Área e Grupo de Investigação e Ensino

Didática / Didática da Matemática

Áreas de interesse

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

Projetos de investigação

Seleção de publicações

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., & 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). New York, NY: 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. (2007). Investigations and explorations in the mathematics classroom. ZDM, 39(5-6), 419-430.

Ponte, J. P. (2006). Estudos de caso em educação matemática. Bolema, 25, 105-132.

Ponte, J. P., Oliveira, H., & Varandas, J. M. (2002). Development of pre-service mathematics teachers’ professional knowledge and identity working with information and communication technology. Journal of Mathematics Teacher Education, 5(2), 93-115.

Ponte, J. P. (2000). Tecnologias de informação e comunicação na formação de professores: Que desafios? Revista Iberoamericana de Educación, 24, 63-90.

Ponte, J. P., Matos, J. F., Guimarães, H., Canavarro, P., & Leal, L. C. (1994). Teachers’ and students’ views and attitudes towards a new mathematics curriculum. Educational Studies in Mathematics, 26(4), 347-365.