CINECA IRIS Institutional Research Information System

FERRARA, Francesca
 Distribuzione geografica
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Continente #
EU - Europa 8.225
NA - Nord America 6.548
AS - Asia 1.379
OC - Oceania 40
SA - Sud America 40
AF - Africa 15
Continente sconosciuto - Info sul continente non disponibili 9
Totale 16.256
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Nazione #
US - Stati Uniti d'America 6.453
IT - Italia 3.085
DK - Danimarca 2.567
KR - Corea 477
CN - Cina 474
SE - Svezia 424
UA - Ucraina 386
DE - Germania 380
IE - Irlanda 370
FR - Francia 338
FI - Finlandia 190
SG - Singapore 167
GB - Regno Unito 133
CA - Canada 78
PL - Polonia 78
VN - Vietnam 66
GR - Grecia 63
IN - India 43
NO - Norvegia 38
HK - Hong Kong 31
AU - Australia 29
IL - Israele 28
CH - Svizzera 27
AT - Austria 23
BE - Belgio 19
ID - Indonesia 18
TR - Turchia 18
CL - Cile 17
BR - Brasile 16
RU - Federazione Russa 16
RO - Romania 15
ES - Italia 13
NL - Olanda 13
MX - Messico 11
NZ - Nuova Zelanda 11
TW - Taiwan 11
IR - Iran 9
SI - Slovenia 9
CZ - Repubblica Ceca 8
EU - Europa 8
MY - Malesia 8
PH - Filippine 8
SA - Arabia Saudita 8
BG - Bulgaria 7
JP - Giappone 7
PT - Portogallo 7
CR - Costa Rica 6
SK - Slovacchia (Repubblica Slovacca) 5
ZA - Sudafrica 5
CO - Colombia 4
SM - San Marino 3
AR - Argentina 2
CI - Costa d'Avorio 2
HR - Croazia 2
HU - Ungheria 2
MU - Mauritius 2
NE - Niger 2
NG - Nigeria 2
RS - Serbia 2
TH - Thailandia 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
LU - Lussemburgo 1
VE - Venezuela 1
Totale 16.256
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Città #
Ann Arbor 2.729
Chandler 458
Dublin 365
Wilmington 318
Beijing 245
Jacksonville 236
Houston 224
Turin 212
Fairfield 210
Dearborn 185
Milan 172
Ashburn 164
Rome 142
Torino 141
Villeurbanne 128
Princeton 113
Medford 106
Singapore 106
Woodbridge 98
Nyköping 86
Pisa 85
Warsaw 73
Seattle 65
Boston 57
Fremont 56
Grafing 54
Redwood City 51
Cambridge 46
Palermo 40
Dong Ket 38
Genoa 34
Hebei 32
Padova 32
Quartu Sant'elena 30
Montréal 29
Boardman 27
Florence 27
Bari 25
Naples 24
Nanjing 23
Verona 23
Los Angeles 21
Bologna 20
Vienna 20
Catania 19
Vigliano Biellese 18
Modena 17
Norwalk 16
Venice 16
Hefei 15
San Mateo 15
Toronto 15
Athens 14
Guangzhou 14
Hanover 14
Helsinki 14
Parma 14
Abbiategrasso 13
Brussels 13
Chengdu 13
Garbagnate Milanese 13
Paris 13
Sydney 13
Yinchuan 13
Zhengzhou 13
Dallas 12
Düsseldorf 12
Munich 12
Ningbo 12
Quartu Sant'Elena 12
San Diego 12
Santiago 12
Andover 11
Auckland 11
Santa Clara 11
Trento 11
Albenga 10
Biella 10
Pescara 10
Pune 10
Shanghai 10
Trieste 10
Vicenza 10
Cellio 9
Como 9
Falls Church 9
Kunming 9
Oslo 9
Taipei 9
Ancona 8
Bergamo 8
Cagliari 8
Central District 8
Hangzhou 8
Imola 8
Montreuil 8
Napoli 8
Salerno 8
Cervia 7
Genova 7
Totale 8.013
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Nome #
Embodiment e multimodalità nella classe di matematica: Sviluppi e riflessioni recenti 794
Parlare di tempo e movimento in matematica per introdurre il concetto di funzione 714
Grafici e funzioni in movimento: Riflessioni per la didattica della matematica 497
La matematica del tempo e del movimento: funzioni, modelli matematici e la Wii. 426
Diagrams and tool use: Making a circle with WiiGraph 416
Touching numbers and feeling quantities: Methodological dimensions of working with TouchCounts 393
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) 328
How multimodality works in mathematical activity: Young children graphing motion 285
Movement, memory and mathematics: Henri Bergson and the ontology of learning 282
Virtual encounters: The murky and furtive world of mathematical inventiveness 276
Agency and assemblage in pattern generalisation: a materialist approach to learning 263
An early algebra approach to pattern generalisation: Actualising the virtual through words, gestures and toilet paper 261
Matematica: non è solo questione di testa. Strumenti per osservare i processi di apprendimento in classe 258
The coordinated movements of collaborative mathematical tasks: The role of affect in transindividual sympathy 254
Thinking in movement and mathematics: A case study 248
Matematica in Movimento: radici, sviluppi e implicazioni di un approccio grafico al concetto di funzione tramite i sensori 235
Becoming mathematical subjects by playing mathematical instruments: Gibbous lines with WiiGraph 229
Being collaborative, being rivals: Playing WiiGraph in the mathematics classroom 227
Innovative Spaces for Mathematics Education with Technology 227
Close your eyes and see... An approach to spatial geometry 213
Diagrams and mathematical events: Encountering spatio-temporal relationships with graphing technology 213
The coordinated movement of a learning assemblage: Secondary school students exploring Wiigraphing technology 206
L’uso di tecnologie per la didattica della matematica: Implicazioni, riflessioni ed esempi 203
Are mathematics students thinking as Kepler? Conics and mathematical machines 197
Roots of algebraic thinking in young students: an exploratory study 194
Seeing in space is difficult: An approach to 3D geometry through a DGE 194
Conferenze e Seminari. Associazione Subalpina Mathesis 193
A tool for analysing multimodal behaviours in the mathematics classroom 190
An exploratory study of multimodalities in the mathematics classroom: Enrica’s explanation 190
Conferenze e seminari 2013-2014 187
Perceiving and creating in the mathematics classroom: A case-study in the early years. 186
Moving, comparing, transforming graphs: A bodily approach to functions 185
Differenze di genere in matematica. Sfide, opportunità e proposte didattiche 184
Da dove viene la matematica. Come la mente embodied dà origine alla matematica 184
The gesture/diagram interplay in grappling with word problems about natural numbers 183
Matter, movement and memory. 182
A materialist conception of early algebraic thinking 181
Using Habermas in the study of mathematics teaching: The need for a wider perspective 180
Traversing mathematical places 180
When gender matters: A study of gender differences in mathematics 180
Inventive moments to mobilise sinusoidal functions 176
University students at work with mathematical machines to trace conics 176
Mathematical activities in a social learning framework: How multimodality works in a community of practice 170
Introduction 167
Editorial. Special Issue: Papers from the 11th International Conference for Technology in Mathematics Teaching (ICTMT11). 156
Mathematical modelling with technology: the role of dynamic representations 155
How students read mathematical representations: An eye tracking study 145
A method for quantifying focused versus overview behavior in AOI sequences 145
Teoria della rappresentazione dei gruppi 144
The development of a semiotic framework to analyze teaching and learning processes: Examples in pre- and post-algebraic contexts 144
Approaching graphs with motion experiences 143
Mathematical imagination and embodied cognition 134
Shaping a multi-dimensional analysis of signs 130
Body motion, early algebra, and the colours of abstraction 124
Towards a Materialist Vision of ‘Learning as Making’: the Case of 3D Printing Pens in School Mathematics 123
Why could not a vertical line appear? Imagining to stop time 116
Will Penelope choose another bridegroom? Looking for an answer through signs 108
Young students thinking about motion graphs 107
Conferenze e Seminari dell'Associazione Subalpina Mathesis 2007-2008 105
Eye tracking and didactics of mathematics: a possible wedding? 103
Multimodalità dell'apprendimento. Quali strumenti per i docenti? 102
A graphical approach to function through body motion 97
Reading mathematical texts: a question of time 97
Body motion and early algebra 93
Sensori di moto e didattica della matematica: Esperienze dalle classi 92
Reanimating tools in mathematical activity 92
Remembering and imagining: Moving back and forth between motion and its representation 88
Enrica’s explanation: Multimodality and gesture 88
MovimentiAmo la matematica: tra teoria e pratica 88
Dividere non è sempre ciò che sembra 87
Embodiment e tecnologia in attività di modellizzazione: studio di un caso 83
Sketching primary school teachers’ profiles 79
Conferenze e Seminari dell'Associazione Subalpina Mathesis 2008-2009 78
Bridging perception and theory: what role can metaphors and imagery play? 76
Different perspectives on computer-based graphs and their meaning 75
The genesis of signs by gestures. The case of Gustavo 75
Conferenze e Seminari. Associazione Subalpina Mathesis 75
Connecting talk, gesture, and eye motion for the microanalysis of mathematics learning 75
“Why doesn’t it start from the origin?”: hearing the cognitive voice of signs 74
Embodiment and technology in modelling activities 74
Analysing children’s understanding from a semiotic stance 73
Bodily experiments, metaphors, gestures and artefacts in grasping the meaning of a motion graph: a case study 70
Acquiring a sense of motion: toward the concept of function at primary school 70
Curve chiuse in movimento: Teoria dei numeri con lo spirografo nella scuola primaria 70
La storia di Penelope: gesti, parole e strumenti nell’apprendimento matematico 65
Il guanto magico, Mr. x e Mr. z, nel mondo di Cartesiolandia e di Movilandia. Tra movimento e grafici nella scuola primaria 65
'The prince and the messenger' story: From a tale to mathematical thinking 65
Conferenze e Seminari dell'Associazione Subalpina Mathesis 2010-2011 65
Children in movement towards STEAM: Coding and shapes at kindergarten 64
Acting and interacting with tools to understand Calculus concepts 64
Invertire l’approccio tradizionale all’analisi attraverso l’uso della tecnologia 61
Metaphors as vehicles of knowledge: an exploratory analysis 60
Sonar e grafici di movimento per risvegliare le radici del concetto di funzione 55
The role and uses of technologies for the teaching of algebra and calculus. 52
Affective bonds and mathematical concepts: Speaking of affect through sympathy 51
The Penelope story: learning through action, speech and gestures 48
Conferenze e Seminari dell'Associazione Subalpina Mathesis 2009-2010 47
Divario di genere in matematica in Piemonte e didattica della matematica 47
Graphing motion to understand math with children 45
Due esperienze a confronto: il senso del grafico con e senza l’uso della tecnologia 44
Totale 16.258
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Categoria #
all - tutte 32.539
article - articoli 0
book - libri 0
conference - conferenze 10.401
curatela - curatele 0
other - altro 0
patent - brevetti 0
selected - selezionate 0
volume - volumi 0
Totale 42.940
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Totale Lug Ago Sett Ott Nov Dic Gen Feb Mar Apr Mag Giu
2019/20204.016 0 0 254 623 348 469 362 327 361 425 344 503
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
2024/2025339 96 159 84 0 0 0 0 0 0 0 0 0
Totale 16.823