Estudo Autónomo... Acredita, és capaz! Percursos, Metas e Horizontes 104 (Nunes, 2014). By working in collaboration teachers recognize that it was possible to include in the different blocks cross-sectional and invited aspects from different areas that valued the awareness of the transversality of mathematics and its importance for community of practice (Wenger, 2003). Also the presence of guests and aspects related to citizenship were a constant in the different blocks, but also the use of 3D modeling was an aspect that we were working on and that made the blocks more appealing but mathematically richer. Acknowledgements We want to thank Paulo and Carina that contributed with data from the #EstudoEmCasa Project and also to all who made this project possible. References Creswell, J. W. (2009). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (3rd ed.). Thousand Oaks, CA: Sage Publications. Retrieved from URL. Greene, J. C. (2007). Mixed Methods in Social Inquiry. San Francisco: Jossey-Bass. Leonard B. Bliss. Journal of Mixed Methods Research 2008 2: 2, 190-192. Retrieved from URL. Hargreaves, A. (1998). Os professores em tempos de mudança: O trabalho e a cultura dos professores na idade pós-moderna. Lisboa: McGraw Hill. Nunes, C. C (2014). A gestão do currículo no contexto de um grupo de professores de matemática. Lisboa: Universidade de Lisboa, Instituto de educação. Retrieved from URL. Wenger, E. (2003). Communities of practice: Learning, meaning and identity (Graven, M. & Lerman, S.). Journal of Mathematics Teacher Education, 6(2), 185-194.
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