João Pedro da Ponte

Didática

Formação de Professores de Matemática, Estudo de aula, Raciocínio matemático, Ensino da Álgebra, Números e Estatística.

Ponte, J.P., Quaresma, M., & Mata-Pereira, J. (2022). Teachers’ learning in lesson study: insights provided by a modified version of the interconnected model of teacher professional growth. ZDM Mathematics Education, 54, 373–386. https://doi.org/10.1007/s11858-022-01367-1

Ponte, J. P., Mata-Pereira, J., Quaresma, M., & Velez, I. (2017). Formação de professores dos primeiros anos em articulação com o contexto de prática de ensino de Matemática. RELIME, 13(1), 71-94.

Ponte, J. P. (2017). Lesson studies in initial mathematics teacher education. International Journal for Lesson and Learning Studies, 6(2), 169-181.

Ponte, J. P., Quaresma, M., Mata-Pereira, J., & Baptista, M. (2016). O estudo de aula como processo de desenvolvimento profissional de professores de matemática. BOLEMA, 30(56), 868-891.

Ponte, J. P., & Chapman, O. (2016). Prospective mathematics teachers’ learning and knowledge for teaching. In L. English & D. Kirshner (Eds.), Handbook of international research in mathematics education (3rd ed., pp. 223-261). Routledge/Taylor & Francis.

Ponte, J. P., & Quaresma, M. (2016). Teachers’ professional practice conducting mathematical discussions. Educational Studies in Mathematics. 93(1) 51-66.

Ponte, J. P., & Henriques, A. (2013). Problem posing based on investigation activities by university students. Educational Studies in Mathematics, 83(1), 145-156.

Ponte, J. P. (2012). A practice-oriented professional development programme to support the introduction of a new mathematics curriculum in Portugal. Journal of Mathematics Teacher Education, 15(4), 317-327.

Ponte, J. P. (2011). Preparing teachers to meet the challenges of statistics education. In C. Batanero et al. (Orgs.), Teaching statistics in school mathematics: Challenges for teaching and teacher education (pp. 299-309). Springer. https://link.springer.com/chapter/10.1007/978-94-007-1131-0_29

Ponte, J. P., & Chapman, O. (2006). Mathematics teachers’ knowledge and practices. In A. Gutierrez & P. Boero (Orgs.), Handbook of research on the psychology of mathematics education: Past, present and future (pp. 461-494). Sense.