CINECA IRIS Institutional Research Information System

MORSELLI, Francesca
 Distribuzione geografica
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Continente #
NA - Nord America 2.460
EU - Europa 2.402
AS - Asia 1.461
SA - Sud America 277
OC - Oceania 34
AF - Africa 32
Continente sconosciuto - Info sul continente non disponibili 3
Totale 6.669
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Nazione #
US - Stati Uniti d'America 2.410
IT - Italia 1.221
SG - Singapore 628
CN - Cina 336
FR - Francia 271
IE - Irlanda 218
BR - Brasile 194
FI - Finlandia 147
VN - Vietnam 146
SE - Svezia 137
KR - Corea 103
DE - Germania 100
TR - Turchia 92
UA - Ucraina 63
GB - Regno Unito 43
PL - Polonia 40
NL - Olanda 34
AU - Australia 32
AR - Argentina 30
ID - Indonesia 30
CA - Canada 28
NO - Norvegia 23
ES - Italia 20
IL - Israele 18
IN - India 18
HK - Hong Kong 16
MX - Messico 16
ZA - Sudafrica 15
RU - Federazione Russa 14
CO - Colombia 13
GR - Grecia 13
BD - Bangladesh 12
BE - Belgio 12
AT - Austria 11
CL - Cile 11
EC - Ecuador 11
PH - Filippine 11
CH - Svizzera 9
JP - Giappone 9
IQ - Iraq 7
TW - Taiwan 7
UY - Uruguay 7
PT - Portogallo 5
PY - Paraguay 5
AD - Andorra 4
DK - Danimarca 4
IR - Iran 4
PE - Perù 4
SM - San Marino 4
CR - Costa Rica 3
EU - Europa 3
MA - Marocco 3
MV - Maldive 3
SA - Arabia Saudita 3
BG - Bulgaria 2
CZ - Repubblica Ceca 2
DZ - Algeria 2
EG - Egitto 2
HN - Honduras 2
KE - Kenya 2
LB - Libano 2
MU - Mauritius 2
NE - Niger 2
NZ - Nuova Zelanda 2
OM - Oman 2
PK - Pakistan 2
TN - Tunisia 2
UZ - Uzbekistan 2
VE - Venezuela 2
AE - Emirati Arabi Uniti 1
AL - Albania 1
AM - Armenia 1
AZ - Azerbaigian 1
BH - Bahrain 1
BJ - Benin 1
BY - Bielorussia 1
HU - Ungheria 1
JO - Giordania 1
KW - Kuwait 1
MK - Macedonia 1
MN - Mongolia 1
MY - Malesia 1
NG - Nigeria 1
NP - Nepal 1
PA - Panama 1
QA - Qatar 1
RS - Serbia 1
Totale 6.669
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Città #
Santa Clara 506
Singapore 302
Houston 235
Beijing 219
Dublin 216
Villeurbanne 142
Chandler 140
Ashburn 99
Jacksonville 91
Rome 85
Fremont 72
Princeton 67
Ann Arbor 58
Columbus 56
Medford 53
Milan 47
Ho Chi Minh City 45
Torino 45
Boston 44
Dearborn 43
Los Angeles 40
Bologna 39
Wilmington 39
Nyköping 38
Warsaw 38
Turin 36
Genoa 34
Redwood City 31
Buffalo 30
Dong Ket 29
Kilis 26
Florence 20
Dallas 19
Palermo 19
Hanoi 18
Pisa 17
Helsinki 16
Istanbul 16
Izmir 15
The Dalles 14
Hong Kong 13
Lauterbourg 13
Seattle 13
Woodbridge 13
Como 12
San Jose 12
São Paulo 12
Council Bluffs 11
Fairfield 11
Falkenstein 10
Falls Church 10
Jakarta 10
Melbourne 10
College Station 9
Emporia 9
Naples 9
Norwalk 9
Athens 8
Bari 8
Bergen 8
Berlin 8
Nocera Inferiore 8
Salerno 8
Alba Adriatica 7
Barcelona 7
Brisbane 7
Frankfurt am Main 7
Freiburg im Breisgau 7
Genova 7
Guangzhou 7
Montevideo 7
Santiago 7
Sospiro 7
Toronto 7
Trieste 7
Ankara 6
Arenzano 6
Biên Hòa 6
Brescia 6
Chieti 6
Curitiba 6
Federal 6
Hefei 6
Lappeenranta 6
Mersin 6
Montréal 6
Nanjing 6
New Taipei City 6
Old Bridge 6
Redondo Beach 6
Reggio Emilia 6
Rio de Janeiro 6
Saint-Lô 6
Settimo Torinese 6
Sorrento 6
Boardman 5
Maceió 5
Napoli 5
Parma 5
Pilar 5
Totale 3.562
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Nome #
Promuovere strategie di valutazione formativa in Matematica con le nuove tecnologie: l’esperienza del progetto FaSMEd 770
Argumentation and proof: a contribution to theoretical perspectives and their classroom implementation 377
A, B, or C? Exploiting polls as a formative assessment tool for mathematics in a connected classroom environment 261
Valutazione formativa e argomentazione: quale supporto dalle nuove tecnologie? Proposte dal progetto FaSMEd 243
Designing and analysing the role of digital resources in supporting formative assessment processes in the classroom: the helping worksheets 210
Spiega perché, spiega come… Argomentare alla scuola dell’infanzia. 174
Habermas' construct of rational behaviour as a comprehensive frame for research on the teaching and learning of proof 145
The use of digital technologies to enhance formative assessment processes 121
Between affect and cognition: proving at university level 114
Costruzione di esempi in analisi matematica da parte di studenti universitari 112
Towards a comprehensive frame for the use of algebraic language in mathematical modelling and proving 111
Emozioni e risoluzioni di problemi di matematica. Un’indagine sui futuri insegnanti della scuola dell’infanzia e primaria 110
Use of examples in conjecturing and proving: an exploratory study 109
Interaction of modalities in Cabri: a case study 107
Drop-out undergraduate students in mathematics: an exploratory study 104
Beliefs and beyond: hows and whys in the teaching of proof 101
Maths avoidance and the choice of university 99
"Pensa un numero...". Attività argomentative nella scuola secondaria di primo grado. 98
What are the practices of mathematics teacher educators? 97
Enhancing formative assessment in mathematical class discussion: a matter of feedback 93
El algebra en el contesto geometrico a través del uso de recursos diversos (lapiz y papel y Cabri Géometre) 90
APPROACHING ALGEBRAIC PROOF AT LOWER SECONDARY SCHOOL LEVEL: DEVELOPING AND TESTING AN ANALYTICAL TOOLKIT 90
Crossing the borders between mathematical domains: a contribution to frame the choice of suitable tasks in mathematics education. 89
Démarche d’investigation et explication au collège 89
Creare contesti di apprendimento mediante un’attività narrativa 89
Argomentare in matematica: cronache di un'esperienza italo-francese 88
Argomentare e dimostrare nella scuola secondaria di primo grado: teoria e pratica 86
Do theoretical tools help to manage classroom situations? A case study 86
Undergraduate mathematics students’ career: a classification tree 85
Argomentare e dimostrare nella scuola secondaria di primo grado: teoria e pratica 84
Perspectives on the use of Habermas’construct in teacher education: task design for the cultural analysis of the content to be taught 83
La démarche d’investigation dans la classe de mathématiques, fondements et méthodes. Compte-rendu du Groupe de Travail n°10. 82
L'argomentazione in matematica 82
La dimostrazione come specchio delle pratiche di insegnamento 81
Conceptions on proof - in research and in teaching 78
Using Habermas'theory of rationality to gain insight into students'understanding of algebraic language 77
El álgebra en el contexto geométrico a través del uso de recursos diversos (lápiz y papel y Cabri géomètre) 75
Accessing knowledge through narrative context 75
The “Language and argumentation” project: researchers and teachers collaborating in task design 75
How mathematics students perceive the transition from secondary to tertiary level with particular reference to proof 74
Preuve et algèbre au college: de la conception d'une séquence d'apprentissage à l'evolution du cadre théorique de référence 74
Le convinzioni sulla dimostrazione degli insegnanti in formazione 72
La visione della matematica e la scelta universitaria 71
Proving as a rational behaviour: Habermas' theory of rationality as a comprehensive frame for research on the teaching and learning of proof 70
Il processo dimostrativo in una prospettiva culturale 70
Functions of explanations and dimensions of rationality : combining frameworks 70
MAVI 15: Ongoing research on beliefs in mathematics education 69
Why Johnny fails the transition 69
School Experience During Pre-Service Teacher Education from the Students’ Perspective 68
L'insegnamento-apprendimento della dimostrazione: il ruolo cruciale delle convinzioni 67
The use of algebraic language in mathematical modelling and proving in the perspective of Habermas' theory of rationality 66
Un'attività narrativa per far emergere i beliefs sulla dimostrazione 65
To exist or not to exist: example generation in Real Analysis 64
Reflections on pre-service primary teachers' needs and difficulties: their "relationship to mathematics" 62
Teachers’ beliefs and the teaching of proof 60
University students generating examples in Real Analysis: where is the definition? 58
Reflections on creativity: the case of a good problem solver 58
Il rapporto tra teoria e pratica visto "dalla parte della pratica" 58
Studying Student Teachers’ Voices and Their Beliefs and Attitudes 57
The impact of mathematics education research on pre-service teacher education 56
Leading Beliefs in the Teaching of Proof 56
Every unsuccessful solver is unsuccessful in their own way: affective and cognitive factors in proving 56
Johnny's beliefs about proof 56
For whom the frog jumps: the case of a good problem solver 55
Eliciting beliefs with a narrative activity in mathematics teachers education 52
Mathematical discussion in mathematical laboratory: a new opportunity for the students, a new challenge for the teacher 50
Totale 6.843
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Categoria #
all - tutte 17.369
article - articoli 0
book - libri 0
conference - conferenze 9.360
curatela - curatele 0
other - altro 0
patent - brevetti 0
selected - selezionate 0
volume - volumi 0
Totale 26.729
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Totale Lug Ago Sett Ott Nov Dic Gen Feb Mar Apr Mag Giu
2020/2021268 0 0 0 0 0 0 33 30 51 24 61 69
2021/2022703 7 14 35 60 43 44 73 52 30 58 149 138
2022/2023961 93 31 31 69 84 246 114 79 75 36 65 38
2023/2024481 40 74 47 56 26 50 29 29 4 27 32 67
2024/20251.404 5 156 47 110 522 111 22 34 118 47 70 162
2025/20261.069 138 114 143 271 238 114 51 0 0 0 0 0
Totale 6.843