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Stegosaurs are a small but iconic clade of ornithischian dinosaurs. They and their sister taxa, the ankylosaurs, formed the clade Eurypoda which means ‘broad-footed’. Here, we describe a stegosaur from the Upper Jurassic Qigu Formation of Xinjiang, China, based on an associated partial skeleton that includes axial, pectoral girdle, pelvic girdle, limb and armor elements. It can be diagnosed as a new taxon, Angustungui, based on numerous autapomorphies. Some morphologies of Angustungui are more similar to the taxa from Europe, Africa and North America than to those from Asia. Our phylogenetic analysis recovers it as the sister taxon of Loricatosaurus. More importantly, the narrow and claw-shaped ungual of Angustungui proves that Eurypoda, at least stegosaur, has claw-shaped unguals. Besides, we revised the character scores for Chinese stegosaurs based on observations of the specimens.Competing Interest StatementThe authors have declared no competing interest.

Since Seymour Papert's work with the Logo programming language in the 1960s, there has been a prevailing belief in the effectiveness of visual programming environments for teaching programming to children and novices. As these platforms evolved and became more prevalent, using block programming to teach children and beginners became increasingly more common. However, modern block programming platforms like Scratch and Code.org excessively restrict educators by not allowing them to create custom exercises in the platform. They also tend to make programming a solo activity, not allowing for collaboration and cooperation between learners (Scratch is an exception in this regard). Additionally, they are usually located in standalone websites instead of being implemented in locations that students already frequent regularly. Having identified these gaps in the field of block programming environments, this paper proposes NextBlocks, a new block programming platform implemented as a Moodle plugin. This platform enables educators to create custom exercises, emphasizing social perception and collaboration features. It supports features that are uncommon in block programming environments, contributing to a more interactive and engaging learning experience. Furthermore, being integrated into the Moodle Learning Management System makes NextBlocks more easily accessible within the educational framework. As an open-source platform, besides solving current challenges, it can also serve as a foundation for future expansion by the education community. This paper explores some of the unique features of NextBlocks, presents a case study on the platform, and discusses its potential contributions to enhancing programming education for beginners within a collaborative learning environment.

Allosaurus Marsh, 1877 is one of the most iconic theropods of the Late Jurassic of USA and Portugal. However,
since the first description the genus was used as taxonomical wastebasket to which several species were
described. We revisit three type specimens, Allosaurus fragilis YPM 1930, A. atrox YPM 1890 and A. ferox USNM
2315. We interpret the vertebral material of A. atrox and support it as a junior synonym of A. fragilis, and A. ferox
as Allosaurus indet. rather than A. fragilis.

In this paper we consider endomorphisms of an undirected cycle graph from Semigroup Theory perspective. Our main aim is to present a process to determine sets of generators with minimal cardinality for the monoids $wEnd(C_n)$ and $End(C_n)$ of all weak endomorphisms and all endomorphisms of an undirected cycle graph $C_n$ with $n$ vertices. We also describe Green's relations and regularity of these monoids and calculate their cardinalities.

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 determine their ranks. We also describe their Green's relations, calculate their cardinalities and study their regularity.

In this paper we study the cyclic inverse monoid CI_n on a set Ω_n with n elements, i.e. the inverse submonoid of the symmetric inverse monoid on Ω_n consisting of all restrictions of the elements of a cyclic subgroup of order n acting cyclically on Ω_n. We show that CI_n has rank 2 (for n⩾2) and n⋅2^n−n+1 elements. Moreover, we give presentations of CI_n on n+1 generators and (n^2+3n+4)/2 relations and on 2 generators and (n^2−n+6)/2 relations. We also consider the remarkable inverse submonoid OCI_n of CI_n constituted by all its order-preserving transformations. We show that OCI_n has rank n and 3⋅2^n−2n−1 elements. Furthermore, we exhibit presentations of OCI_n on n+2 generators and (n^2+3n+8)/2 relations and on n generators and (n^2+3n)/2 relations.

In this note we give a presentation for the monoid IO_n of all order-preserving transformations of a n-chain whose ranges are intervals. We also consider the submonoid IO_n^- of IO_n consisting of order-decreasing transformations, for which we determine the cardinality, the rank and a presentation.

In this paper, we consider the monoid DPW_n of all partial isometries of a wheel graph W_n with n+1 vertices. Our main objective is to determine the rank of DPW_n. In the process, we also compute the ranks of three notable subsemigroups of DPW_n. We also describe Green's relations of DPW_n and of its three considered subsemigroups.

In this paper we consider three submonoids of the dihedral inverse monoid DI_n, namely its submonoids OPDI_n, MDI_n and ODI_n of all orientation-preserving, monotone and order-preserving transformations, respectively. For each of these three monoids, we compute the cardinal, give descriptions of Green's relations and determine the rank.

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.

The adoption of I4.0’s technologies in the work cells accompanied by societal changes calls for new approaches to manage the current production systems. Nevertheless, the current models simulating the behavior of the work cells limit the representation of the operators to the average human, without regard for their individual characteristics, cognitive abilities or psychosocial state. The aim of this paper is to achieve two objectives: firstly, the authors propose a conceptual model for enhancing a human-centered production environment. Secondly, the paper summarizes how the literature characterizes the different dimensions of relations between cognitive and organizational factors. By integrating the collaborative, psychological, social, cognitive, organizational and system performance dimensions, the proposed model focuses on the relationships between these dimensions. Thus, operational models should be closer to the real production environment to improve the design choices of the manufacturing systems.

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.