João Pedro Mendes da Ponte
AuthID: R-000-7EA
31
TITLE: Dinâmicas de colaboração num estudo de aula na formação de profesores de matemática Full Text
AUTHORS: Nicole Gaspar Duarte; João Pedro Da Ponte;
PUBLISHED: 2024, SOURCE: PNA. Revista de Investigación en Didáctica de la Matemática, VOLUME: 19, ISSUE: 1
AUTHORS: Nicole Gaspar Duarte; João Pedro Da Ponte;
PUBLISHED: 2024, SOURCE: PNA. Revista de Investigación en Didáctica de la Matemática, VOLUME: 19, ISSUE: 1
32
TITLE: Estudo de aula como promotor do desenvolvimento do conhecimento de futuros professores sobre preparação de aulas
AUTHORS: Nicole Gaspar Duarte; João Pedro Mendes da Ponte; Hélia Gonçalves Pinto;
PUBLISHED: 2024, SOURCE: Avances de Investigación en Educación Matemática, ISSUE: 26
AUTHORS: Nicole Gaspar Duarte; João Pedro Mendes da Ponte; Hélia Gonçalves Pinto;
PUBLISHED: 2024, SOURCE: Avances de Investigación en Educación Matemática, ISSUE: 26
33
TITLE: Building didactic knowledge from reflection in lesson studies
AUTHORS: Fonseca, Gorete; da Ponte, Joao Pedro;
PUBLISHED: 2024, SOURCE: INTERNATIONAL JOURNAL FOR LESSON AND LEARNING STUDIES
AUTHORS: Fonseca, Gorete; da Ponte, Joao Pedro;
PUBLISHED: 2024, SOURCE: INTERNATIONAL JOURNAL FOR LESSON AND LEARNING STUDIES
34
TITLE: "É só aplicar a fórmula: Δ = b2 - 4ac". A indução à docência em Matemática mediada pela colaboração
AUTHORS: Klinger Teodoro Ciríaco; Maria Raquel Miotto Morelatti; João Pedro da Ponte;
PUBLISHED: 2024, SOURCE: Revista e-Curriculum, VOLUME: 22
AUTHORS: Klinger Teodoro Ciríaco; Maria Raquel Miotto Morelatti; João Pedro da Ponte;
PUBLISHED: 2024, SOURCE: Revista e-Curriculum, VOLUME: 22
35
TITLE: Uso da linguagem algébrica com compreensão: Uma experiência de ensino baseada no Raciocínio Matemático
AUTHORS: Kelly Aguiar; João Pedro da Ponte; Marisa Quaresma;
PUBLISHED: 2024, SOURCE: Educación Matemática, VOLUME: 36, ISSUE: 3
AUTHORS: Kelly Aguiar; João Pedro da Ponte; Marisa Quaresma;
PUBLISHED: 2024, SOURCE: Educación Matemática, VOLUME: 36, ISSUE: 3
36
TITLE: Using algebraic language with understanding: A teaching experiment based on Mathematical Reasoning; [Uso da linguagem algébrica com compreensão: Uma experiência de ensino baseada no Raciocínio Matemático]
AUTHORS: Kelly Aguiar; João Pedro da Ponte; Marisa Quaresma;
PUBLISHED: 2024, SOURCE: Educacion Matematica, VOLUME: 36, ISSUE: 3
AUTHORS: Kelly Aguiar; João Pedro da Ponte; Marisa Quaresma;
PUBLISHED: 2024, SOURCE: Educacion Matematica, VOLUME: 36, ISSUE: 3
INDEXED IN: 
Scopus
Scopus37
TITLE: From teacher surplus to teacher shortage and its effects on teacher education: the Portuguese case Full Text
AUTHORS: Flores, Maria Assuncao ; Oliveira, Helia; da Ponte, Joao Pedro;
PUBLISHED: 2024, SOURCE: EUROPEAN JOURNAL OF TEACHER EDUCATION
AUTHORS: Flores, Maria Assuncao ; Oliveira, Helia; da Ponte, Joao Pedro;
PUBLISHED: 2024, SOURCE: EUROPEAN JOURNAL OF TEACHER EDUCATION
38
TITLE: PROSPECTIVE MATHEMATICS TEACHERS' VIEWS OF THEIR LEARNING IN A LESSON STUDY
AUTHORS: da Ponte, Joao Pedro;
PUBLISHED: 2023, SOURCE: PNA-REVISTA DE INVESTIGACION EN DIDACTICA DE LA MATEMATICA, VOLUME: 17, ISSUE: 2
AUTHORS: da Ponte, Joao Pedro;
PUBLISHED: 2023, SOURCE: PNA-REVISTA DE INVESTIGACION EN DIDACTICA DE LA MATEMATICA, VOLUME: 17, ISSUE: 2
39
TITLE: Knowledge about tasks and students in a lesson study with mathematics teachers [Conhecimento sobre tarefas e sobre os alunos num estudo de aula com professoras de matemática]
AUTHORS: Gomes, P; Quaresma, M; da Ponte, JP;
PUBLISHED: 2023, SOURCE: Educacion Matematica, VOLUME: 35, ISSUE: 1
AUTHORS: Gomes, P; Quaresma, M; da Ponte, JP;
PUBLISHED: 2023, SOURCE: Educacion Matematica, VOLUME: 35, ISSUE: 1
40
TITLE: Learning to promote students’ mathematical reasoning: Lesson study contributions in initial teacher education
AUTHORS: Martins, M; da Ponte, JP; Mata Pereira, J;
PUBLISHED: 2023, SOURCE: Eurasia Journal of Mathematics, Science and Technology Education, VOLUME: 19, ISSUE: 5
AUTHORS: Martins, M; da Ponte, JP; Mata Pereira, J;
PUBLISHED: 2023, SOURCE: Eurasia Journal of Mathematics, Science and Technology Education, VOLUME: 19, ISSUE: 5
