(12m + 8m)
Abstract
Achieving the potential of technology to teach mathematics requires a specific teachers’ knowledge to integrate it effectively into their pedagogic practices. This study aims to characterize the mathematics teachers’ knowledge when using different technologies. 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 calculators and GeoGebra. The methodology adopted is qualitative with an interpretative approach, using a case study of a 10th grade Mathematics teacher. This study shows that different domains of KTMT knowledge are mobilized, according to the technology chosen, and that the specific characteristics of each of the technologies used influenced the teachers' pedagogical choices.

(12m + 8m)
Abstract
The study explores the integration of Mathematics and Physics in an interdisciplinary context with technology, investigating how two teachers apply their professional knowledge and identifying challenges in overcoming barriers to interdisciplinary practices. The research uses a qualitative case study, including classroom observations and interviews, focusing on technology use and interdisciplinary promotion. The results show that teachers' knowledge positively impacts students' learning, facilitating connections between disciplines. Furthermore, the findings indicate that overcoming institutional and formative barriers is essential for the effective implementation of interdisciplinary practices, requiring collaborative efforts among teachers.

(12m + 8m)
Abstract
Integrating 3D Modelling and Printing (3DMP) into education presents exciting opportunities to enhance mathematics and STEM learning by fostering critical thinking, creativity, and real-world applications. However, the successful adoption of 3DMP in classrooms depends on teacher preparation to address challenges such as resource limitations, curriculum alignment, and technological integration. This presentation draws from a systematic literature review exploring interventions in teacher education to equip preservice mathematics and STEM teachers with the skills needed for 3DMP integration. Using the Technological Pedagogical Content Knowledge (TPACK) framework, we analyze current practices and propose strategies to overcome barriers, emphasizing the role of mathematics education in bridging theoretical concepts with tangible applications. Insights from this research highlight how teacher education programs can support pedagogical innovation, contributing to both STEM and mathematics education in the digital age.

(12m + 8m)
Abstract
Integrating Generative Artificial Intelligence (GenAI) into mathematics education requires changes in teaching methods, yet little is known about pre-service teachers’ perceptions of its relevance and challenges. This preliminary study investigates how seven pre-service mathematics teachers interact with GenAI, specifically ChatGPT, during the design and implementation of classroom activities. Using the Knowledge for Teaching Mathematics with Technology (KTMT) framework, this work examines the interplay between their professional knowledge and their evaluation of GenAI. The findings highlight the dual nature of GenAI as both promising and challenging, emphasizing its potential to foster critical thinking and discussion. The ability to reflect on AI-generated responses emerges as central to professional development, underscoring the importance of preparing teachers for technology-rich educational environments.

(12m + 8m)
Abstract
This seminar examines the pivotal role of professional knowledge among educators and the integration of technology within the educational framework. It underscores the necessity of comprehending and instructing on artificial intelligence (AI) to adequately prepare students for forthcoming challenges. The presentation showcases practical resources, such as Google's Teachable Machine, which facilitates AI education and actively engages students through interactive projects. By embedding AI across diverse subjects, educators can cultivate essential competencies, including problem-solving, creativity, and logical reasoning. The seminar aspires to motivate educators to adopt technological advancements, ensuring that students are thoroughly prepared for a rapidly changing technological environment. This methodology not only enhances the learning experience but also equips students to successfully navigate and excel in a technology-driven world.

(12m + 8m)
Abstract
 In this communication, we explore the various domains of knowledge utilized by in-service teachers, with reference to TPACK, during their use of GeoGebra in a professional development programme involving middle and secondary school teachers in Portugal. We analyse performance indicators within the scope of technological, pedagogical, and content knowledge, based on content analysis of the activities produced by teachers during the programme. Examples of tasks designed to develop TPACK are presented, highlighting aspects that demonstrate how teachers mobilized TPACK to solve the proposed tasks and to construct an original task aimed at pedagogical practice.

(45m + 15m)
Abstract
In today's digital era, mathematics teachers have access to an overwhelming array of digital resources. This proliferation has driven much research in mathematics education to explore how teachers engage with these resources, positioning such interactions at the core of their professional practice. The concept of Pedagogical Design Capacity (PDC) was introduced to describe a teacher's ability to identify the affordances of resources and make informed decisions about how to leverage them effectively. PDC has since been extended to Teacher Design Capacity (TDC), which encompasses the ability to set design goals, apply design principles, and engage in reflective practice. While these frameworks have been illustrated with case studies on teachers' design of digital resources, they do not fully address the specific challenges of designing digital content. To address this gap, we introduced the concept of mathematics teachers digital resource design capacity (DRDC). In this talk, we present the DRDC that highlights the essential skills and processes involved in the design and use of digital resources in mathematics teaching.

(45m + 15m)
Abstract
Several authors have developed different models of teachers’ knowledge. Some of these models focus on the teaching of mathematics, some are broader and do not have a disciplinary focus. Besides this, some of the models address the challenges of integrating technology. The Global Model presented here intends to integrate in a single model the contributions of the existing knowledge models with focus on technology.

(45m + 15m)
Abstract
Combining a set of models with different characteristics and concepts into a single model is obviously not an easy task. This panel aims to discuss the options taken and some of the dilemmas arising from the process.

(30m)
Abstract
A very brief overview of the project TecTeachers and the work developed so far.