Leonor Santos

Didática

Didática. Didática da Matemática

Santos, L., Mata-Pereira, J., da Ponte, J. P., & Oliveira, H. (2022). Teachers’ understanding of generalizing and justifying in an professional development course. Eurasia Journal of Mathematics, Science and Technology Education, 18(1), em2067 . https://doi.org/10.29333/ejmste/11488

Santos, L. (2022). O feedback como uma poderosa ferramenta para a aprendizagem matemática: uma meta-análise de estudos portugueses. Revemop, 4, e202210. https://doi.org/10.33532/revemop.e202210

Dias, M., Santos, L. (2020). Comparative study on current recommendations on technologies on the teaching of mathematics in Brazil and Portugal. Acta Scientiae, 22(6), 65-68. https://doi.org/10.17648/acta.scientiae.6002

Semana, S., & Santos, L. (2018). Self-regulation capacity of middle School students in mathematics. ZDM Mathematics Education, 50, 743-755. (https://doi.org/10.1007/s11858-018-0954-0)

Ponte, J. P., Santos, L., Oliveira, H., & Henriques, A. (2017). Research on teaching practice in a Portuguese initial secondary mathematics teacher education program. ZDM Mathematics Education, 49, 291-303. (http://doi.org/10.1007/s11858-017-0847-7)

Bruno, I., Santos, L., & Costa, N. (2016). The way students’ internalize assessment criteria on inquiry reports. Studies in Educational Evaluation, 51, 55-66. (http://doi.org/10.1016/j.stueduc.2016.09.002)

Nortvedt, G., Santos, L., & Pinto, J. (2016). Assessment for learning in primary school mathematics teaching: The case of Norway and Portugal. Assessment in Education: Principles, Policy & Practice, 23(3), 377-395. (http://doi.org/10.1080/0969594X.2015.1108900)

Santos, L. (2016). A articulação entre a avaliação somativa e a formativa, na prática pedagógica: Uma impossibilidade ou um desafio? Revista Ensaio: Avaliação e Políticas Públicas em Educação, 24(92), 637-669. (http://doi.org/10.1590/S0104-40362016000300006)

Santos, L., & Cai, J. (2016). Curriculum and assessment. In A. Gutiérrez, G. Leder, & P. Boero (Eds.), The Second Handbook in the Psychology of Mathematics Education (pp. 153-185). Rotterdam, Netherlands: Sense Publishers.

Santos, L., & Semana, S. (2015). Developing mathematics written communication through expository writing supported by assessment strategies. Educational Studies in Mathematics, 88(1), 65-87. (http://doi.org/10.1007/s10649-014-9557-z)