CINECA IRIS Institutional Research Information System

SABENA, Cristina
 Distribuzione geografica
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Continente #
EU - Europa 10.015
NA - Nord America 5.629
AS - Asia 1.913
SA - Sud America 274
OC - Oceania 114
AF - Africa 60
Continente sconosciuto - Info sul continente non disponibili 1
Totale 18.006
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Nazione #
IT - Italia 6.024
US - Stati Uniti d'America 5.456
DK - Danimarca 610
SG - Singapore 578
FR - Francia 525
SE - Svezia 518
IE - Irlanda 397
CN - Cina 381
DE - Germania 373
GB - Regno Unito 257
FI - Finlandia 245
UA - Ucraina 234
BR - Brasile 169
HK - Hong Kong 155
KR - Corea 154
VN - Vietnam 122
ID - Indonesia 119
RU - Federazione Russa 112
NL - Olanda 111
CH - Svizzera 102
PL - Polonia 102
AU - Australia 100
TR - Turchia 95
NO - Norvegia 83
CA - Canada 80
MX - Messico 74
PH - Filippine 67
AT - Austria 65
GR - Grecia 59
IN - India 57
IL - Israele 50
ES - Italia 48
CO - Colombia 40
BE - Belgio 31
CL - Cile 25
JP - Giappone 25
ZA - Sudafrica 25
SI - Slovenia 24
PT - Portogallo 23
SA - Arabia Saudita 20
MY - Malesia 19
NZ - Nuova Zelanda 14
RO - Romania 13
IR - Iran 11
SM - San Marino 11
CZ - Repubblica Ceca 10
PE - Perù 10
VE - Venezuela 10
RS - Serbia 9
TW - Taiwan 9
UY - Uruguay 9
HR - Croazia 8
TH - Thailandia 7
CR - Costa Rica 6
AR - Argentina 5
EC - Ecuador 5
MO - Macao, regione amministrativa speciale della Cina 5
CY - Cipro 4
EG - Egitto 4
GH - Ghana 4
IQ - Iraq 4
LT - Lituania 4
PK - Pakistan 4
SK - Slovacchia (Repubblica Slovacca) 4
AE - Emirati Arabi Uniti 3
BD - Bangladesh 3
HU - Ungheria 3
JO - Giordania 3
KE - Kenya 3
LB - Libano 3
LK - Sri Lanka 3
MU - Mauritius 3
MV - Maldive 3
PA - Panama 3
RW - Ruanda 3
TN - Tunisia 3
TT - Trinidad e Tobago 3
AL - Albania 2
BG - Bulgaria 2
DO - Repubblica Dominicana 2
ET - Etiopia 2
HN - Honduras 2
JM - Giamaica 2
KW - Kuwait 2
LU - Lussemburgo 2
MA - Marocco 2
MZ - Mozambico 2
NE - Niger 2
NG - Nigeria 2
AZ - Azerbaigian 1
BM - Bermuda 1
BO - Bolivia 1
BY - Bielorussia 1
DZ - Algeria 1
EE - Estonia 1
EU - Europa 1
GE - Georgia 1
GN - Guinea 1
IS - Islanda 1
KG - Kirghizistan 1
Totale 17.998
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Città #
Ann Arbor 912
Santa Clara 605
Houston 558
Dublin 384
Chandler 328
Rome 291
Milan 283
Turin 278
Singapore 234
Beijing 206
Torino 188
Wilmington 174
Ashburn 145
Jacksonville 140
Pisa 131
Medford 123
Palermo 121
Princeton 120
Villeurbanne 118
Dearborn 117
Redwood City 116
Columbus 112
Bologna 108
Fairfield 108
Naples 93
Warsaw 87
Dong Ket 81
Florence 80
Jakarta 62
Woodbridge 59
Seattle 57
Catania 56
Vienna 55
Nyköping 54
Bari 51
Pescara 51
Genoa 46
Guangzhou 46
Verona 42
Boston 41
Dallas 37
Padova 36
Munich 35
Cambridge 34
Boardman 33
Parma 33
Helsinki 32
Salerno 30
Frankfurt am Main 29
Bristol 27
Napoli 27
Pune 27
Sydney 25
Bergamo 24
Istanbul 23
Vigliano Biellese 23
Brescia 22
Lappeenranta 20
Norwalk 20
Athens 19
Toronto 19
Hefei 18
Melbourne 18
Moscow 18
Seoul 18
Hong Kong 17
Como 16
Lugano 16
Novara 16
Arezzo 15
Genova 15
Reggio Emilia 15
San Diego 15
Fremont 14
Lecce 14
Prato 14
Saluzzo 14
Santiago 14
Trondheim 14
Brussels 13
Cagliari 13
Hangzhou 13
Lucca 13
Mountain View 13
Nanjing 13
Seongnam-si 13
Ascoli Piceno 12
Gazzada 12
Macerata 12
Pantigliate 12
Paris 12
The Dalles 12
Ancona 11
Bogotá 11
Bolzano 11
Civitanova Marche 11
Collegno 11
Cosenza 11
Falkenstein 11
Livorno 11
Totale 7.968
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Nome #
Insegnare e apprendere matematica nella scuola dell’infanzia e primaria 1.963
Un progetto di educazione matematica informale per prevenire la dispersione scolastica 794
Promuovere strategie di valutazione formativa in Matematica con le nuove tecnologie: l’esperienza del progetto FaSMEd 682
The Meta-didactical transposition: A model for analysing teacher education programs 656
L’apprendimento nella scuola dell’infanzia. Riflessioni teoriche ed esperienze didattiche 585
Lo spazio in geografia, fisica e matematica. Un concetto ponte per didattiche interdisciplinari? 448
The Multimodal Material Mind: Embodiment in Mathematics Education 393
Body and signs: A multimodal semiotic approach to teaching-learning processes in early Calculus 329
Practices of Italian teachers with the derivative concept: a problematic meeting between Algebra and Analysis in secondary school. 327
The mathematical work with the derivative of a function: teachers’ practices with the idea of “generic” 315
Matematica: non è solo questione di testa. Strumenti per osservare i processi di apprendimento in classe 308
READING MATHEMATICS REPRESENTATIONS: AN EYE-TRACKING STUDY 296
Pre-service primary teachers’ emotions: the math-redemption phenomenon 278
Meta-didactical transposition: A theoretical model for teacher education programs 253
Introduction to the approach of action, production, and Communication (APC) 250
A, B, or C? Exploiting polls as a formative assessment tool for mathematics in a connected classroom environment 239
La concettualizzazione spaziale nel bambino: una sperimentazione con un robottino programmabile 236
Valutazione formativa e argomentazione: quale supporto dalle nuove tecnologie? Proposte dal progetto FaSMEd 208
Da dove viene la matematica. Come la mente embodied dà origine alla matematica 201
E-learning for fostering the growth of students responsible for their own learning: didactic organization and theoretical reflections 182
Conferenze e seminari dell' Associazione Subalpina Mathesis 175
Struggling with variables, parameters, and indeterminate objects or how to go insane in mathematics 174
Conferenze e Seminari dell’Associazione Subalpina Mathesis 2017-18. 174
Designing and analysing the role of digital resources in supporting formative assessment processes in the classroom: the helping worksheets 171
The development of a semiotic framework to analyze teaching and learning processes: Examples in pre- and post-algebraic contexts 168
Gestures as semiotic resources in the mathematics classroom 167
A method for quantifying focused versus overview behavior in AOI sequences 166
Conferenze e Seminari dell'Associazione Subalpina Mathesis 2018-2019 164
Insegnare e imparare matematica e fisica: insegnanti e studenti per una didattica inclusiva. Atti del VII Convegno Nazionale di Didattica della Fisica e della Matematica DI.FI.MA. 2015 163
How students read mathematical representations: An eye tracking study 161
Enhancing formative assessment practices in undergraduate courses by means of online workshops 161
Explorer l’apport des gestes aux processus d’argumentation mathematique dans une perspective semiotique 159
On the semiotics of gestures 146
Shaping a multi-dimensional analysis of signs 143
Elementary pre-service teachers’ emotions: Shadows from the past to the future 142
Analytic-Structural Functions of Gestures in Mathematical Argumentation Processes 136
Teaching and learning mathematics: resources and obstables, Proceedings of CIEAEM 67, Quaderni di ricerca didattica, 25-2 131
Primary teachers’ affect: a crucial variable in the teaching of mathematics 130
The teacher’s activity under a phenomenological lens 130
Analysis of argumentation processes in strategic interaction problems 128
Formative assessment in the FaSMEd project: reflections from classroom experiences 128
Semiotic potential of inquiring-game activities 128
Participation in mathematics problem-solving through gestures and narration 127
Fostering critical thinking in primary school within dynamic geometry environments 125
Which support technology can give to mathematics formative assessment? The FaSMEd project in Italy and France 123
Eye tracking and didactics of mathematics: a possible wedding? 121
La costruzione del significato di integrale. Parte B 120
Networking of theories as resource for classroom activities analysis: the emergence of multimodal semiotic chains 120
Will Penelope choose another bridegroom? Looking for an answer through signs 117
Promoting formative assessment in a connected classroom environment: design and implementation of digital resources 114
Reading mathematical texts: a question of time 112
Studiare la multimodalità dell’insegnamento-apprendimento: focus sui gesti 109
Corps, symbole et artefact: Trois dimensions de l’objectivation du savoir 104
The ostensive dimension through the lenses of two didactic approaches 102
Networking of theories in mathematics education (Research Forum) 101
Meta-cognitive unity in indirect proofs. 99
Emozioni e risoluzioni di problemi di matematica. Un’indagine sui futuri insegnanti della scuola dell’infanzia e primaria 99
Semiotic and theoretic control within and across conceptual frames 99
Sketching primary school teachers’ profiles 97
La costruzione del significato di integrale. Parte A 93
The use of digital technologies to enhance formative assessment processes 90
Different perspectives on computer-based graphs and their meaning 86
Logical and semiotic levels in argumentation 86
Disclosure of mathematical relationships with a digital tool: a three layer-model of meaning 86
Formative assessment workshops as a tool to support pre-service teacher education on argumentation 84
Educazione matematica informale: un'esperienza nel quartiere di Scampia a Napoli 84
Imagining a mysterious solid: the synergy of semiotic resources 83
“Every time I fell down (made a mistake), I could get up (correct)”: affective factors in formative assessment practices with classroom connected technologies 83
Formative assessment and technology: reflections developed through the collaboration between teachers and researchers 83
Complementary Networking: enriching understanding 82
Exploiting the feedback of the Aplusix CAS to mediate the equivalence between algebraic expressions 82
Semiotic and theoretic control in argumentation and proof activities 82
Conferenze e Seminari dell'Associazione Subalpina Mathesis 2019-2020 82
“Ti sfido in altezza”: da un gioco-indagine in ambiente di geometria dinamica alla discussione di attributi critici delle figure 80
Meaningful context in mathematical problem solving: a case study 80
Are we talking about graphs or tracks? Potentials and limits of ‘blending signs’ 80
Tra teoria e pratica: insegnamento-apprendimento della matematica in una prospettiva multimodale 79
Crucial events in pre-service primary teachers’ mathematical experience 79
A model for developing students’ example space: the key role of the teacher 77
The Use of Polls to Enhance Formative Assessment Processes in Mathematics Classroom Discussions 77
Early childhood spatial development through a programmable robot 76
Invertire l’approccio tradizionale all’analisi attraverso l’uso della tecnologia 75
The epistemological gap - A case study on networking of APC and IDS 75
Gestures in Mathematics Thinking and Learning 74
"Let’s play! Let’s try with numbers!”: Pre-service teachers’ affective pathways in problem solving 74
Teacher gestures as pivot signs in semiotic chains 73
Multimodality and the semiotic bundle lens: a constructive resonance with the theory of objectification 73
Perceptual semiosis and the microgenesis of algebraic generalizations 72
Problemi di misura con le calcolatrici: approccio agli integrali 70
Description of the data: Introducting the session of Carlo, Giovanni and the exponential function 69
Inside teachers’ affect: teaching as an occasion for math-redemption 68
Interpretare dati, discutere e riflettere insieme: esperienze didattiche in IV e V primaria 68
The Question of Method in a Vygotskian Semiotic Approach 67
Exploring the contribution of gestures to mathematical argumentation processes from a semiotic perspective 66
Circonferenze e spirali in un percorso di educazione matematica informale tra scuola e museo 65
Ostensives through the lenses of two theoretical frameworks 65
The Epistemic Role of Gestures – A case study on networking of APC and AiC 65
Primary teachers’ beliefs and emotional disposition towards mathematics and its teaching 64
Multimodal processes in teaching and learning mathematics: A case study in primary school 63
Perceiving the general: The semiotic symphony of students’ algebraic activities 60
Totale 17.297
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Categoria #
all - tutte 39.800
article - articoli 0
book - libri 0
conference - conferenze 10.127
curatela - curatele 0
other - altro 0
patent - brevetti 0
selected - selezionate 0
volume - volumi 0
Totale 49.927
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Totale Lug Ago Sett Ott Nov Dic Gen Feb Mar Apr Mag Giu
2019/2020348 0 0 0 0 0 0 0 0 0 0 160 188
2020/20211.723 144 60 89 113 183 127 165 87 206 97 179 273
2021/20222.750 159 210 233 333 201 162 217 251 132 239 320 293
2022/20232.687 192 124 115 215 185 520 253 292 281 156 186 168
2023/20242.211 188 172 184 202 194 168 170 280 44 169 255 185
2024/20253.363 127 209 270 350 930 261 135 204 425 343 109 0
Totale 18.505