**Professor Dr. Wei-Chi Yang**, from Radford University, USA (https://sites.radford.edu/~wyang/) founded the Asian Technology Conference in Mathematics (ATCM: http://atcm.mathandtech.org) in 1995, the Electronic Journal of Mathematics and Technology (eJMT: ejmt.mathandtech.org) and the printed version of eJMT, called the Research Journal of Mathematics and Technology (RJMT: rjmt.mathandtech.org). His research involves the computational Henstock integrations in multidimensions, and discovers mathematics by integrating Dynamic Geometry Software and Computer Algebra System.

**Talk title: ** **Inspiring creative, innovative, and computational thinking in STEM through technology**

**Abstract:** In this talk, we will demonstrate how some rote types of exam-based university problems can be expanded to problems for undergraduates, graduates, and even researchers for further investigation. We shall see how dynamic geometric approaches can provide critical intuition and motivation to learners and make challenging problems more accessible to more students. Integration of the computer algebra system with the dynamic geometry system will not only allow us to make conjectures and discover more mathematics, but also provide us with an excellent methodology to deal with many real-life problems.

**Professor Magistral Dr. Tomás Recio**, from the Universidad Antonio de Nebrija, Madrid, Spain, http://www.recio.tk , has been since the decade of the 90’s working on different research issues concerning mathematics education and technology from a triple perspective: algebraic geometry, dynamic geometry, computer algebra systems. Currently he is involved in the development of automated reasoning tools on GeoGebra (both in the standard, as well as in the fork version GeoGebra Discovery, https://kovzol.github.io/geogebra-discovery/) and in the consideration of their potential applications in the educational context.

**Talk title**: **Looking for interesting theorems in geometry**

**Abstract: **In our talk we will describe some on-going improvements concerning the Automated Reasoning Tools developed in GeoGebra Discovery, providing different examples of the performance of these features. In particular, we will consider the behavior of our “automated geometer”, capable to automatically discover a large amount of mathematically rigorous results holding between the elements of a given geometric figure. But the output of the “automated geometer” mixes, without pointing out any difference, relevant and trivial (from a human point of view) statements. Thus, our current research interest focuses in the proposal of an algorithmic way to evaluate the relevance of a geometric theorem, allowing the “automated geometer” to highlight results that could meet human expectatives. Finally, the possible educational impact of these new technological developments, will be discussed.

**Ana Breda**, mathematician and Associate Professor with habilitation at the University of Aveiro, Portugal, got her Ph.D. in Geometry and Topology, in 1989. She teaches mathematics courses to future educators and mathematics teachers, and her research interests lie in computational, geometric, and algebraic aspects of surface intersections, integrating functionalities of Dynamic Geometric Software, and being equally committed to mathematics education. She is a member of the Portuguese committee of the International Commission on Mathematical Instruction (ICMI) and the coordinator of the GEOMETRIX Thematic Line of the Center for Research and Development in Mathematics and Applications, CIDMA.

**Talk title: An Approach to Integrating Dynamic Geometry Software into Mathematics Teaching and Learning**

**Abstract:** The Geometrix Thematic Line is committed to three fundamental lines of action: carrying out research in Mathematics, Technology, and Mathematics Education; creating computational resources to support the teaching and learning of mathematics; and promoting collaborations with national and international institutions and partners to develop outreach activities centered on mathematics, art, culture, community, and university. The team behind Geometrix is made up of researchers and undergraduate and graduate students from diverse scientific fields. At Geometrix, mathematicians, computer programmers, teachers, educators, and graphic designers join forces toward a common goal: the conception and implementation of inclusive teaching and learning tools and environments, crossing all levels of education. Initially, we will provide a brief overview of the currently ongoing Geometrix projects. Later, we will focus our attention on the project aimed at creating, selecting, and exploring GeoGebra Applets, considering the official document “Novas Aprendizagens Essenciais de Matemática para o Ensino Secundário”.

**Andreia Oliveira Hall**, PhD in Probability and Statistics in 1998, is Associate Professor at the Mathematics Department of the University of Aveiro, Portugal. Her research interests encompass extreme value theory and statistical data analysis during her earlier career and presently focus on mathematical education and mathematics and the arts. She teaches mathematics to pre-service and in-service teachers, the latter through professional development courses. She coordinates the *Mathematical Circus Project* in Aveiro which promotes the interest in mathematics through shows of mathematical magic. In 2020 she did an individual exhibition of mathematical quilts at the University of Aveiro.

**Talk title: Dancing along to decimals of rational numbers**

**Abstract:** Numbers play a fundamental role in our daily lives. Since early childhood, we learn what they are and how to represent them. Despite our familiarity with numbers, there are numerous details that often go unnoticed, much like the unnoticed details of the street where we live and pass by every day.

Rational numbers are typically represented as decimals or fractions. In decimal form, rational numbers are either terminating or infinite repeating. The characteristics of these decimals can be deduced from the fractions that represent them, using basic number theory. For example, by examining a fraction, we can determine whether the corresponding decimal is terminating or non-terminating. This only depends on the prime factor decomposition of the denominator, provided that the fraction is irreducible. It will be terminating if there are no prime factors other than two and five.

It is often said that a picture is worth a thousand words. What if we were to convert decimals into images? By dividing a circle into ten equal parts numbered from 0 to 9, decimals can be transformed into visual paths defined by the sequence of digits. Join us and dance along to the trajectories created by decimals of rational numbers. You’ll be surprised by what they have to reveal!