The potential of technology for teaching and learning mathematics has been widely recognized. However, research has shown that the integration of technology into teaching practice has proved to be difficult, with teachers' knowledge and professional development being identified as a determinant factor. Although there tends to be a focus on the teacher's knowledge of technology, the literature suggests that attention needs to be given to how to integrate technology into teaching practice, thereby involving other types of knowledge. This awareness has led several authors, inspired by Shulman's work, to develop models or conceptualizations of the knowledge required for effective integration of technology.
This study is based on a literature review of the research conducted on the models TPACK - Technological Pedagogical and Content Knowledge, KTMT - Knowledge for Teaching Mathematics with Technology, and PTK/MPTK - Mathematical Pedagogical Technology Knowledge and aims to carry out an analysis of the similarities and differences between the models considered. The main conclusions reached suggest the existence of a common basis for the models considered, but also point to several differences between them, with some highlighting the role of technology and its impact on the teaching and learning process, while others aim to integrate into the model elements based on research on technology or theories related to technology integration, such as instrumental genesis.

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Abstract This paper analyses the performance of the experimental setups to assess the punching strength of slab-column connections in continuous flat slabs under vertical and horizontal loading. In the last years, several experimental campaigns have been performed to investigate the punching strength of slab-column connections, but most of the experimental tests concerned isolated slab-column connections. Among the few setups aimed at reproducing the eccentric punching failure in continuous flat slabs, the setup developed at the NOVA School of Science and Technology in Lisbon is considered in this paper. The performance of the Lisbon setup is assessed through nonlinear finite element analyses, calibrated on experimental data, by comparison with numerical results of a theoretical continuous setup. Then, the performance of the isolated setups, used in many researches and at the base of some international codes, is also evaluated through the same finite element model. Numerical analyses highlight that the setup developed in Lisbon could provide reliable ultimate rotations of continuous flat slab connections, but it underestimates the punching strength. Despite isolated setups lead to similar results when compared with the Lisbon setup, the latter seems to provide a better representation of a continuous slab-column connection. The numerical analyses presented in this paper have been performed assuming monotonic lateral loading.

The EU unveiled a stimulus package as part of the multiannual financial framework (MFF) for 2021–2027 and the temporary instrument designed to boost the economic recovery. This countercyclical response is aimed at avoiding a decline in the EU economy and protecting employment, vulnerable companies and necessity-driven entrepreneurs; however, it should also lay the foundations for a desirable entrepreneurial paradigm for the future that is driven by opportunity and embedded in a Circular Economy aligned to global well-being. We propose a new model that implies a different EU policy which puts entrepreneurship on the path toward and not away from development.

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The Late Triassic (Norian) outcrops of the Malmros Klint Formation, Jameson Land (Greenland) have yielded numerous specimens of non-sauropod sauropodomorphs. Relevant fossils were briefly reported in 1994 and were assigned to Plateosaurus trossingensis. However, continuous new findings of early non-sauropod sauropodomorphs around the globe facilitate comparisons and allow us to now revise this material. Here, the non-sauropod sauropodomorph Issi saaneq gen. et sp. nov. is described based on two almost complete and articulated skulls. The two skulls represent a middle-stage juvenile and a late-stage juvenile or subadult. Issi saaneq differs from all other sauropodomorphs by several unique traits: (1) a small foramen at the medial surface of the premaxilla; (2) an anteroposteriorly elongated dorsoposterior process of the squamosal; (3) a relatively high quadrate relative to rostrum height; (4) a well-developed posterodorsal process of the articular. These features cannot be explained by taphonomy, ontogeny, or intraspecific variation. Issi saaneq shows affinities to Brazilian plateosaurids and the European Plateosaurus, being recovered as the sister clade of the latter in our phylogenetic analysis. It is the northernmost record of a Late Triassic sauropodomorph, and a new dinosaur species erected for Greenland. Issi saaneq broadens our knowledge about the evolution of plateosaurid sauropodomorphs.

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Research has highlighted the potential of technology to transform the teaching of Mathematics, but also the relevance of teachers and their professional knowledge. In this article, a qualitative methodology is adopted and two episodes of the practice of one teacher are analyzed in the scope of the study of functions in the 10th grade, based on the model of Knowledge for Teaching Mathematics with Technology (KTMT). The goal is to characterize the teacher's knowledge from her practice, simultaneously understanding how this contributes to promoting the development of the teacher's knowledge. The conclusions reached show the importance of including in the KTMT conception aspects highlighted by the research on technology integration. These aspects are determinant to characterize the teacher's knowledge. They also show the relevance of the practice for the development of the teacher's knowledge and the dynamic character of the vision of knowledge offered by KTMT.

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