Publicações Científicas da UIDEF

Seleção de artigos publicados por membros da UIDEF em revistas científicas e livros indexados entre setembro e dezembro de 2025
 

Cardoso, L., da Ponte, J. P., & Quaresma, M. (2025). The development of mathematical knowledge of prospective primary teachers in a lesson study. European Journal of Science and Mathematics Education, 13(4), 368-384. https://doi.org/10.30935/scimath/17415

Faria, F. A. B., Ponte, J. P. D., Rodrigues, M., & Quaresma, M. (2025). Teachers’ leading mathematical whole‑class discussion: Productive networks that develop in lesson study. Eurasia Journal of Mathematics, Science and Technology Education, 21(11), em2734. https://doi.org/10.29333/ejmste/17347

Fernandes, H., Jacinto, H., & Oliveira, H. (2025). Bridging problem-solving and problem-posing: Third graders learning to formulate mathematical problems in geometry and measurement [Conectando resolución y formulación de problemas: Estudiantes de tercer grado aprendiendo a plantear problemas en Geometría y Medición]. Avances de Investigación en Educación Matemática, 28, 31-53. https://doi.org/10.35763/aiem28.7553

Gonçalves, C., Costa, E., & Almeida, M. (2025). The discursive construction of school self-evaluation in Portuguese academic journals: a contribution from the sociology of knowledge. Oxford Review of Education, 1-19.  https://doi.org/10.1080/03054985.2025.2590471

Iraola-Real, I. I., & Carvalho, C. (2025). The influence of gender stereotypes on self-efficacy and mathematical anxiety in Peruvian students aspiring to STEM careers. Journal on Mathematics Education, 16(2), 407–422. https://doi.org/10.22342/jme.v16i2.pp407-422

Martins, M. J. D., Marchão, A., Oliveira, T., Caetano, A. P., & Tinoca, L. (2025). Schools as learning communities for inclusion: Insights from case studies of two school clusters in Portugal. Frontiers in Education, 10, 1549712. https://doi.org/10.3389/feduc.2025.1549712

Melo, B. P., Ferreira, M. & Diogo, A. M. (2025).O aluno ideal do 1º ciclo: Conceções de professoras num contexto de performatividade. Sociologia, Problemas e Práticas, 109, 1-19. https://doi.org/10.7458/SPP202510943328

Nascimento, L., & Reis, P. (2025). Towards a teacher development model for environmental citizenship: A systematic literature review. Australian Journal of Environmental Education, 1–19. https://doi.org/10.1017/aee.2025.10079

Rodrigues, A. L., Cavaco, C., & Pereira, C. (2025). Exploring generative AI tools in higher education: Insights for policies. Journal of e-Learning and Knowledge Society, 21(2), 61-72. https://doi.org/10.20368/1971-8829/1135999

Sanches, T., & Paz, A. L. (2025). Student-centred pedagogies in post-Bologna higher education: Research trends from 2010 to 2020. Trends in Higher Education, 4(4), Article 61.  https://doi.org/10.3390/higheredu4040061

Santos, C., Pedro, N., & Cabero-Almenara, J. (2025). e-DigCompEdu: Validation of a Framework for Online Higher Education Through a Delphi Panel. Electronic Journal of e-Learning, 23(4), 81-101. https://doi.org/10.34190/ejel.23.4.4156

Santos, Í., & Silova, I. (2025). From Finland to the world: interrogating the global learning crisis. Discourse: Studies in the Cultural Politics of Education, 1–13. https://doi.org/10.1080/01596306.2025.2567656