**Back to wellcome page
in Portuguese**

**João Pedro da Ponte
**

Departamento de Educação |

Mathematics education and teachers’ professional developmentMathematical investigations in the classroomTeachers’ professional knowledge and classroom practiceInformation and Communication Technology (ICT) in teacher educationCollaborative research,narrative research, and practical inquiry

- Undergraduate level
*Didactics of Mathematics**Supervision of Student Teachers*

- Postgraduate level
*Epistemology of Mathematics**Mathematics curriculum**Information and Communication Technologies**Teacher Education**Supervision of masters’ students**Supervision of PhD students*

- Association of Teachers of Matematics
(Associação de Professores de Matemática - APM

*Working Group for Research*

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 educati**on
*(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). *MIN**ERV**A
Project**: Introducing NIT in
Portuga*l. 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)*. Usi**ng computers in mathematics teaching*. Lisbon: Projecto MINERVA, Departamento de Educação da Faculdade de
Ciências da Universidade de Lisboa.

**1****990**

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 1**1* (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 PM**E
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 Mathematic**s,
**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
Teache**r,* *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.