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João Pedro da Ponte

Departamento de Educação
Faculdade de Ciências da Universidade de Lisboa
Edifício C1, Campo Grande
1749-016 Lisboa - Portugal
e-mail: jp@fc.ul.pt

Research Interests Teaching Activities Professional Activities Papers

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  • Coordinator of the scientific program of CERME 3

  • Member of Editorial Boards
  • Bolema (Rio Claro, Brasil)
  • Inovação (IIE, Portugal)
  • Journal of Mathematics Teacher Education (Kluwer)
  • Investigar em Educação (SPCE, Portugal)
  • Quadrante (APM, Portugal)
  • Revista da Educação (DEFCUL, Portugal)
  • Zetetiké (Campinas, Brasil)
  • Portuguese Society for Sciences of Education (Sociedade Portuguesa de Ciências de Educação-SPCE)
  • Member of the Section of Mathematics Education
  • Member of the Coordinating Group of the Journal Investigar em Educação (SPCE,Portugal)
  • Also member of
  • American Educational Research Association (AERA)
  • European Society for Research in Mathematics Education (ERME)
  • Psychology of Mathematics Education (PME)
  • International Society for Technology in Education (ISTE)
  • National Council of Teachers of Mathematics (NCTM)
  • Association of Teachers of Mathematics (APM)
  • Portuguese Mathematics Society ( SPM)
  •  
  • Papers Up

    To see papers in Portuguese click here

     

    2008

    1. Candeias, N., & Ponte, J. P. (2008). Geometry learning: The role of tasks, working models, and dynamic geometry software. In B. Czarnocha (Ed.), Handbook of mathematics teaching research (pp. 387-396). Rzeszów: University of Rzeszów.

    2. Lin, F. L., & Ponte, J. P. (2008). Face-to-face learning communities of prospective mathematics teachers: Studies on their professional growth. In K. Krainer & T. Wood (Eds.), Participants in mathematics teacher education: Individuals, teams, communities and networks (pp. 111-129). Sense: Rotterdam/Taipei.

    3. Matos, A., & Ponte, J. P. (2008). Exploring functional relationships to foster algebraic thninking in grade 8. In B. Czarnocha (Ed.), Handbook of mathematics teaching research (pp. 397-406). Rzeszów: University of Rzeszów.

    4. Nunes, C. C., & Ponte, J. P. (2008). Os projectos de escola e a sua liderança. In GTI (Ed.), O professor de Matemática e os projectos de escola (pp. 11-37). Lisboa: APM.

    5. Ponte, J. P. (2008). Research and practice: Bridging the gap or changing the focus? In M. Menghini, F. Furinghetti, L. Giacardi & F. Arzarello (Eds.), The first century of the International Commission on Mathematical Instruction (1908-2008). Reflecting and shaping the world of mathematics education (pp. 106-112). Roma: Istituto della Enciclopedia Italiana.

    6. Ponte, J. P. (2008). Researching our own practice. In B. Czarnocha (Ed.), Handbook of mathematics teaching research (pp. 19-35). Rzeszów: University of Rzeszów.

    7. Ponte, J. P. (2008). Investigating mathematics: A challenge for students, teachers, and mathemaricas education reseachers. In B. Maj, M. Pytlak & E. Swoboda (Eds.), Supporting independent thinking through mathematical education (pp. 122-137). Rzeszow: Wydawnictwo Uniwersytetu Rzeszowskiego.

    8. Ponte, J. P. (2008). Aprender Matemática: Memorizar e mecanizar versus compreender e resolver problemas. In P. Canavarro (Ed.), 20 anos de temas na EeM (pp. 2-13). Lisboa: APM.

    9. Ponte, J. P., & Chapman, O. (2008). Preservice mathematics teachers' knowledge and development. In L. English (Ed.), Handbook of international research in mathematics education (2nd ed., pp. 225-263). New York, NY: Routledge.

    2007

    Ponte, J. P. (2007). Investigations and explorations in the mathematics classroom. ZDM, 39(5-6), 419-430.

    Ponte, J. P., Oliveira, P., Varandas, J. M., Oliveira, H., & Fonseca, H. (2007). Using ICT to support reflection in pre-service mathematics teacher education. Interactive Educational Multimedia, 14, 79-89.

    2006

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

    2005

    1. Ponte, J. P., Oliveira, P., Varandas, J. M., Oliveira, H., & Fonseca, H. (2005). Exploring the role of virtual interactions in pre-service mathematics teacher education. Paper presented at the CERME 4, Sant Feliu de Guíxols, Spain.

    2. Ponte, J. P., & Santos, L. (2005). A distance in-service teacher education setting focused on mathematics investigations: The role of reflection and collaboration. Interactive Educational Multimedia, 11, 1-22. (retirado de http://www.ub.es/multimedia/iem/ em 21.Fev.2006)

    3. Ponte, J. P., Serrazina, L. (2005). Understanding and transforming practice: A Portuguese experience. Paper presented at ICME Study 16, Águas de Lindóia, Brasil.

    2004

    1. Almeida, C., Viseu, F., & Ponte, J. P. (2004). Reflections of a student teacher on his construction and implementation of a webquest to teach 7th grade statistics. Paper presented at the SITE 2004 - Society for Information Tecnology & Teacher Education, Atlanta, GA, EUA.

    2. Ponte, J. P. (2004, Junho 3-6). Investigating mathematics: A challenge for the pupil and the teacher. Procedings of EME 2004 - 1º Encontro de Matemática Elementar (CD-ROM), Braga.

    2003

    1. Ponte, J. P., Segurado, M. I., & Oliveira, H. (2003). A collaborative project using narratives: What happens when pupils work on mathematical investigations? In A. Peter-Koop, V. Santos-Wagner, C. Breen, & A. Begg (Eds.), Collaboration in teacher education: Examples from the context of mathematics education (pp. 85-97). Dordrecht: Kluwer. (Download Word)

    2. Ponte, J. P., Serrazina, L., Sousa, O., & Fonseca, H. (2003). Professionals investigate their own practice. Paper presented at CERME III – European Congress of Mathematics Education, Bellaria, Italy, 27 February – 3 March. (Download pdf)

    3. Santos, L., & Ponte, J. P. (2003). An experiment in in-service teacher education. Paper presented at CERME III – European Congress of Mathematics Education, Bellaria, Italy, 27 February – 3 March. (Download pdf) 

    2002

    1. 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. (Download pdf)

    2. Ponte, J., & Oliveira, H. (2002). Information technologies and the development of professional knowledge and identity in teacher education. In J. Novotná (Ed.), Proceedings of II European Conference in Mathematics Education (CERME) (pp. 310-321). Praga: Univerzita Karlova v Praze, Pedagogická Faculta. (Download word) 

    2001

    1. Ponte, J. P. (2001). Investigating in mathematics and in learning to teach mathematics. In F. L. Lin & T. J. Cooney (Eds.), Making sense of mathematics teacher education (pp. 53-72). Dordrecht: Kluwer. (Download word)

    2. Ponte, J. P. (2001). Professional narratives in mathematics teacher education. Proceedings of the 2001 Annual Meeting of the Canadian Mathematics Education Study Group (pp. 61-65). Alberta: University of Alberta.

    3. Ponte, J. P., & Brunheira, L. (2001). Analysing practice in preservice mathematics teacher education. Mathematics Teacher Education and Development, 3, 16-27. (Download word)

    1999

    1. Ponte, J. P. (1999). Teachers’ beliefs and conceptions as a fundamental topic in teacher education. In K. Krainer & F. Goffree (Eds.), On research in teacher education: From a study of teaching practices to issues in teacher education (pp. 43-50). Osnabrück: Forschungsintitut für Mathematikdidaktik.

    2. Ponte, J. P., Berger, P., Cannizzaro, L., Contreras, L. C., & Safuanov, I. (1999). Research on teachers’ beliefs: Empirical work and methodological challenges. In K. Krainer & F. Goffree (Eds.), On research in teacher education: From a study of teaching practices to issues in teacher education (pp. 79-98). Osnabrück: Forschungsintitut für Mathematikdidaktik.

    1998

    1. Ponte, J. P., Ferreira, C., Brunheira, L., Oliveira, H., & Varandas, J. M. (1998). Investigating mathematical investigations. In P. Abrantes, J. Porfirio, & M. Baía (Eds.), Les interactions dans la classe de mathématiques: Proceedings of the CIEAEM 49 (pp. 3-14). Setúbal, Portugal: ESE de Setúbal. (Download word)

    1997

    1. Oliveira, H., Ponte, J. P., Segurado, I., & Cunha, H. (1997). Mathematical investigations in the classroom: A collaborative project. In V. Zack,  J. Mousley, & C. Breen (Eds.), Developing practice: Teachers inquiry and educational change (pp. 135-142). Geelong, Australia: Centre for Studies in Mathematics, Science and Environmental Education. (Download word)

    1994

    1. Ponte, J. P. (1994). Mathematics teachers professional knowledge. In J. P. Ponte & J. F. Matos (Eds.), Proceedings PME XVIII (Vol. I, pp. 195-210). Lisbon, Portugal. (Download word)

    2. Ponte, J. P. (1994). MINERVA Project: Introducing NIT in Portugal. Lisbon, Portugal: DEPGEF. (Download word)

    3. Ponte, J. P. (1994). Knowledge, beliefs and conceptions in mathematics teaching and learning. In L. Bazzini (Ed.), Theory and practice in mathematic education: Proceedings of the V Conference for the Systematic Cooperation Between the Theory in Practice in Mathematics (pp. 169-177). Pavia, Italy: ISDAF. (Download word)

    4. 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. (Download word)

    1993

    1. Ponte, J. P. (1993). Necessary research in mathematical modelling and applications. In T. Breiteig, I. Huntley & G. Kaiser-Messmer (Eds), Teaching and learning mathematics in context (pp. 219-227). New York, NY, USA: Ellis Horwood. (Download word)

    2. Ponte, J. P., & Canavarro, A. P. (1993). Graphic calculators in the classroom: Students’ viewpoints. Proceedings of PME 17 (Vol. 2, pp. 33-40). Tsukuba, Japan. (Download word)

    1992

    1. Ponte, J. P. (1992). The history of the concept of function and some educational implications. The Mathematics Educator, 3(2), 3-8. (Download word)

    2. Ponte, J. P., & Carreira, S. (1992). Spreadsheet and investigative activities: A case study of an innovative experience. In J. P. Ponte, J. F. Matos, J. M. Matos, & D. Fernandes (Eds.), Mathematical problem solving and new information technologies: Research in contexts of practice (pp. 301-312). Berlin, Germany: Springer-Verlag.

    3. Ponte, J. P., & Matos, J. F. (1992). Cognitive processes and social interaction in mathematical investigations. In J. P. Ponte, J. F. Matos, J. M. Matos, & D. Fernandes (Eds.), Mathematical problem solving and new information technologies: Research in contexts of practice (pp. 239-254). Berlin, Germany: Springer-Verlag. (Download word)

    4. Ponte, J. P., Matos, J. F., Leal, L. C., Guimarães, H., & Canavarro, A. P. (1992). Students views and attitudes towards mathematics teaching and learning: A case sudy of a curriculum experience. Proceedings of PME 16 (Vol. 2, pp. 218-225), Durham, NH, USA. (Download word)

    1991

    1. Ponte, J. P., Nunes, F., & Veloso, E. (1991). Using computers in mathematics teaching. Lisbon: Projecto MINERVA, Departamento de Educação da Faculdade de Ciências da Universidade de Lisboa.

    1990

    1. Ponte, J. P. (1990). Teachers’ perceived roles of the computer in mathematics education, Proceedings of PME 14 (Vol. 1, pp. 183-190). Oaxtepec, Mexico.

    1988

    1. Abrantes, P., & Ponte, J. P. (1987). Training teachers for instructional computing. In J. de Lange & M. Doorman (Eds.), Senior mathematics education (pp. 199203). Utrecht: OW & OC.

    1987

    1. Abrantes, P., & Ponte, J. P. (1987). Teachers views and attitudes about classroom computer use. Proceedings of PME 11 (Vol. 2, pp. 71-77), Montreal, Canada.

    2. Monteiro, C., & Ponte, J. P. (1987). Project work with teachers involved in a program for the use of computers in education. Procedings of PME 11 (Vol. 2, pp. 114-120). Montreal, Canada.

    1986

    1. Ponte, J. P., & Matos, J. M. (1986). Students’ strategies and reasoning processes in computer educational games. Proceedings of PME 10 (pp. 451-456), London, UK.

    2. Ponte, J. P., Norman, F. A., Davis, E. J., Eshun, B., & Jensen, R. (1986). Evaluation of an inservice course for elementary and middle school teachers. School Science and Mathematics, 86(5), 375-385.

    1985

    1. Martin, W. G., & Ponte, J. P. (1985). Measuring the areas of golf greens and other irregular regions. The Mathematics Teacher, 78(5), 385-389.

    2. Ponte, J. P. (1985). Geometrical and numerical strategies in students functional reasoning, Proceedings of PME 9 (pp. 413-418), Noordwijerhout, The Netherlands.

    1984

    1. Davis, E. J., Ponte, J. P., Helms, J., & Norman, F. A. (1984). Training elementary school teachers to use computers—with emphasis on LOGO. Arithmetic Teacher, 32(2), 18-25.

    2. Ponte, J. P. (1984). Functional reasoning and the interpretation of cartesian graphs. Unpublished doctoral dissertation, University of Georgia. (available at Lisbon, Portugal: APM)  (Ficheiro pdf)

    1982

    1. Ponte, J. P. (1982). A model of concept understanding for secondary school mathematics, Proceedings of PME-NA 4 (pp. 148-153), Athens, Georgia, USA.

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