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João Pedro da Ponte

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Professor

Universidade Autónoma de Lisboa

Portugal

Research Interests

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Professors in Portugal

About

João Pedro da Ponte is a Professor at Universidade de Lisboa, Instituto de Educação in Portugal. His research focuses on collaboration and conflicts among university teachers in lesson study, as well as professional learning tasks for mathematical reasoning. Recent publications also explore critical mathematics education and the experiences of primary school teachers in lesson study settings.

Recent Grants

Grant: Close

REASON - Raciocínio Matemático e Formação de Professores

Open Date: 2019-01-01

Close Date: 2022-01-01

Grant: Close

EDUCATE "Enhancing Differentiated Instruction and Cognitive Activation in Mathematics Lessons by Supporting Teacher Learning"

Open Date: 2017-01-01

Close Date: 2020-01-01

Grant: Close

Developing statistical literacy: Student learning and teacher education

Open Date: 2012-01-01

Close Date: 2015-01-01

Grant: Close

P3M - Professional Practices of Mathematics Teachers

Open Date: 2012-01-01

Close Date: 2014-01-01

Grant: Close

Mais Sucesso Escolar - Escolas Híbridas

Open Date: 2010-01-01

Close Date: 2012-01-01

Articles (43)

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Director of Learning Innovation

Universidade de Lisboa Instituto da Educação

PORTUGAL

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João Pedro da Ponte

Research Interests

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About

Recent Grants

Articles (43)

FO(RM)AP: um modelo de processo formativo para o Raciocínio Matemático visando o Desenvolvimento Profissional de professores que ensinam Matemática

Using Algebraic Language with Understanding: The Role of Conjectures, Generalizations, and Justifications

Leading a post-lesson discussion: a self-study

From fearing errors and misconceptions to discussing them: mathematics teachers’ practice in a lesson study

Preparing, leading, and reflecting about whole-class discussions in a lesson study in initial mathematics teacher education

Aprender com a prática: a aprendizagem de futuras professoras num estudo de aula

Exploring professional learning opportunities of teachers who teach mathematics during post-lesson discussions in lesson study

Dificuldades e limitações em estudos de aula com professores que ensinam Matemática em Portugal: Implicações para práticas futuras

Preparar, conduzir e refletir sobre a discussão coletiva: práticas de uma professora de Matemática do 5.º ano

They’re already asking, I’m more alert: a teacher’s journey with mathematical whole-class discussions within lesson study

Needed skills and knowledge and challenges of the mathematics lesson study facilitator: a scoping systematic literature review

Collaboration and conflicts among university teachers in a lesson study

Aprendizagem docente na formação continuada de professores: características intra e interpessoais no contexto do Estudo de Aula

Tarefas de Aprendizagem Profissional para o Raciocínio Matemático: Princípios de Design

Colaboração em Estudos de Aula: limites, desafios e perspectivas no contexto de Portugal

Discussão coletiva num estudo de aula: práticas e ações de uma futura professora

Primary school teachers and their engagement with critical mathematics education via landscapes of investigation

Relações no processo de medição da grandeza área pelos alunos

Lesson study in primary initial teacher education: Participants’ perspectives on potential and challenges

Aprendizagem da grandeza massa: Uma abordagem exploratória

A fase de planeamento num estudo de aula: a tarefa e o plano de aula

The development of mathematical knowledge of prospective primary teachers in a lesson study

Teachers’ leading mathematical whole-class discussion: Productive networks that develop in lesson study

Estudo de Aula na Formação Inicial de Professores: o que pode correr mal?

Establishing links between research and practice

Teachers’ leading whole-class discussions in a mathematics lesson study: From initial understanding to orchestration in practice

Researching on practice through lesson study: developing prospective teachers’ knowledge of student learning

uso da linguagem algébrica no 9.º ano: Abordagens, significados e dificuldades

O desenvolvimento do conhecimento didático de futuros professores: o estudo de aula como processo formativo integrado na formação inicial

Formación inicial de profesores de Matemáticas: una experiencia de intercambio internacional a partir de los estudios de aula

Learning to promote students’ mathematical reasoning: Lesson study contributions in initial teacher education

Professional Learning Opportunities for Teachers of the Early Years in Algebra Teaching: A Study on the Practice of a Teacher Educator

O estudo de aula no desenvolvimento do conhecimento sobre o ensino da matemática de professores do 1.º ciclo

Conhecimento sobre tarefas e sobre os alunos num estudo de aula com professoras de matemática

Leading whole-class discussions: from participating in a lesson study to teaching practice

The development of pedagogical content knowledge of prospective primary teachers in a lesson study

Prospective mathematics teachers’ views of their learning in a lesson study

The development of teachers' knowledge in a lesson study

Preparing, leading, and reflecting on whole-class discussions: How prospective mathematics teachers develop their knowledge during lesson study

Professional learning in moments of whole-class discussion in a lesson study

Formação de professores que ensinam Matemática: um campo de estudo de realizações e desafios

An early childhood teacher experience in lesson study: the case of Sara

“O que descobriram?” Tarefas e discussões coletivas usando diferentes representações durante e após estudos de aula

Collaborators (10)

Marisa Quaresma

Guilherme Henrique Gomes da Silva

Nicole Duarte

Gorete Ramos Fonseca

Maria de Lurdes Serrazina

Filipa Faria

Margarida Rodrigues

Kelly Aguiar

Paula Gomes

Joana Mata-Pereira

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