Wain, Alison, Diogo Castro, {Maria Fernanda} Rollo, Frederico Nogueira, Gon{\c c}alo Santos, {Maria Gra{\c da c}a} Filipe, Isabel Tissot, {Jorge Miguel} Sampaio, {José Paulo} Santos, Manuel Lemos, Marta Manso, Matthias Tissot, Mauro Guerra, Miles Oglethorpe, Pedro Amaro, Pedro Pedroso, Rui Silva, Sofia Pessanha, and {Tiago A. N. } Silva Cultura Material, Cultura Científica: Património Industrial para o Futuro. Portugal: Faculdade de Ciências e Tecnologia, Universidade Nova de Lisboa, 2021.
AbstractMaterial, Culture, Scientific Culture: Industrial Heritage for the Future
Conti, Simone, Emanuel Tschopp, G. Sala, and Octavio Mateus. "
Multibody simulations of diplodocid tail motion."
Annual conference of the European Association of Vertebrate Palaeontologists. European Association of Vertebrate Palaeontologists, 2021.
Teixeira, S. S., M. P. F. Graça, J. Lucas, M. A. Valente, P. I. P. Soares, MC Lança, T. Vieira, JC Silva, J. P. Borges, and LI Jinga Nanostructured LiFe5O8 by a Biogenic Method for Applications from Electronics to Medicine. Nanomaterials 2021, 11, 193. s Note: MDPI stays neu-tral with regard to jurisdictional clai-ms in …, 2021.
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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.
AbstractThis 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.