CINECA IRIS Institutional Research Information System

FERRARA, Francesca
 Distribuzione geografica
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Continente #
EU - Europa 7.704
NA - Nord America 6.435
AS - Asia 1.173
OC - Oceania 34
SA - Sud America 24
AF - Africa 17
Continente sconosciuto - Info sul continente non disponibili 9
Totale 15.396
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Nazione #
US - Stati Uniti d'America 6.354
IT - Italia 2.616
DK - Danimarca 2.567
KR - Corea 475
CN - Cina 465
SE - Svezia 424
IE - Irlanda 396
UA - Ucraina 386
DE - Germania 360
FR - Francia 306
FI - Finlandia 179
GB - Regno Unito 129
PL - Polonia 78
CA - Canada 68
VN - Vietnam 66
GR - Grecia 63
BE - Belgio 42
IN - India 33
HK - Hong Kong 29
AU - Australia 25
IL - Israele 23
NO - Norvegia 23
AT - Austria 21
CH - Svizzera 19
TR - Turchia 18
ID - Indonesia 17
RU - Federazione Russa 16
CL - Cile 15
RO - Romania 13
ES - Italia 11
CZ - Repubblica Ceca 10
NL - Olanda 10
TW - Taiwan 10
ZA - Sudafrica 10
MX - Messico 9
NZ - Nuova Zelanda 9
SI - Slovenia 9
EU - Europa 8
BG - Bulgaria 7
IR - Iran 7
JP - Giappone 7
MY - Malesia 7
PT - Portogallo 7
SA - Arabia Saudita 7
BR - Brasile 4
CR - Costa Rica 4
PH - Filippine 3
SK - Slovacchia (Repubblica Slovacca) 3
AR - Argentina 2
CO - Colombia 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
CM - Camerun 1
LB - Libano 1
LU - Lussemburgo 1
SG - Singapore 1
SM - San Marino 1
VE - Venezuela 1
Totale 15.396
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Città #
Ann Arbor 2.729
Chandler 461
Dublin 391
Wilmington 318
Beijing 245
Jacksonville 236
Houston 224
Fairfield 210
Dearborn 185
Turin 154
Torino 141
Ashburn 139
Villeurbanne 128
Milan 114
Princeton 114
Medford 105
Woodbridge 98
Rome 93
Nyköping 86
Pisa 85
Warsaw 73
Seattle 64
Boston 57
Fremont 56
Grafing 54
Redwood City 51
Cambridge 46
Dong Ket 38
Brussels 36
Hebei 32
Palermo 32
Quartu Sant'elena 30
Montréal 29
Genoa 24
Nanjing 23
Boardman 22
Florence 20
Vienna 20
Vigliano Biellese 18
Bari 16
Norwalk 16
Hanover 15
Hefei 15
San Mateo 15
Toronto 15
Verona 15
Athens 14
Modena 14
Venice 14
Abbiategrasso 13
Catania 13
Chengdu 13
Garbagnate Milanese 13
Yinchuan 13
Zhengzhou 13
Bologna 12
Dallas 12
Düsseldorf 12
Munich 12
Ningbo 12
Quartu Sant'Elena 12
San Diego 12
Santiago 12
Sydney 12
Andover 11
Albenga 10
Biella 10
Padova 10
Shanghai 10
Trento 10
Auckland 9
Cellio 9
Falls Church 9
Kunming 9
Oslo 9
Paris 9
Taipei 9
Trieste 9
Bergamo 8
Cagliari 8
Central District 8
Hangzhou 8
Imola 8
Montreuil 8
Napoli 8
Parma 8
Pescara 8
Salerno 8
Cervia 7
Genova 7
Harbin 7
Horia 7
Lachine 7
Monza 7
Pomezia 7
Ancona 6
Carmichael 6
Changsha 6
Collegno 6
Jinan 6
Totale 7.608
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Nome #
Embodiment e multimodalità nella classe di matematica: Sviluppi e riflessioni recenti 709
Parlare di tempo e movimento in matematica per introdurre il concetto di funzione 634
Grafici e funzioni in movimento: Riflessioni per la didattica della matematica 489
La matematica del tempo e del movimento: funzioni, modelli matematici e la Wii. 409
Diagrams and tool use: Making a circle with WiiGraph 406
Touching numbers and feeling quantities: Methodological dimensions of working with TouchCounts 392
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) 329
How multimodality works in mathematical activity: Young children graphing motion 283
Movement, memory and mathematics: Henri Bergson and the ontology of learning 276
Virtual encounters: The murky and furtive world of mathematical inventiveness 275
Agency and assemblage in pattern generalisation: a materialist approach to learning 262
An early algebra approach to pattern generalisation: Actualising the virtual through words, gestures and toilet paper 257
The coordinated movements of collaborative mathematical tasks: The role of affect in transindividual sympathy 250
Matematica: non è solo questione di testa. Strumenti per osservare i processi di apprendimento in classe 234
Innovative Spaces for Mathematics Education with Technology 227
Becoming mathematical subjects by playing mathematical instruments: Gibbous lines with WiiGraph 227
Being collaborative, being rivals: Playing WiiGraph in the mathematics classroom 226
Thinking in movement and mathematics: A case study 216
Close your eyes and see... An approach to spatial geometry 212
Diagrams and mathematical events: Encountering spatio-temporal relationships with graphing technology 209
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 202
Are mathematics students thinking as Kepler? Conics and mathematical machines 194
Seeing in space is difficult: An approach to 3D geometry through a DGE 193
Conferenze e Seminari. Associazione Subalpina Mathesis 192
Roots of algebraic thinking in young students: an exploratory study 188
An exploratory study of multimodalities in the mathematics classroom: Enrica’s explanation 188
A tool for analysing multimodal behaviours in the mathematics classroom 186
Matematica in Movimento: radici, sviluppi e implicazioni di un approccio grafico al concetto di funzione tramite i sensori 186
Conferenze e seminari 2013-2014 184
The gesture/diagram interplay in grappling with word problems about natural numbers 182
Matter, movement and memory. 181
Moving, comparing, transforming graphs: A bodily approach to functions 181
A materialist conception of early algebraic thinking 180
Perceiving and creating in the mathematics classroom: A case-study in the early years. 179
Traversing mathematical places 179
Using Habermas in the study of mathematics teaching: The need for a wider perspective 174
University students at work with mathematical machines to trace conics 174
Inventive moments to mobilise sinusoidal functions 172
Mathematical activities in a social learning framework: How multimodality works in a community of practice 169
Introduction 166
Da dove viene la matematica. Come la mente embodied dà origine alla matematica 162
When gender matters: A study of gender differences in mathematics 160
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 151
Approaching graphs with motion experiences 143
A method for quantifying focused versus overview behavior in AOI sequences 143
Teoria della rappresentazione dei gruppi 141
How students read mathematical representations: An eye tracking study 138
Shaping a multi-dimensional analysis of signs 130
Mathematical imagination and embodied cognition 130
The development of a semiotic framework to analyze teaching and learning processes: Examples in pre- and post-algebraic contexts 130
Body motion, early algebra, and the colours of abstraction 121
Why could not a vertical line appear? Imagining to stop time 114
Towards a Materialist Vision of ‘Learning as Making’: the Case of 3D Printing Pens in School Mathematics 110
Conferenze e Seminari dell'Associazione Subalpina Mathesis 2007-2008 105
Young students thinking about motion graphs 105
Will Penelope choose another bridegroom? Looking for an answer through signs 104
Eye tracking and didactics of mathematics: a possible wedding? 104
Multimodalità dell'apprendimento. Quali strumenti per i docenti? 100
Reading mathematical texts: a question of time 99
A graphical approach to function through body motion 92
Reanimating tools in mathematical activity 89
Enrica’s explanation: Multimodality and gesture 88
Remembering and imagining: Moving back and forth between motion and its representation 85
Body motion and early algebra 85
Differenze di genere in matematica. Sfide, opportunità e proposte didattiche 84
Embodiment e tecnologia in attività di modellizzazione: studio di un caso 84
Sketching primary school teachers’ profiles 77
Conferenze e Seminari dell'Associazione Subalpina Mathesis 2008-2009 75
Connecting talk, gesture, and eye motion for the microanalysis of mathematics learning 75
Bridging perception and theory: what role can metaphors and imagery play? 74
Different perspectives on computer-based graphs and their meaning 74
Conferenze e Seminari. Associazione Subalpina Mathesis 74
“Why doesn’t it start from the origin?”: hearing the cognitive voice of signs 73
The genesis of signs by gestures. The case of Gustavo 73
Sensori di moto e didattica della matematica: Esperienze dalle classi 72
MovimentiAmo la matematica: tra teoria e pratica 72
Analysing children’s understanding from a semiotic stance 71
Bodily experiments, metaphors, gestures and artefacts in grasping the meaning of a motion graph: a case study 68
Embodiment and technology in modelling activities 67
Acquiring a sense of motion: toward the concept of function at primary school 67
Il guanto magico, Mr. x e Mr. z, nel mondo di Cartesiolandia e di Movilandia. Tra movimento e grafici nella scuola primaria 65
Acting and interacting with tools to understand Calculus concepts 63
La storia di Penelope: gesti, parole e strumenti nell’apprendimento matematico 62
Dividere non è sempre ciò che sembra 59
'The prince and the messenger' story: From a tale to mathematical thinking 58
Conferenze e Seminari dell'Associazione Subalpina Mathesis 2010-2011 58
Invertire l’approccio tradizionale all’analisi attraverso l’uso della tecnologia 56
Metaphors as vehicles of knowledge: an exploratory analysis 56
Children in movement towards STEAM: Coding and shapes at kindergarten 52
The role and uses of technologies for the teaching of algebra and calculus. 49
Sonar e grafici di movimento per risvegliare le radici del concetto di funzione 48
Curve chiuse in movimento: Teoria dei numeri con lo spirografo nella scuola primaria 48
The Penelope story: learning through action, speech and gestures 47
Conferenze e Seminari dell'Associazione Subalpina Mathesis 2009-2010 47
Affective bonds and mathematical concepts: Speaking of affect through sympathy 45
Graphing motion to understand math with children 44
Assembling mathematical concepts through trans-individual coordinated movements: The role of affect and sympathy 44
Due esperienze a confronto: il senso del grafico con e senza l’uso della tecnologia 43
Totale 15.487
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Categoria #
all - tutte 26.259
article - articoli 0
book - libri 0
conference - conferenze 8.408
curatela - curatele 0
other - altro 0
patent - brevetti 0
selected - selezionate 0
volume - volumi 0
Totale 34.667
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Totale Lug Ago Sett Ott Nov Dic Gen Feb Mar Apr Mag Giu
2018/2019572 0 0 0 0 0 65 49 112 33 74 158 81
2019/20204.107 53 38 254 623 348 469 362 327 361 425 344 503
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
2022/20232.057 198 143 126 120 151 447 199 157 168 53 152 143
2023/2024672 143 178 110 101 115 25 0 0 0 0 0 0
Totale 15.957