CINECA IRIS Institutional Research Information System

FERRARA, Francesca
 Distribuzione geografica
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Continente #
EU - Europa 8.442
NA - Nord America 7.297
AS - Asia 1.564
SA - Sud America 47
OC - Oceania 41
AF - Africa 15
Continente sconosciuto - Info sul continente non disponibili 9
Totale 17.415
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Nazione #
US - Stati Uniti d'America 7.196
IT - Italia 3.229
DK - Danimarca 2.567
CN - Cina 488
KR - Corea 478
SE - Svezia 428
DE - Germania 388
UA - Ucraina 386
IE - Irlanda 370
FR - Francia 354
SG - Singapore 282
FI - Finlandia 202
GB - Regno Unito 142
CA - Canada 81
PL - Polonia 78
GR - Grecia 66
VN - Vietnam 66
ID - Indonesia 58
IN - India 43
NO - Norvegia 38
HK - Hong Kong 37
AU - Australia 30
CH - Svizzera 28
IL - Israele 28
NL - Olanda 27
AT - Austria 24
BE - Belgio 22
CL - Cile 21
TR - Turchia 21
BR - Brasile 18
RU - Federazione Russa 16
ES - Italia 15
RO - Romania 15
MX - Messico 11
NZ - Nuova Zelanda 11
TW - Taiwan 11
IR - Iran 10
PH - Filippine 10
CR - Costa Rica 9
SI - Slovenia 9
CZ - Repubblica Ceca 8
EU - Europa 8
MY - Malesia 8
SA - Arabia Saudita 8
BG - Bulgaria 7
JP - Giappone 7
PT - Portogallo 7
SK - Slovacchia (Repubblica Slovacca) 5
ZA - Sudafrica 5
CO - Colombia 4
TH - Thailandia 4
AR - Argentina 3
SM - San Marino 3
CI - Costa d'Avorio 2
HR - Croazia 2
HU - Ungheria 2
MU - Mauritius 2
NE - Niger 2
NG - Nigeria 2
RS - Serbia 2
UZ - Uzbekistan 2
A2 - ???statistics.table.value.countryCode.A2??? 1
BA - Bosnia-Erzegovina 1
BD - Bangladesh 1
CM - Camerun 1
EG - Egitto 1
LB - Libano 1
LK - Sri Lanka 1
LU - Lussemburgo 1
VE - Venezuela 1
Totale 17.415
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Città #
Ann Arbor 2.729
Santa Clara 481
Chandler 458
Dublin 365
Wilmington 318
Beijing 245
Jacksonville 236
Turin 230
Houston 224
Fairfield 210
Singapore 209
Milan 186
Ashburn 185
Dearborn 185
Rome 151
Torino 141
Villeurbanne 128
Princeton 113
Medford 106
Columbus 103
Woodbridge 98
Pisa 87
Nyköping 86
Warsaw 73
Seattle 66
Boston 57
Fremont 56
Grafing 54
Redwood City 51
Cambridge 46
Jakarta 43
Genoa 42
Palermo 40
Dong Ket 38
Padova 35
Hebei 32
Florence 31
Quartu Sant'elena 30
Montréal 29
Boardman 27
Bari 26
Helsinki 26
Naples 25
Nanjing 23
Verona 23
Catania 22
Los Angeles 22
Vienna 21
Bologna 20
Vigliano Biellese 18
Modena 17
Brussels 16
Norwalk 16
Paris 16
Venice 16
Athens 15
Hefei 15
San Mateo 15
Toronto 15
Guangzhou 14
Hanover 14
Parma 14
Zhengzhou 14
Abbiategrasso 13
Chengdu 13
Garbagnate Milanese 13
Sydney 13
Yinchuan 13
Dallas 12
Düsseldorf 12
Munich 12
Ningbo 12
Quartu Sant'Elena 12
San Diego 12
Santiago 12
Andover 11
Auckland 11
Shanghai 11
Trento 11
Albenga 10
Biella 10
Pescara 10
Pune 10
Trieste 10
Vicenza 10
Ancona 9
Cellio 9
Como 9
Falkenstein 9
Falls Church 9
Kunming 9
Monza 9
Oslo 9
Taipei 9
Bergamo 8
Cagliari 8
Central District 8
Hangzhou 8
Imola 8
Montreuil 8
Totale 8.829
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Nome #
Embodiment e multimodalità nella classe di matematica: Sviluppi e riflessioni recenti 828
Parlare di tempo e movimento in matematica per introdurre il concetto di funzione 740
Grafici e funzioni in movimento: Riflessioni per la didattica della matematica 504
La matematica del tempo e del movimento: funzioni, modelli matematici e la Wii. 435
Diagrams and tool use: Making a circle with WiiGraph 427
Touching numbers and feeling quantities: Methodological dimensions of working with TouchCounts 401
Book Review: When mathematics and mathematics education come to matter: A review of Elizabeth de Freitas and Nathalie Sinclair’s Mathematics and the Body: Material Entanglements in the Classroom (2014) 335
How multimodality works in mathematical activity: Young children graphing motion 291
Movement, memory and mathematics: Henri Bergson and the ontology of learning 289
Virtual encounters: The murky and furtive world of mathematical inventiveness 282
Matematica: non è solo questione di testa. Strumenti per osservare i processi di apprendimento in classe 279
An early algebra approach to pattern generalisation: Actualising the virtual through words, gestures and toilet paper 271
Agency and assemblage in pattern generalisation: a materialist approach to learning 270
The coordinated movements of collaborative mathematical tasks: The role of affect in transindividual sympathy 263
Thinking in movement and mathematics: A case study 262
Matematica in Movimento: radici, sviluppi e implicazioni di un approccio grafico al concetto di funzione tramite i sensori 256
Becoming mathematical subjects by playing mathematical instruments: Gibbous lines with WiiGraph 237
Being collaborative, being rivals: Playing WiiGraph in the mathematics classroom 235
Innovative Spaces for Mathematics Education with Technology 234
Differenze di genere in matematica. Sfide, opportunità e proposte didattiche 229
Diagrams and mathematical events: Encountering spatio-temporal relationships with graphing technology 224
Close your eyes and see... An approach to spatial geometry 223
The coordinated movement of a learning assemblage: Secondary school students exploring Wiigraphing technology 212
L’uso di tecnologie per la didattica della matematica: Implicazioni, riflessioni ed esempi 210
Roots of algebraic thinking in young students: an exploratory study 209
Are mathematics students thinking as Kepler? Conics and mathematical machines 206
Conferenze e Seminari. Associazione Subalpina Mathesis 202
An exploratory study of multimodalities in the mathematics classroom: Enrica’s explanation 201
When gender matters: A study of gender differences in mathematics 201
A tool for analysing multimodal behaviours in the mathematics classroom 199
Seeing in space is difficult: An approach to 3D geometry through a DGE 199
Da dove viene la matematica. Come la mente embodied dà origine alla matematica 196
Conferenze e seminari 2013-2014 196
Perceiving and creating in the mathematics classroom: A case-study in the early years. 194
Using Habermas in the study of mathematics teaching: The need for a wider perspective 193
Moving, comparing, transforming graphs: A bodily approach to functions 193
Inventive moments to mobilise sinusoidal functions 191
The gesture/diagram interplay in grappling with word problems about natural numbers 189
Matter, movement and memory. 188
A materialist conception of early algebraic thinking 187
Traversing mathematical places 186
University students at work with mathematical machines to trace conics 182
Mathematical activities in a social learning framework: How multimodality works in a community of practice 176
Introduction 172
Editorial. Special Issue: Papers from the 11th International Conference for Technology in Mathematics Teaching (ICTMT11). 162
Mathematical modelling with technology: the role of dynamic representations 161
The development of a semiotic framework to analyze teaching and learning processes: Examples in pre- and post-algebraic contexts 160
A method for quantifying focused versus overview behavior in AOI sequences 158
How students read mathematical representations: An eye tracking study 157
Teoria della rappresentazione dei gruppi 153
Approaching graphs with motion experiences 151
Mathematical imagination and embodied cognition 143
Body motion, early algebra, and the colours of abstraction 139
Shaping a multi-dimensional analysis of signs 137
Towards a Materialist Vision of ‘Learning as Making’: the Case of 3D Printing Pens in School Mathematics 137
Why could not a vertical line appear? Imagining to stop time 124
Eye tracking and didactics of mathematics: a possible wedding? 116
Will Penelope choose another bridegroom? Looking for an answer through signs 114
Conferenze e Seminari dell'Associazione Subalpina Mathesis 2007-2008 113
Young students thinking about motion graphs 112
Dividere non è sempre ciò che sembra 110
Reading mathematical texts: a question of time 108
Multimodalità dell'apprendimento. Quali strumenti per i docenti? 107
Body motion and early algebra 107
Sensori di moto e didattica della matematica: Esperienze dalle classi 105
A graphical approach to function through body motion 104
MovimentiAmo la matematica: tra teoria e pratica 102
Reanimating tools in mathematical activity 98
Curve chiuse in movimento: Teoria dei numeri con lo spirografo nella scuola primaria 97
Remembering and imagining: Moving back and forth between motion and its representation 93
Sketching primary school teachers’ profiles 93
Enrica’s explanation: Multimodality and gesture 93
Embodiment e tecnologia in attività di modellizzazione: studio di un caso 91
Conferenze e Seminari dell'Associazione Subalpina Mathesis 2008-2009 88
Bridging perception and theory: what role can metaphors and imagery play? 86
Children in movement towards STEAM: Coding and shapes at kindergarten 85
Different perspectives on computer-based graphs and their meaning 85
Conferenze e Seminari. Associazione Subalpina Mathesis 83
The genesis of signs by gestures. The case of Gustavo 82
Analysing children’s understanding from a semiotic stance 82
Embodiment and technology in modelling activities 81
“Why doesn’t it start from the origin?”: hearing the cognitive voice of signs 80
Bodily experiments, metaphors, gestures and artefacts in grasping the meaning of a motion graph: a case study 80
Connecting talk, gesture, and eye motion for the microanalysis of mathematics learning 80
Acquiring a sense of motion: toward the concept of function at primary school 78
La storia di Penelope: gesti, parole e strumenti nell’apprendimento matematico 75
'The prince and the messenger' story: From a tale to mathematical thinking 74
Il guanto magico, Mr. x e Mr. z, nel mondo di Cartesiolandia e di Movilandia. Tra movimento e grafici nella scuola primaria 72
Acting and interacting with tools to understand Calculus concepts 72
Invertire l’approccio tradizionale all’analisi attraverso l’uso della tecnologia 70
Conferenze e Seminari dell'Associazione Subalpina Mathesis 2010-2011 70
Metaphors as vehicles of knowledge: an exploratory analysis 65
Sonar e grafici di movimento per risvegliare le radici del concetto di funzione 63
The role and uses of technologies for the teaching of algebra and calculus. 62
Affective bonds and mathematical concepts: Speaking of affect through sympathy 61
The Penelope story: learning through action, speech and gestures 57
Assembling mathematical concepts through trans-individual coordinated movements: The role of affect and sympathy 57
Graphing motion to understand math with children 55
Conferenze e Seminari dell'Associazione Subalpina Mathesis 2009-2010 54
Divario di genere in matematica in Piemonte e didattica della matematica 54
Totale 17.293
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Categoria #
all - tutte 36.119
article - articoli 0
book - libri 0
conference - conferenze 11.610
curatela - curatele 0
other - altro 0
patent - brevetti 0
selected - selezionate 0
volume - volumi 0
Totale 47.729
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Totale Lug Ago Sett Ott Nov Dic Gen Feb Mar Apr Mag Giu
2019/20202.791 0 0 0 0 0 469 362 327 361 425 344 503
2020/20211.823 302 81 92 80 180 57 131 40 227 128 154 351
2021/20223.856 285 451 383 509 321 337 358 347 123 148 244 350
2022/20232.002 196 143 126 120 150 442 176 151 159 52 145 142
2023/20241.254 132 169 106 95 100 99 88 46 18 137 103 161
2024/20251.498 96 159 193 214 719 117 0 0 0 0 0 0
Totale 17.982