Problem posing and problem solving, involving significant situations for students, encourage effective learning, mathematical reasoning, communication, and connections in/with mathematics, enhancing the emergence of different literacies. Although problem solving is more frequently present in teaching practices, the ability to formulate them must also be developed, since it requires other skills, such as writing a problem statement, establishing connections between reality and mathematical knowledge, and creating and idealizing problematic situations, among others. Financial Literacy and Consumer Literacy promote contexts related to the student’s daily life and are promising in the development of problem posing. These literacies are also relevant to the development of a healthy, balanced, and responsible relationship with money and to raising awareness of the student regarding the importance of their actions in society, the economy, and the environment. This text presents part of a qualitative, descriptive, and interpretive research, developed by a teacher of children in the third year of a Portuguese primary school, involving problem posing and problem solving in Financial and Consumer Education contexts, with the following research question: How does posing and solving problems, in contexts close to the students’ reality, influence the development of different literacies? The results point out the mobilization of different mathematical concepts, in articulation with other areas of knowledge, and the development of skills and knowledge innate to different literacies, namely Mathematical Literacy, Financial Literacy and Consumer Literacy.

Objective: This study intends to investigate the potential of children's literature in the development of soft skills, with the aim of promoting the use of this resource in educational contexts. Theoretical Framework: Many curriculum guidelines from different countries highlight the importance of so-called soft skills, focusing on the preparation of citizens for the challenges of 21st century. Several international organizations have warned of the need to adapt Education to new times, namely the Organization for Economic Co-operation and Development emphasizes skills related with task performance, emotional regulation, collaboration, open-mindedness, and engaging with others. The United Nations has also stablished the Sustainable Development Goals regarding various dimensions, namely Quality Education’s goals to promote sustainable, inclusive, empathetic, and peace advocate societies. Method: This study was carried out in a public Portuguese school of the 1st Cycle of Basic Education and comprises a qualitative case study, supported by a descriptive and interpretative approach, based on the participant observation, audio records collected and the respective transcripts. Results and Discussion: Children's literature exploration through questions that also stimulate divergent thinking promoted the emergence of emotional and social skills, being the open-mindedness and collaboration domains the most prominent. Research Implications: The 2030 Agenda for Sustainable Development seeks to mobilise common goals and targets to achieve a better world. The practice presented in this study may be an example of how to promote in the classroom some of the sustainable development goals. Originality/Value: This study presents resources and methodologies that can be implemented in school contexts to develop emotional and skills, in conjunction with cognitive development.

Objective: This study examines the level of comfort teachers feel in implementing interdisciplinary practices after participating in a workshop designed for this purpose. Theoretical Framework: The Organization for Economic Co-operation and Development (OECD) has suggested interdisciplinary as a guiding principle for future education systems, however, teachers often reveal insecurity in implementing it. The development of essential skills for 21st-century citizens requires teachers to challenge and adapt their pedagogical practices, thereby demanding continuous professional development that fosters well-prepared, reflective professionals capable of providing rich instructional contexts, which aligns directly with SDG 4 (Quality Education). Method: Empirical evidence for this study comes from the participation of a group of mathematics teachers in the workshop “Mathematical Aspects of the COVID-19 Pandemic”, held at a Portuguese university. A mixed-methods case study design was adopted, employing a descriptive and interpretative approach and simultaneously quantitative indicators. Data were generated through direct observation by two observers and teachers' written responses to questionnaires. Results and Discussion: Teachers have struggled in creating meaningful real-life contexts and do not regularly integrate interdisciplinarity into their classrooms, showing a gap between recognition and practice. After the workshop, they felt motivated to use the proposed tasks and stressed the need for more training to support interdisciplinary teaching aligned with SDG 4(Quality Education). Research Implications: This study yields design-relevant implications for future teacher training on interdisciplinary classroom approaches. Originality/Value: This study presents teachers’ perspectives on, and difficulties with, implementing interdisciplinary practices in their classes, thereby contributing to the identification of needs in teacher professional development.