ARZARELLO, Ferdinando
 Distribuzione geografica
Continente #
EU - Europa 4060
NA - Nord America 1613
AS - Asia 948
OC - Oceania 648
AF - Africa 170
SA - Sud America 136
Continente sconosciuto - Info sul continente non disponibili 6
Totale 7581
Nazione #
IT - Italia 2522
US - Stati Uniti d'America 1485
AU - Australia 622
DE - Germania 330
GB - Regno Unito 201
CN - Cina 171
FR - Francia 166
IL - Israele 117
GR - Grecia 107
ZA - Sudafrica 105
TR - Turchia 89
ID - Indonesia 88
CA - Canada 76
KR - Corea 76
AT - Austria 70
RO - Romania 68
VN - Vietnam 65
BR - Brasile 63
IE - Irlanda 59
CH - Svizzera 57
PH - Filippine 56
NL - Olanda 54
NO - Norvegia 53
IN - India 51
PT - Portogallo 49
ES - Italia 48
PL - Polonia 46
MY - Malesia 45
RU - Federazione Russa 45
SE - Svezia 44
CZ - Repubblica Ceca 43
JP - Giappone 33
MX - Messico 30
UA - Ucraina 28
CO - Colombia 26
NZ - Nuova Zelanda 25
TH - Thailandia 22
TW - Taiwan 21
CL - Cile 17
IR - Iran 16
SA - Arabia Saudita 16
HK - Hong Kong 15
DK - Danimarca 13
CR - Costa Rica 12
PE - Perù 12
BE - Belgio 11
DZ - Algeria 10
IQ - Iraq 10
SG - Singapore 10
EC - Ecuador 9
PS - Palestinian Territory 9
FI - Finlandia 8
LT - Lituania 8
MA - Marocco 8
CY - Cipro 7
NG - Nigeria 7
EG - Egitto 6
GH - Ghana 6
PK - Pakistan 6
SK - Slovacchia (Repubblica Slovacca) 6
AR - Argentina 5
EU - Europa 4
HU - Ungheria 4
KE - Kenya 4
LS - Lesotho 4
MO - Macao, regione amministrativa speciale della Cina 4
SI - Slovenia 4
HR - Croazia 3
KH - Cambogia 3
KZ - Kazakistan 3
LB - Libano 3
TT - Trinidad e Tobago 3
VE - Venezuela 3
A1 - ???statistics.table.value.countryCode.A1??? 2
AE - Emirati Arabi Uniti 2
AL - Albania 2
AZ - Azerbaigian 2
BG - Bulgaria 2
BW - Botswana 2
CM - Camerun 2
ET - Etiopia 2
GE - Georgia 2
MU - Mauritius 2
NA - Namibia 2
NE - Niger 2
NP - Nepal 2
RS - Serbia 2
UG - Uganda 2
BA - Bosnia-Erzegovina 1
BF - Burkina Faso 1
BY - Bielorussia 1
CI - Costa d'Avorio 1
EE - Estonia 1
GP - Guadalupe 1
GT - Guatemala 1
IS - Islanda 1
KG - Kirghizistan 1
KW - Kuwait 1
KY - Cayman, isole 1
LC - Santa Lucia 1
Totale 7567
Città #
Houston 167
Fairfield 119
Ann Arbor 117
Torino 95
Rome 88
Milan 86
Sydney 85
Woodbridge 78
Ashburn 77
Seattle 64
Dong Ket 56
Buffalo 53
Santa Cruz 52
Beijing 50
Wilmington 49
Cambridge 47
Turin 45
University Park 45
Warsaw 41
Pisa 37
Athens 36
Bologna 35
Dublin 33
Dallas 32
Menlo Park 30
Mountain View 26
Bengaluru 25
Palermo 24
Hangzhou 22
London 22
Pretoria 22
Trento 22
Bryanston 21
Florence 21
Shanghai 21
Wuhan 21
Tokyo 20
Seoul 19
Changsha 18
Leawood 18
Nürnberg 17
Padova 17
Porto Salvo 16
Brisbane 15
San Diego 14
Taipei 14
Bari 13
Catania 13
Jakarta 13
Ottawa 13
Pescara 13
Chicago 12
Fleming Island 12
Genova 12
Los Angeles 12
Paris 12
Vigliano Biellese 12
Modena 11
Muizenberg 11
Napoli 11
Toronto 11
Trondheim 11
Bogotá 10
Bolzano 10
Lake Forest 10
Liberty 10
Melbourne 10
Sinsheim 10
Auckland 9
Caserta 9
Central District 9
Clearwater 9
Durban 9
Istanbul 9
Lima 9
Moncalieri 9
Montréal 9
Rooty Hill 9
Rovereto 9
San José 9
Santiago 9
Singapore 9
Tel Aviv 9
Verona 9
Adelaide 8
Boston 8
Cagliari 8
Eindhoven 8
Frattamaggiore 8
Graz 8
Las Vegas 8
Naples 8
Norwalk 8
Phoenix 8
San Giuliano 8
Utrecht 8
Biella 7
Brescia 7
Perth 7
Ravenna 7
Totale 2552
Nome #
Emma Castelnuovo e la ricerca in didattica della matematica in Italia: alcune riflessioni, file e27ce429-1f21-2581-e053-d805fe0acbaa 1001
Gestures as semiotic resources in the mathematics classroom, file e27ce426-a56e-2581-e053-d805fe0acbaa 919
MERLO: A New Tool and a New Challenge in Mathematics Teaching and Learning, file e27ce427-4ba2-2581-e053-d805fe0acbaa 651
Le attività MERLO nell'insegnamento e nell'apprendimento della matematica, file e27ce42b-9ff7-2581-e053-d805fe0acbaa 567
Teaching and Assessing with New Methodological Tools (MERLO): a New Paradigm?, file e27ce429-4dbc-2581-e053-d805fe0acbaa 523
MOOC: repository di strategie e metodologie didattiche in Matematica, file e27ce42e-81f8-2581-e053-d805fe0acbaa 437
Approaching Proof in the Classroom Through the Logic of Inquiry, file e27ce42f-69de-2581-e053-d805fe0acbaa 397
The Meta-didactical transposition: A model for analysing teacher education programs, file e27ce429-3c1c-2581-e053-d805fe0acbaa 330
MOOC for mathematics teacher training: design principles and assessment, file e27ce42c-2260-2581-e053-d805fe0acbaa 310
Introduction to the approach of action, production, and Communication (APC), file e27ce427-0ae3-2581-e053-d805fe0acbaa 290
The impact of PISA studies on the Italian national assessment system, file e27ce427-5ab1-2581-e053-d805fe0acbaa 258
Mathematical modelling with technology: the role of dynamic representations, file e27ce428-3fb3-2581-e053-d805fe0acbaa 236
MOOCs for Mathematics Teacher Education to Foster Professional Development: Design Principles and Assessment, file e27ce42e-89a7-2581-e053-d805fe0acbaa 194
Multimodality in multi-representational environments, file e27ce426-c2c5-2581-e053-d805fe0acbaa 180
Learning within MOOCs for mathematics teacher education, file e27ce42f-dbc5-2581-e053-d805fe0acbaa 161
Experimental approaches to theoretical thinking the mathematics classroom: artefacts and proofs, file e27ce427-591a-2581-e053-d805fe0acbaa 150
Translating practices for reflecting on ourselves: Lesson Study, file e27ce42f-cbce-2581-e053-d805fe0acbaa 137
La matematica nei licei matematici, file e27ce42e-a5ee-2581-e053-d805fe0acbaa 133
The mathematical work with the derivative of a function: teachers’ practices with the idea of “generic”, file e27ce428-a05b-2581-e053-d805fe0acbaa 132
MERLO: Meaning Equivalence Reusable Learning Object, file e27ce429-5e18-2581-e053-d805fe0acbaa 98
READING MATHEMATICS REPRESENTATIONS: AN EYE-TRACKING STUDY, file e27ce427-4f87-2581-e053-d805fe0acbaa 97
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 76
The teacher’s activity under a phenomenological lens, file e27ce426-dd08-2581-e053-d805fe0acbaa 71
Disclosure of mathematical relationships with a digital tool: a three layer-model of meaning, file e27ce431-023f-2581-e053-d805fe0acbaa 70
Analyzing MOOCs in terms of their potential for teacher collaboration: the Italian experience., file e27ce42d-ee6b-2581-e053-d805fe0acbaa 63
MOOC as a resource for teachers’ collaboration in educational program, file e27ce42f-f512-2581-e053-d805fe0acbaa 63
Learning with touchscreen devices: game strategies to improve geometric thinking, file e27ce429-14d0-2581-e053-d805fe0acbaa 57
Semiotic and theoretic control within and across conceptual frames, file e27ce427-0a5a-2581-e053-d805fe0acbaa 53
Meta-cognitive unity in indirect proofs., file e27ce42c-2ef6-2581-e053-d805fe0acbaa 48
Practices of Italian teachers with the derivative concept: a problematic meeting between Algebra and Analysis in secondary school., file e27ce429-060e-2581-e053-d805fe0acbaa 47
Game approach with the use of technology: a possible way to enhance mathematical thinking, file e27ce42f-386a-2581-e053-d805fe0acbaa 31
A method for quantifying focused versus overview behavior in AOI sequences, file e27ce428-4283-2581-e053-d805fe0acbaa 30
Networking Hybridizations within the Semiosphere: a research trajectory for the Cultural Transposition of the Chinese Lesson Study within a Western context, file 906f9e64-dd3f-40a2-be14-bb5c77073b32 17
Pedagogy and learning wit MERLO, file e27ce42f-d6ca-2581-e053-d805fe0acbaa 12
Growth point and gestures: looking inside mathematical meanings, file e27ce427-4fea-2581-e053-d805fe0acbaa 9
Growth point and gestures: looking inside mathematical meanings, file e27ce432-e792-2581-e053-d805fe0acbaa 7
MOOCs-UniTo: Theoretical Framework and Research Lines on Teachers and Researchers, file e27ce432-d4f3-2581-e053-d805fe0acbaa 6
Growth point and gestures: looking inside mathematical meanings, file e27ce427-53e5-2581-e053-d805fe0acbaa 5
Semiotic and theoretic control in argumentation and proof activities, file e27ce426-beca-2581-e053-d805fe0acbaa 4
A method for quantifying focused versus overview behavior in AOI sequences, file e27ce426-c156-2581-e053-d805fe0acbaa 4
A model for developing students’ example space: the key role of the teacher, file e27ce426-c317-2581-e053-d805fe0acbaa 4
READING MATHEMATICS REPRESENTATIONS: AN EYE-TRACKING STUDY, file e27ce427-4ba5-2581-e053-d805fe0acbaa 4
Meta-didactical transposition: A theoretical model for teacher education programs, file e27ce42a-1578-2581-e053-d805fe0acbaa 2
Growth point and gestures: looking inside mathematical meanings, file e27ce432-607c-2581-e053-d805fe0acbaa 2
Approaching Secondary School Geometry Through the Logic of Inquiry within Technological Environments, file e27ce434-dfef-2581-e053-d805fe0acbaa 2
Networking Hybridizations within the Semiosphere: a research trajectory for the Cultural Transposition of the Chinese Lesson Study within a Western context, file ce08014f-026b-4cc0-b71a-9960c867fbed 1
Approaching functions through motion experiments, file e27ce426-b575-2581-e053-d805fe0acbaa 1
The Epistemic Role of Gestures – A case study on networking of APC and AiC, file e27ce427-0df5-2581-e053-d805fe0acbaa 1
Experimental approaches to theoretical thinking the mathematics classroom: artefacts and proofs, file e27ce428-1328-2581-e053-d805fe0acbaa 1
A tool for analysing multimodal behaviours in the mathematics classroom, file e27ce42b-53b8-2581-e053-d805fe0acbaa 1
Technology-based inquiry in geometry: semantic games through the lens of variation, file e27ce434-e9cd-2581-e053-d805fe0acbaa 1
Totale 7894
Categoria #
all - tutte 8895
article - articoli 0
book - libri 0
conference - conferenze 2006
curatela - curatele 0
other - altro 0
patent - brevetti 0
selected - selezionate 0
volume - volumi 0
Totale 10901


Totale Lug Ago Sett Ott Nov Dic Gen Feb Mar Apr Mag Giu
2017/2018319 0000 00 061 67707744
2018/2019967 4159106115 5541 101102 778311572
2019/20201096 796660125 7952 119102 9612311382
2020/20211621 77133140122 150135 122133 140165130174
2021/20221932 15492152224 198123 216137 129160195152
2022/20231063 90139172183 142120 20710 0000
Totale 7894