Publications in journals

Bernardi, M., Capone, R., Faggiano, E., & Rocha, H. (2025). Generative AI in mathematics education: pre-service teachers' knowledge and implications for their professional development. International Journal of Mathematical Education in Science and Technology, 1-18. https://doi.org/10.1080/0020739X.2025.2490104

Botelho, M.C., Coelho, T., & Rocha, H. (2025). The role of professional knowledge in teachers' responses to technological hiccups in mathematics and physics classrooms. School Science and Mathematics, 1-13. http://doi.org/10.1111/ssm.18369

Botelho, M.C., & Rocha, H. (2024). The professional knowledge of the teacher in mobilizing different representations with different technologies – O conhecimento profissional do professor na mobilização de diferentes representações com diferentes tecnologias. RISTI – Iberian Journal of Information Systems and Technologies, E71, 486-499. https://www.risti.xyz/issues/ristie71.pdf

Coelho, T., & Rocha, H. (2024). Interdisciplinary professional knowledge: divergences and convergences of two models – Conhecimento profissional interdisciplinar: divergências e convergências de dois modelos. RISTI – Iberian Journal of Information Systems and Technologies, E71, 316-328. https://www.risti.xyz/issues/ristie71.pdf

Rocha, H. (2025). Knowledge to teach Mathematics with technology: the Global Model. International Journal of Mathematical Education in Science and Technology, 1-19. https://doi.org/10.1080/0020739X.2025.2483488

Rocha H., Faggiano, E., & Spagnolo, C. (accepted). ChatGPT e o ensino da Matemática: alguns exemplos para refletir sobre desafios e oportunidades. Educação e Matemática.

Teixeira, P., Rocha, H., & Martins, C. (2025). Challenges and potential in implementing STE(A)M in teachers' practices: a systematic review. International Journal of Mathematical Education in Science and Technology, 1-17. https://doi.org/10.1080/0020739X.2025.2496701

Viseu, F., Aires, A. P., & Cruz, S. (2025). Using a graphic calculator to promote a preservice teacher's didactic knowledge of functions. International Journal of Mathematical Education in Science and Technology, 1-19. https://doi.org/10.1080/0020739X.2025.2492779

Publications in book chapters

Botelho, M.C. & Rocha, H. (accepted). Exploring mathematics teachers' knowledge: an analysis based on the KTMT model and the use of different models of graphing calculators. In A. Abreu, J. Carvalho, A. Mesquita, A. Pinto, M. Teixeira. (Eds.), Perspectives and Trends in Education and Technology: Selected Papers from ICITED’25. Springer.

Coelho, T. & Rocha, H. (accepted). Technological integration and interdisciplinarity: The role of teachers' professional knowledge. In A. Abreu, J. Carvalho, A. Mesquita, A. Pinto, M. Teixeira. (Eds.), Perspectives and Trends in Education and Technology: Selected Papers from ICITED’25. Springer.

Publications in proceedings of international conferences

Botelho, M. C., Coelho, T., & Rocha, H. (2023). How the use of different technologies mobilises different domains of professional knowledge. In Drijvers, P., Csapodi, C., Palmér, H., Gosztonyi, K., & Kónya, E. (Eds.), Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13). Alfréd Rényi Institute of Mathematics and ERME. http://erme.site/wp-content/uploads/2024/01/CERME13_proceedings_frontmatter-1.pdf

Botelho, M. C., & Rocha, H. (2024). The role of teachers’ knowledge and the use of different technologies in the classroom. In E. Faggiano, A. Clark-Wilson, M. Tabach, & H.-G. Weigand (Eds.), Proceedings of 17^th ERME Topic Conference – MEDA 4 (pp. 121-128). ERME. Best Paper Award https://community.ict.uniba.it/comunicazionedigitale/it/fuori-collana/meda4-proceedings-30.pdf

Coelho, T., Botelho, M. C., & Rocha, H. (2023). Fluência representacional numa abordagem tecnológica em matemática e física. In E. M. Silva, C. Mesquita, M. V. Pires, R. P. Lopes (Eds.), Livro de atas: VII International Conference on Teacher Education (INCTE) (pp. 33-44). Instituto Politécnico de Bragança. http://hdl.handle.net/10198/28160

Rocha, H. (2023). Models on teachers' knowledge to teache with digital technology: a systematica review. In P. Drijvers, C. Csapodi, H. Palmér, K. Gosztonyi, & E. Kónya (Eds.), Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13). ERME. https://hal.science/hal-04412125v1/document

Rocha, H. (2024). The use of the TPACK framework on research about teachers’ knowledge to teach with digital technology. In E. Faggiano, A. Clark-Wilson, M. Tabach, & H.-G. Weigand (Eds.), Proceedings of 17^th ERME Topic Conference – MEDA 4 (pp. 359-366). ERME. https://community.ict.uniba.it/comunicazionedigitale/it/fuori-collana/meda4-proceedings-30.pdf

Rocha, H. (2025 - accepted). Teachers' knowledge and technology: the global model. In Proceedings of the 14th Congress of the European Society for Research in Mathematics Education (CERME14) (pp. 1-8). ERME.

Publications in proceedings of national conferences

Botelho, M. C., Coelho, T., & Rocha, H. (2023). Fluência representacional: A Matemática na resolução de problemas de Física - Representational fluency: Mathematics in Physics' problem solving. In A. Canavarro, I. Cabrita, N. Branco, R. Ferreira, & T. Neto (Eds.), Atas do Encontro de Investigação em Educação Matemática – EIEM 2023 (pp. 194-197). SPIEM. https://spiem.pt/publicacoes/download-de-atas/

Botelho, M. C., & Rocha, H. (2024).  Characterizing the knowledge mobilized by mathematics teachers: A case study with different technologies – Caracterização do conhecimento mobilizado por professores de matemática: Um estudo de caso com diferentes tecnologias. In Atas do XXXIV Seminário de Investigação em Educação Matemática – XXXIV SIEM (pp. 1-13). APM. https://docentes.fct.unl.pt/hcr/publications/characterizing-knowledge-mobilized-mathematics-teachers-case-study-different-techno

Coelho, T., Botelho, M. C., & Rocha, H. (2023). Conhecimento profissional do professor: A influência das perturbações tecnológicas no ensino da matemática e física. In A. Gomes, A. Barbosa, E. Cunha, F. Fernandes, H. Martinho, H. Pinto, J. Pinto & N. Ferreira (Eds.), Atas do XXXIII Seminário de Investigação em Educação Matemática (SIEM) (pp. 175-183). APM. https://www.apm.pt/files/files/SIEM/Atas_SIEM/2023_Barcelos__ATAS_XXXIII_SIEM.pdf

Coelho, T., & Rocha, H. (2024). Forging interdisciplinary paths: Teachers' professional knowledge on disciplinary articulation – Trilhando caminhos interdisciplinares: Conhecimento profissional dos professores sobre a articulação disciplinar. In Atas do XXXIV Seminário de Investigação em Educação Matemática – XXXIV SIEM (pp. 1-12). APM. https://docentes.fct.unl.pt/hcr/publications/forging-interdisciplinary-paths-teachers-professional-knowledge-disciplinary-articu

Coelho, T., & Rocha, H. (2024). Fronteiras convergentes: o conhecimento profissional do professor no ensino interdisciplinar de ciências exatas com tecnologia – Converging frontiers: Teachers' professional knowledge in interdisciplinary teaching of exact sciences with technology. In Atas do Encontro de Investigação em Educação Matemática – EIEM 2024. SPIEM. https://spiem.pt/publicacoes/download-de-atas/

Rocha, H. (2024). Ensinar Matemática com tecnologia: uma versão preliminar do modelo Global do Conhecimento – Teaching Mathematics with technology: a preliminary version of the Global Knowledge model. In Atas do XXXIV SIEM – XXXIV Seminário de Investigação em Educação Matemática (pp. 1-4). APM. https://docentes.fct.unl.pt/hcr/publications/teaching-mathematics-technology-preliminary-version-global-knowledge-model-ensinar-

Rocha, H. (2024). Modelo Global do conhecimento: uma versão preliminar global knowledge model: a preliminary version. In Atas do Encontro de Investigação em Educação Matemática – EIEM 2024 (pp. 1-4). SPIEM. https://spiem.pt/publicacoes/download-de-atas/