| Nome |
# |
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Geometria tra realtà e teoria. Proposte per un curriculum verticale., file e27ce430-0f2f-2581-e053-d805fe0acbaa
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8.587
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Atti del VI GEOGEBRA ITALIAN DAY - 2016. L'attività dei docenti con GeoGebra nella formazione e nella sperimentazione, file e27ce42f-a944-2581-e053-d805fe0acbaa
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3.453
|
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Gestures as semiotic resources in the mathematics classroom, file e27ce426-a56e-2581-e053-d805fe0acbaa
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966
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Atti del IV GeoGebra Italian Day 2014 LA FORMAZIONE DOCENTI CON GEOGEBRA, file e27ce430-0f32-2581-e053-d805fe0acbaa
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820
|
|
Atti del VI Convegno Nazionale di DIdattica della FIsica e della MAtematica DI.FI.MA. 2013. I docenti di matematica e di fisica di fronte ai mutamenti della scuola: concetti, processi, valutazione., file e27ce430-07ee-2581-e053-d805fe0acbaa
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792
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Teaching and Assessing with New Methodological Tools (MERLO): a New Paradigm?, file e27ce429-4dbc-2581-e053-d805fe0acbaa
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715
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MERLO: A New Tool and a New Challenge in Mathematics Teaching and Learning, file e27ce427-4ba2-2581-e053-d805fe0acbaa
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659
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L'insegnamento della fisica nel biennio dei licei della nuova riforma, file e27ce426-e780-2581-e053-d805fe0acbaa
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624
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MOOC: repository di strategie e metodologie didattiche in Matematica, file e27ce42e-81f8-2581-e053-d805fe0acbaa
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623
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Le attività MERLO nell'insegnamento e nell'apprendimento della matematica, file e27ce42b-9ff7-2581-e053-d805fe0acbaa
|
617
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Maths in the time of social media: conceptualizing the Internet phenomenon of mathematical memes, file e27ce432-d52d-2581-e053-d805fe0acbaa
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492
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La didattica della matematica e YouTube, file e27ce429-5fe6-2581-e053-d805fe0acbaa
|
481
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Yo Math Is So Arty: Inspiring Creative Learning with Mathematical Internet Memes, file e27ce42e-121d-2581-e053-d805fe0acbaa
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457
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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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MOOC for mathematics teacher training: design principles and assessment, file e27ce42c-2260-2581-e053-d805fe0acbaa
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328
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Thinking Inside the Post: Investigating the Didactical Use of Mathematical Internet Memes, file e27ce42e-3546-2581-e053-d805fe0acbaa
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281
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Mathematical modelling with technology: the role of dynamic representations, file e27ce428-3fb3-2581-e053-d805fe0acbaa
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250
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Meanings in Mathematics: using Internet Memes and Augmented Reality to promote mathematical discourse, file e27ce42d-d5be-2581-e053-d805fe0acbaa
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212
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MOOCs for Mathematics Teacher Education to Foster Professional Development: Design Principles and Assessment, file e27ce42e-89a7-2581-e053-d805fe0acbaa
|
210
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Multimodality in multi-representational environments, file e27ce426-c2c5-2581-e053-d805fe0acbaa
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188
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Translating practices for reflecting on ourselves: Lesson Study, file e27ce42f-cbce-2581-e053-d805fe0acbaa
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169
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Graphic calculators and connectivity software to be a community of mathematics practitioners., file e27ce426-b791-2581-e053-d805fe0acbaa
|
163
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ICME international survey on teachers working and learning through collaboration: June 2016, file e27ce42b-8d3e-2581-e053-d805fe0acbaa
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162
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When gender matters: A study of gender differences in mathematics, file e27ce432-cc3a-2581-e053-d805fe0acbaa
|
162
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Learning within MOOCs for mathematics teacher education, file e27ce42f-dbc5-2581-e053-d805fe0acbaa
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161
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Embodiment, modalities and mathematical affordances, file e27ce427-49ab-2581-e053-d805fe0acbaa
|
149
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Matematica inclusiva in classe: il ruolo chiave dei processi di interazione, file e27ce42e-b9d1-2581-e053-d805fe0acbaa
|
148
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La matematica nei licei matematici, file e27ce42e-a5ee-2581-e053-d805fe0acbaa
|
134
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READING MATHEMATICS REPRESENTATIONS: AN EYE-TRACKING STUDY, file e27ce427-4f87-2581-e053-d805fe0acbaa
|
128
|
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Teaching and learning with MERLO: a new challenge for teachers and an opportunity for students., file e27ce429-4d54-2581-e053-d805fe0acbaa
|
111
|
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MERLO: Meaning Equivalence Reusable Learning Object, file e27ce429-5e18-2581-e053-d805fe0acbaa
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109
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Making sense out of the emerging complexity inherent in professional development, file e27ce42e-a323-2581-e053-d805fe0acbaa
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101
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Boundary objects in mathematics education and their role across communities of teachers and researchers in interaction., file e27ce42e-97d3-2581-e053-d805fe0acbaa
|
99
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Mathematics Teachers Working and Learning Through Collaboration, file e27ce42e-81ff-2581-e053-d805fe0acbaa
|
87
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Teaching with digital technology, file e27ce430-fdbe-2581-e053-d805fe0acbaa
|
87
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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
|
81
|
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Analyzing MOOCs in terms of their potential for teacher collaboration: the Italian experience., file e27ce42d-ee6b-2581-e053-d805fe0acbaa
|
80
|
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La collaborazione per rendere i docenti protagonisti della propria formazione: esempi dall’Italia e dal mondo, file e27ce42e-992a-2581-e053-d805fe0acbaa
|
77
|
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Teacher’s semiotic games in mathematics laboratory, file e27ce426-b185-2581-e053-d805fe0acbaa
|
74
|
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Understanding the emerging complexity of professional development, file e27ce42b-a76f-2581-e053-d805fe0acbaa
|
71
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MOOC as a resource for teachers’ collaboration in educational program, file e27ce42f-f512-2581-e053-d805fe0acbaa
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71
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Game approach with the use of technology: a possible way to enhance mathematical thinking, file e27ce42f-386a-2581-e053-d805fe0acbaa
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61
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Technology and the role of proof: The case of dynamic geometry., file e27ce426-ed48-2581-e053-d805fe0acbaa
|
58
|
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Tackling the Gender Gap in Mathematics with Active Learning Methodologies, file e27ce434-ad33-2581-e053-d805fe0acbaa
|
46
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Il Piano Nazionale Lauree Scientifiche in Piemonte, file e27ce427-4fd5-2581-e053-d805fe0acbaa
|
44
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An e-learning web environment for mathematics and physics communities of practice, file e27ce426-cbd8-2581-e053-d805fe0acbaa
|
42
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Esplorazioni matematiche con GeoGebra II, file e27ce427-53e7-2581-e053-d805fe0acbaa
|
41
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GeoGebra e il Piano Nazionale Lauree Scientifiche, file e27ce427-5447-2581-e053-d805fe0acbaa
|
40
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How a street lamp, paper folding and GeoGebra can contribute to teachers' professional development, file e27ce427-4a22-2581-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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Differenze di genere in matematica. Sfide, opportunità e proposte didattiche, file 0434ffde-9bc6-4048-a418-5b6ed751814d
|
32
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Teachers’ involvement in designing MERLO items: boundary crossing, file e27ce432-9bc0-2581-e053-d805fe0acbaa
|
32
|
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Thematic Working Group 15. Teaching mathematics with technology and resources, file e27ce430-0ce7-2581-e053-d805fe0acbaa
|
27
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Introduction to the papers of TWG15: Teaching mathematics with resources and technology, file e27ce42e-7c3b-2581-e053-d805fe0acbaa
|
26
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Is this the real life? Connecting mathematics across cultures, file c34d70e6-1932-4ed6-9cff-a7de499901b1
|
25
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Pedagogy and learning wit MERLO, file e27ce42f-d6ca-2581-e053-d805fe0acbaa
|
15
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MOOCs-UniTo: Theoretical Framework and Research Lines on Teachers and Researchers, file e27ce432-d4f3-2581-e053-d805fe0acbaa
|
13
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|
Growth point and gestures: looking inside mathematical meanings, file e27ce432-e792-2581-e053-d805fe0acbaa
|
13
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“How to meme it”: reverse engineering the creative process of mathematical Internet memes, file bac41c0e-1ae4-4afa-91d9-69ec576ad133
|
11
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Growth point and gestures: looking inside mathematical meanings, file e27ce427-4fea-2581-e053-d805fe0acbaa
|
9
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ICME international survey on teachers working and learning through collaboration: June 2016, file e27ce42b-81f2-2581-e053-d805fe0acbaa
|
9
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Evolution of Didacticians’ meta-didactical Praxeologies and Documentation Work, file 065cfd72-0773-4f8a-8778-e26f49bffb6f
|
7
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Stories of devoted university students: the mathematical experience as a form of ascesis, file 1fe3c9d1-f0d0-4270-9257-bad7f7dba735
|
6
|
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A META-DISCIPLINARY REFLECTION ON A STEAM SCHOOL ACTIVITY: THE ROLE OF MATHEMATICS, file 767c4140-f294-47c3-8e07-31668993d2da
|
6
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Growth point and gestures: looking inside mathematical meanings, file e27ce427-53e5-2581-e053-d805fe0acbaa
|
5
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Embodiment, modalities and mathematical affordances, file e27ce427-53ec-2581-e053-d805fe0acbaa
|
5
|
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Evolution of teachers' and researchers' praxeologies for designing inquiry mathematics tasks: the role of teachers' beliefs, file aa0afe5b-62d3-4e92-b765-89605ebed7ac
|
4
|
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A method for quantifying focused versus overview behavior in AOI sequences, file e27ce426-c156-2581-e053-d805fe0acbaa
|
4
|
|
READING MATHEMATICS REPRESENTATIONS: AN EYE-TRACKING STUDY, file e27ce427-4ba5-2581-e053-d805fe0acbaa
|
4
|
|
Meta-Didactical Transposition, file e27ce42e-9780-2581-e053-d805fe0acbaa
|
4
|
|
Didacticians introducing lesson study for the professional development of prospective mathematics teachers, file 0c4223c5-ef51-4124-8d53-73042e8017de
|
3
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The challenges of teaching mathematics with digital technologies – the evolving role of the teacher, file e27ce427-56cc-2581-e053-d805fe0acbaa
|
3
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Revisiting Theories That Frame Research on Teaching Mathematics with Digital Technology, file 6e995e13-91f7-4f9c-85bd-961b50490ec3
|
2
|
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Introduction. A Journey Through the Text, file c51b094d-ac32-4395-8e2c-259ec91f3672
|
2
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The role and uses of technologies for the teaching of algebra and calculus., file e27ce426-a63f-2581-e053-d805fe0acbaa
|
2
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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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Growth point and gestures: looking inside mathematical meanings, file e27ce432-607c-2581-e053-d805fe0acbaa
|
2
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The Method of Varying Inquiry for Stimulating Learning, file 11fd7117-a47e-40b9-87fa-8a1c4ebaff5c
|
1
|
|
University students reflecting on a problem involving uncertainty: What if the coin is not fair?, file 74e37f7a-faaa-4f97-b17c-789e1159003c
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1
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Culturally crafted Lesson Study to improve teachers' professional development in mathematics: a case study in Italian secondary school, file 7fc5640c-17d6-47aa-a986-68f2bc63791d
|
1
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Approaching functions through motion experiments, file e27ce426-b575-2581-e053-d805fe0acbaa
|
1
|
|
A tool for analysing multimodal behaviours in the mathematics classroom, file e27ce42b-53b8-2581-e053-d805fe0acbaa
|
1
|
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Teaching Practices in Digital Environments, file e27ce42e-977e-2581-e053-d805fe0acbaa
|
1
|
|
Divario di genere in matematica in Piemonte e didattica della matematica, file e27ce432-7fd2-2581-e053-d805fe0acbaa
|
1
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|
When They Tell You That i^56=1: Affordances of Memes and GeoGebra in Mathematics, file e27ce435-a873-2581-e053-d805fe0acbaa
|
1
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| Totale |
24.236 |