic outcrops are a unique element of geoheritage because they arguably comprise the most complete terrestrially exposed geological record of the puzzle-like icon of continental drift.

Fábrica de Loiça de Sacavém (ca. 1858–1994) was among the first to produce white earthenware in Portugal, becoming one of the country’s leading ceramic manufacturers during the late 19th to early 20th centuries. Research on white earthenware has accompanied the growing interest in post-industrial archaeology but is still poorly explored compared to more ancient ceramic productions. This study focused on the ceramic body, glazes, and colourants of tableware produced by Fábrica de Loiça de Sacavém during the first 50 years of its activity (1859–1910). A multi-analytical approach was selected to investigate the chemical and mineralogical composition of the ceramic body, glaze, and pigments using optical microscopy, variable-pressure scanning electron microscope energy-dispersive X-ray spectroscopy (VP-SEM-EDS), μ-Raman spectroscopy, μ-X-ray Diffraction (μ-XRD), and reflectance spectroscopy (hyperspectral image analysis). The studied tableware was produced with a Ca-poor siliceous–aluminous white earthenware ceramic body covered with transparent alkali lead or lead borosilicate glaze, and most colourants were complex Cr-based pigments. These results are in agreement with the little documental evidence from this period found in the manufacturer’s archives.