Gender and Digital Technologies
Ferreira, E., Silva, M. J. (2025). Gender and Digital Technologies. Encyclopedia, 5(3), 111. https://doi.org/10.3390/encyclopedia5030111
Use of a conceptual model-based approach for a student with autism spectrum disorder to learn to solve cartesian product problems in an inclusive context
Moya, M., Blanco, R., Rodrigues, M. (2024). Use of a conceptual model-based approach for a student with autism spectrum disorder to learn to solve cartesian product problems in an inclusive context. Education and Training in Autism and Developmental Disabilities, 59(1), 30-44.
Synergy between lesson study and content representation in a preservice teacher practicum
Maurício, P., Valente, B. (2024). Synergy between lesson study and content representation in a preservice teacher practicum. Teaching and Teacher Education, 142, 104525. http://dx.doi.org/10.1016/j.tate.2024.104525
Motor Competence and Difficulty of Self-Set Goals on Motor Learning
Ottero, B., Carvalho, R., Penido, L., Matos, C., Cordovil, R., Luz, C., Rodrigues, L. P., Tanure, M., Ugrinowitsch, H. (2024). Motor Competence and Difficulty of Self-Set Goals on Motor Learning. Journal of Motor Behavior. http://dx.doi.org/10.1080/00222895.2024.2429383
Framework for a Research-Based and Interdisciplinary Use of Sensors in Elementary Teacher Education
Silva, M. J., Rodrigues, M., Tempera, T. (2024). Framework for a Research-Based and Interdisciplinary Use of Sensors in Elementary Teacher Education. Sensors, 24(17), 5482. https://doi.org/10.3390/s24175482