| Nome |
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Lo spazio in geografia, fisica e matematica. Un concetto ponte per didattiche interdisciplinari?, file e27ce429-3ca3-2581-e053-d805fe0acbaa
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1.980
|
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Conferenze e Seminari dell'Associazione Subalpina Mathesis 2018-2019, file e27ce42e-d7af-2581-e053-d805fe0acbaa
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1.422
|
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Gestures as semiotic resources in the mathematics classroom, file e27ce426-a56e-2581-e053-d805fe0acbaa
|
966
|
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Conferenze e Seminari dell'Associazione Subalpina Mathesis 2019-2020, file e27ce432-4c4f-2581-e053-d805fe0acbaa
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424
|
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Introduction to the approach of action, production, and Communication (APC), file e27ce427-0ae3-2581-e053-d805fe0acbaa
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376
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The Meta-didactical transposition: A model for analysing teacher education programs, file e27ce429-3c1c-2581-e053-d805fe0acbaa
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339
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Promuovere strategie di valutazione formativa in Matematica con le nuove tecnologie: l’esperienza del progetto FaSMEd, file e27ce42c-7012-2581-e053-d805fe0acbaa
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283
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Valutazione formativa e argomentazione: quale supporto dalle nuove tecnologie? Proposte dal progetto FaSMEd, file e27ce42d-4295-2581-e053-d805fe0acbaa
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255
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Pre-service primary teachers’ emotions: the math-redemption phenomenon, file e27ce429-3c1e-2581-e053-d805fe0acbaa
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214
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Teaching and learning mathematics: resources and obstables, Proceedings of CIEAEM 67, Quaderni di ricerca didattica, 25-2, file e27ce428-a1e4-2581-e053-d805fe0acbaa
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209
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La concettualizzazione spaziale nel bambino: una sperimentazione con un robottino programmabile, file e27ce428-a382-2581-e053-d805fe0acbaa
|
200
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Which support technology can give to mathematics formative assessment? The FaSMEd project in Italy and France, file e27ce428-9f84-2581-e053-d805fe0acbaa
|
174
|
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The mathematical work with the derivative of a function: teachers’ practices with the idea of “generic”, file e27ce428-a05b-2581-e053-d805fe0acbaa
|
147
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READING MATHEMATICS REPRESENTATIONS: AN EYE-TRACKING STUDY, file e27ce427-4f87-2581-e053-d805fe0acbaa
|
128
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Exploring the contribution of gestures to mathematical argumentation processes from a semiotic perspective, file e27ce42d-2174-2581-e053-d805fe0acbaa
|
123
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Networking of theories as resource for classroom activities analysis: the emergence of multimodal semiotic chains, file e27ce428-e957-2581-e053-d805fe0acbaa
|
111
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Inside teachers’ affect: teaching as an occasion for math-redemption, file e27ce429-3c22-2581-e053-d805fe0acbaa
|
105
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Formative assessment in the FaSMEd project: reflections from classroom experiences, file e27ce428-a342-2581-e053-d805fe0acbaa
|
102
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Primary teachers’ beliefs and emotional disposition towards mathematics and its teaching, file e27ce427-0a59-2581-e053-d805fe0acbaa
|
94
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E-learning for fostering the growth of students responsible for
their own learning: didactic organization and theoretical reflections, file e27ce431-08a1-2581-e053-d805fe0acbaa
|
88
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Are we talking about graphs or tracks? Potentials and limits of ‘blending signs’, file e27ce426-c15c-2581-e053-d805fe0acbaa
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83
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The development of a semiotic framework to analyze teaching and learning processes: Examples in pre- and post-algebraic contexts, file e27ce429-2fab-2581-e053-d805fe0acbaa
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81
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Disclosure of mathematical relationships with a digital tool: a three layer-model of meaning, file e27ce431-023f-2581-e053-d805fe0acbaa
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79
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Promoting formative assessment in a connected classroom environment: design and implementation of digital resources, file e27ce433-c853-2581-e053-d805fe0acbaa
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79
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Enhancing formative assessment practices in undergraduate courses by means of online workshops, file e27ce432-44c8-2581-e053-d805fe0acbaa
|
75
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Interpretare dati, discutere e riflettere insieme: esperienze didattiche in IV e V primaria, file e27ce431-0e24-2581-e053-d805fe0acbaa
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74
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The teacher’s activity under a phenomenological lens, file e27ce426-dd08-2581-e053-d805fe0acbaa
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71
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Designing and analysing the role of digital resources in supporting formative assessment processes in the classroom: the helping worksheets, file e27ce42d-5572-2581-e053-d805fe0acbaa
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70
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Analysis of argumentation processes in strategic interaction problems, file e27ce429-3cd8-2581-e053-d805fe0acbaa
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68
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Fostering critical thinking in primary school within dynamic geometry environments, file e27ce42e-77b0-2581-e053-d805fe0acbaa
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65
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Semiotic and theoretic control within and across conceptual frames, file e27ce427-0a5a-2581-e053-d805fe0acbaa
|
54
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Practices of Italian teachers with the derivative concept: a problematic meeting between Algebra and Analysis in secondary school., file e27ce429-060e-2581-e053-d805fe0acbaa
|
53
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Meta-cognitive unity in indirect proofs., file e27ce42c-2ef6-2581-e053-d805fe0acbaa
|
50
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A, B, or C? Exploiting polls as a formative assessment tool for mathematics in a connected classroom environment, file e27ce42d-57fe-2581-e053-d805fe0acbaa
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49
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Semiotic potential of inquiring-game activities, file e27ce42e-77b1-2581-e053-d805fe0acbaa
|
48
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Informal mathematics experiences in museums: what potential for teacher professional development?, file 3239d9cd-3807-430d-a174-8ece2f1d0f8c
|
46
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Early childhood spatial development through a programmable robot, file e27ce427-0df9-2581-e053-d805fe0acbaa
|
45
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Multimodality and the semiotic bundle lens: a constructive resonance with the theory of objectification, file e27ce42d-533e-2581-e053-d805fe0acbaa
|
45
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Formative assessment workshops as a tool to support pre-service teacher education on argumentation, file e27ce431-4ec1-2581-e053-d805fe0acbaa
|
38
|
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"Let’s play! Let’s try with numbers!”: Pre-service teachers’ affective pathways in problem solving, file e27ce429-3740-2581-e053-d805fe0acbaa
|
36
|
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La costruzione del significato di integrale. Parte A, file e27ce42f-d2e7-2581-e053-d805fe0acbaa
|
36
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A method for quantifying focused versus overview behavior in AOI sequences, file e27ce428-4283-2581-e053-d805fe0acbaa
|
33
|
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The role of the teacher in fostering students’ evolution across different layers of generalization by means of argumentation, file e27ce431-4ae0-2581-e053-d805fe0acbaa
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33
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Enhancing formative assessment in mathematical class discussion: a matter of feedback, file e27ce42d-4293-2581-e053-d805fe0acbaa
|
28
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“Ti sfido in altezza”: da un gioco-indagine in ambiente di geometria dinamica alla discussione di attributi critici delle figure, file 5395584c-d460-4d92-8f2f-edd4a3568274
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21
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Mathematics education in a time of crisis—a viral pandemic, file e27ce434-c8ef-2581-e053-d805fe0acbaa
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18
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Circonferenze e spirali in un percorso di educazione matematica informale tra scuola e museo, file 19575ac8-7b2c-467c-814a-aee91d1cd0df
|
7
|
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Promoting formative assessment in a connected classroom environment: design and implementation of digital resources, file e27ce42b-fa90-2581-e053-d805fe0acbaa
|
6
|
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Informal mathematics in teacher education: The teachers’ voice, file 39f2c377-ece0-4804-85ec-bc1734a35313
|
5
|
|
Semiotic and theoretic control in argumentation and proof activities, file e27ce426-beca-2581-e053-d805fe0acbaa
|
4
|
|
A method for quantifying focused versus overview behavior in AOI sequences, file e27ce426-c156-2581-e053-d805fe0acbaa
|
4
|
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A model for developing students’ example space: the key role of the teacher, file e27ce426-c317-2581-e053-d805fe0acbaa
|
4
|
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READING MATHEMATICS REPRESENTATIONS: AN EYE-TRACKING STUDY, file e27ce427-4ba5-2581-e053-d805fe0acbaa
|
4
|
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Exploring non-prototypical configurations of equivalent areas through inquiring-game activities within DGE, file e27ce434-dbc2-2581-e053-d805fe0acbaa
|
4
|
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Un progetto di educazione matematica informale per prevenire la dispersione scolastica, file e27ce430-ed9d-2581-e053-d805fe0acbaa
|
3
|
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Enhancing reflection on the critical attributes of the figures: the height challenge game, file ee21c662-b1c4-45f7-9c28-8d1c41fa2b7c
|
3
|
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Meta-didactical transposition: A theoretical model for teacher education programs, file e27ce42a-1578-2581-e053-d805fe0acbaa
|
2
|
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Conferenze e Seminari dell’Associazione Subalpina Mathesis 2017-18., file e27ce42d-a782-2581-e053-d805fe0acbaa
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2
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Visualizazion and Semiotics. A Case for Gestures, file 08241750-d7ec-41c3-b4c3-3ae9cc58150d
|
1
|
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Elementary pre-service teachers’ emotions: Shadows from the past to the future, file e27ce426-c413-2581-e053-d805fe0acbaa
|
1
|
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The Epistemic Role of Gestures – A case study on networking of APC and AiC, file e27ce427-0df5-2581-e053-d805fe0acbaa
|
1
|
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Description of the data: Introducting the session of Carlo, Giovanni and the exponential function, file e27ce427-0df6-2581-e053-d805fe0acbaa
|
1
|
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Conferenze e seminari dell' Associazione Subalpina Mathesis, file e27ce42d-944a-2581-e053-d805fe0acbaa
|
1
|
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On the mathematics teacher’s use of gestures as pivot signs in semiotic chains, file e27ce431-40f7-2581-e053-d805fe0acbaa
|
1
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| Totale |
9.172 |