New technologies, sustainability policies, protectionism and consumers preferences are pushing for the reorganisation of the automotive cluster. The emergence of artificial intelligence (AI) has the potential to create disruptive effects in the employment systems across the world. The future deployment of broad-spectrum algorithms capable of being used in wide areas of application (e.g., industrial robotics, software and data communication) can lead to considerable changes in current work patterns, swiftly render many unemployed across the globe and profoundly destabilise labour relations. In this paper, we identify the probable penetration of AI in the automotive sector and to study its effects on work organisation, employment, and industrial relations systems, in Portugal. These changes are put in place to enhance the product quality, control costs, and improve productivity. We study these implications on productivity and industrial relations collecting new data and obtain results based on secondary statistical analyses and case studies in the automotive industry. Finally, changes in the productivity and labour market will be discussed considering the employment and skills changes in the automotive sector when investment on automation becomes a clear trend in the automotive sector.

Technology is recognized by its potential to promote mathematical learning. However, achieving this potential
requires the teachers to have the knowledge to integrate it properly into their practices. Several authors have intended to characterize the teachers’ knowledge and developed several models, but this approach has often been criticized by its static approach, not attending neither valuing the teachers’ practice. In this study we adopt the KTMT – Knowledge for Teaching Mathematics with Technology model, assuming the teachers’ practice as the main scenario of analysis. We focus on the options guiding the teachers’ decisions when confronted with a situation of lack of mathematical concordance while teaching functions. The situations of lack of mathematical concordance (i.e., situations where the mathematics addressed by the students is different from the one intended by the teacher) are assumed as rich and encapsulating the potential to reveal significant aspects of the teachers’ KTMT. The main goal of the study is to understand what domains of the teachers’ KTMT are highlighted in these circumstances. A qualitative methodology is adopted and one episode of one 10th grade teacher’s practice is analyzed, based on the KTMT model. The conclusions reached show the relevance of different knowledge domains, but emphasize the Mathematics and Technology Knowledge (MTK). They also raise questions about the impact of the specific technology being used on the teachers’ KTMT.

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The new book edited by Rodríguez and colleagues focuses on the topic of forecasting and responsible innovation. The original title is “Anticipación e Innovación Responsible: La construcción de futuros alternativos para la ciencia y la tecnologia” (Forecasting and Responsible Innovation: The construction of alternative futures for science and technology), and was published by Biblioteca Nueva, Madrid. Throughout this text, the reviewer is using the term forecasting instead of anticipation to convey the Spanish concept of “anticipación.” Both concepts are usually applied to “the act of looking forward” (Merriam-Webster dictionary1) or “the act of expecting or foreseeing something; expectation or presentiment” (Farlex free dictionary2) The concept of forecasting is usually used in scientific debate to mean “to estimate or predict in advance” (American Heritage Dictionary of the English Language, 2016) or “the process of making predictions based on past and present data and most commonly by analysis of trends” (Wikipedia3) (Glenn, 1994, p. 4) expressed this definition well by saying that “studying the future is not simply economic projections or sociological analysis or technological forecasting, but a multi-disciplinary examination of change in all major areas of life to find the interacting dynamics that are creating the next age.” The concept has been developed mainly by Armstrong (2001) and followed by Farrukh and Holgado (2020), Schnaars (2009), and Marinakis (2012), among others. The editors are professors and researchers from the University of Basque Country (EHU) and from the University of Mondragon (MU). The book involves a whole set of experts on the topic, including the editors themselves (Hannot Rodríguez, Sergio Urueña, Andoni Eizagirre, and Oier Imaz), and Armin Grunwald, René von Schomberg, Javier Garcia Fronti, Domingo García Marzá, Andoni Ibarra, and others. Although still published just in Spanish, it is an important contribution to the social sciences and philosophy of sciences regarding the analysis of alternative sociotechnical futures with strong ethical principles, which delineates an innovative approach in an era when the formation of public opinion largely suffers from systematic distortions based on vested interests.

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A exploração de diferentes representações promove a compreensão dos tópicos de funções. Partindo deste pressuposto, com este estudo pretende-se analisar o contributo da representação gráfica na aprendizagem da noção de função inversa e da paridade de uma função por alunos do 10.º ano de escolaridade e identificar dificuldades na exploração dessa representação. Na procura de responder a este objetivo, adotou-se uma abordagem qualitativa e interpretativa para compreender as ações dos alunos na resolução das tarefas
propostas. A análise das resoluções mostra que a representação gráfica serviu de suporte para a instituição das definições dos tópicos em estudo. E isto apesar de alguns alunos revelarem dificuldades ao interpretar e ao construir gráficos; ao identificar imagens e imagens inversas em gráficos de funções; ao representar determinadas características gráficas associadas a alguns conceitos, como é o caso da relação entre a paridade de uma função e a simetria na sua representação gráfica (confundindo eixo de simetria e de reflexão). Globalmente, este estudo mostra como a abordagem de conceitos a partir da representação gráfica pode contribuir para a sua compreensão.

The algebraic variety defined by the idempotents of an incidence monoid is investigated. Its irreducible components are determined. The intersection with an antichain submonoid is shown to be the union of these irreducible components. The antichain monoids of bipartite posets are shown to be orthodox semigroups. The Green’s relations are explicitly determined, and applications to conjugacy problems are described. In particular, it is shown that two elements in the antichain monoid are primarily conjugate in the monoid if and only if they belong to the same -class and their multiplication by an idempotent of the same -class gives conjugate elements in the group.