The training provided the participants an opportunity to engage with three sample lessons that utilized GeoGebra applets, complete with blackboard plans and analysis using the Mathematical Discourse Framework (MDF). The course also focused on helping participants understand how to design a GeoGebra applet based on the flow of the lesson and learning objectives. Finally, the participants in this training course completed the initial steps of the lesson study cycle, which involved setting goals, studying the curriculum, outlining the unit, and collaboratively developing a research lesson with colleagues from either the same school or neighboring schools. 

This training had a two-fold aim. The first was to equip teachers with knowledge and skills in analyzing and designing interactive activities using the web-based GeoGebra app. The second was for them to do a lesson study on how to teach mathematics in a digital environment. The main design principles used in crafting and analyzing the GeoGebra activities and in the crafting of research lessons was the Mathematics Discourse Framework (MDF). 

This paper presentation discussed a study on how math teachers integrated GeoGebra into their classrooms after a three-course training by UP NISMED. While teachers showed strong mastery of GeoGebra tools and designed transformative activities (SAMR), differences emerged in lesson structures and the quality of classroom discourse. Using Ruthven’s Structuring Classroom Practice Framework and other analytic tools, the study revealed that although the training was effective, sustained use depends on broader support systems—such as access to technology and ongoing PDs. The findings emphasize the need to empower teachers to make research-informed pedagogical decisions. 

This session presented a study on Filipino math teachers' perspectives and practices in crafting culturally responsive PISA-like test questions. Rooted in concerns about the limitations of standardized assessments like PISA in capturing local learning contexts,  the study used a qualitative approach involving teachers who participated in training and interviews. It found strong teacher interest in adapting assessments to better reflect students' realities, while also identifying challenges such as limited time, rigid test formats, and the need for clearer guidance. The study highlights the potential of culturally responsive assessments to enhance student engagement and learning, emphasizing the importance of PDs, collaboration, and clear frameworks. 

The session focused on mathematical modelling in integrated STEM tasks. It brought together diverse educators from various educational levels to explore topics including the presence of math modelling in curricula, its distinction from math investigations and problem solving, and its contextualization across different educational settings. Participants shared perspectives that highlighted a lack of a unified definition for math modelling and discussed its application in collaborative and interdisciplinary projects. This open space discussion highlighted the varied understanding and implementation of math modelling from elementary school through college, emphasizing the importance of clarifying this concept within educational contexts.

The session explored the challenges and opportunities of integrating mathematics into STEM education, aiming to foster a deeper understanding of mathematics' role within a broader scientific context. Participants shared insights on topics such as aligning projects with student interests and clarifying the operational definition of numeracy skills. The discussion highlighted the difficulties of STEM integration and emphasized the importance of adapting international strategies to local educational contexts, concluding with a thought-provoking question about the placement and teaching of mathematics within integrated STEM. 

The symposium explored the role of mathematics discourse in teaching and learning, focusing on the Mathematics Discourse Framework (MDF) as a resource for teachers, professional development facilitators, and researchers. Three papers were presented: the first paper introduced the MDF, its elements, theoretical foundations, and adaptations for professional development, particularly Lesson Study; the second paper showed how teachers used the MDF to design lessons on functions; and the third paper analyzed lesson transcripts to gain insights into instruction and student learning. The symposium aimed to highlight how the MDF can enhance mathematics instruction and understanding.

The workshop explored the use of technology, specifically GeoGebra, as a tool for teaching and learning mathematics and for managing online live classrooms. It highlighted that learning in a digital environment supports academic growth, lifelong learning, and adaptation in a technology-driven society, emphasizing the critical role of how technology is used to mediate learning. Participants engaged with NISMED-developed GeoGebra-based activities and lessons for teaching high school mathematics and analyzed each in relation to the new mathematics curriculum framework and with other pedagogical design principles.

This training was designed to help teachers align the goal of New Math Curriculum Framework with research-based frameworks such as the PISA Mathematical Literacy Framework and the Mathematics Discourse Framework, both of which emphasize deep understanding of content, skills, and disposition. Teachers engaged with and evaluated GeoGebra activities using the PISA and MDF frameworks to assess their classroom applicability. The course culminated in participants designing and teaching their own GeoGebra-integrated lesson, equipping them to use a dynamic digital tool for deeper and more interactive mathematics instruction. 

The training combined asynchronous and synchronous online sessions designed to enhance participants' skills in using GeoGebra as a dynamic teaching and learning tool. It covered four modules: Geometry, Algebra, Statistics and Probability, and 3D. Each module included step-by-step guided activities in PDF format. Quizzes reinforced learning through independent practice, while optional challenges extended the activities, each with a detailed construction protocol. Participants learned to construct applets using GeoGebra tools and commands and identified topics suitable for integration. 

The training blended theoretical discussions with hands-on activities, beginning with aligning teaching to the New Math Curriculum Framework, emphasizing learning goals, mathematical proficiency, and digital competence. It introduced the Mathematics Discourse Framework and blackboard planning to help teachers organize lessons and enhance math communication. Participants analyzed sample GeoGebra lessons using the MDF. In parallel sessions, teachers designed GeoGebra-integrated lessons by grade level, while instructional leaders focused on lesson study and tools like the Professional Noticing Journal for classroom observations. The program included peer-teaching with structured feedback and actual classroom lesson implementations, followed by post-lesson analysis and reflection to improve teaching practices.