In this paper, we consider the monoids of all partial endomorphisms, of all partial weak endomorphisms, of all injective partial endomorphisms, of all partial strong endomorphisms and of all partial strong weak endomorphisms of a star graph with a finite number of vertices. Our main objective is to exhibit a presentation for each of them.

In this paper, we consider the monoids of all endomorphisms, of all weak endomorphisms, of all strong endomorphisms and of all strong weak endomorphisms of a star graph with a finite number of vertices. Our main objective is to exhibit a presentation for each of them.

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.

In Portugal, digital transition was structured with national public policies since 2003. In 2017, initiatives for the adoption of Industry 4.0 concepts are implemented in Portugal. We analysed the diffusion and implementation of these technologies, in Portugal. Some questions were raised: has the interplay between public policies, state agencies and industrial relations players in the process been articulated, as in Germany? What have been the effects of these technologies on workers and organisations? Are the public initiatives in place enough or more is needed? Qualitative and quantitative approaches were used to collect evidence on the main features and constraints of a public policy for Industry 4.0, based on the case study of the automotive sector in Portugal. Findings suggest the need to balance regulatory policies on data related risks, and investment policies towards education, training and organisational innovation are needed to complement technology development and adoption support.

In this paper we consider the submonoids OPDI_n, MDI_n and ODI_n of the dihedral inverse monoid DI_n of all orientation-preserving, monotone and order-preserving transformations, respectively. Our goal is to exhibit presentations for each of these three monoids.