CINECA IRIS Institutional Research Information System

ARZARELLO, Ferdinando
 Distribuzione geografica
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Continente #
EU - Europa 9.159
NA - Nord America 6.164
AS - Asia 1.293
OC - Oceania 210
SA - Sud America 178
AF - Africa 55
Continente sconosciuto - Info sul continente non disponibili 6
Totale 17.065
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Nazione #
US - Stati Uniti d'America 6.042
IT - Italia 4.328
DK - Danimarca 1.462
DE - Germania 513
SE - Svezia 502
IE - Irlanda 455
CN - Cina 408
FR - Francia 404
UA - Ucraina 352
GB - Regno Unito 246
FI - Finlandia 233
KR - Corea 215
AU - Australia 200
PL - Polonia 124
GR - Grecia 112
IN - India 109
TR - Turchia 103
VN - Vietnam 92
IL - Israele 91
NO - Norvegia 91
CA - Canada 80
CH - Svizzera 76
BR - Brasile 53
PH - Filippine 52
AT - Austria 51
ID - Indonesia 50
CO - Colombia 49
NL - Olanda 36
MX - Messico 32
RU - Federazione Russa 32
ES - Italia 31
BE - Belgio 30
ZA - Sudafrica 30
CL - Cile 29
HK - Hong Kong 27
PT - Portogallo 24
MY - Malesia 22
JP - Giappone 21
SG - Singapore 18
PE - Perù 16
PK - Pakistan 16
TH - Thailandia 16
AR - Argentina 15
RO - Romania 15
TW - Taiwan 15
CZ - Repubblica Ceca 12
SA - Arabia Saudita 11
VE - Venezuela 11
NZ - Nuova Zelanda 10
BG - Bulgaria 5
CR - Costa Rica 5
HR - Croazia 5
IR - Iran 5
MO - Macao, regione amministrativa speciale della Cina 5
SI - Slovenia 5
EU - Europa 4
LB - Libano 4
SM - San Marino 4
EC - Ecuador 3
ET - Etiopia 3
KE - Kenya 3
TN - Tunisia 3
TZ - Tanzania 3
CY - Cipro 2
DO - Repubblica Dominicana 2
EG - Egitto 2
IS - Islanda 2
KH - Cambogia 2
MM - Myanmar 2
NE - Niger 2
NG - Nigeria 2
NP - Nepal 2
PR - Porto Rico 2
UY - Uruguay 2
XK - ???statistics.table.value.countryCode.XK??? 2
AD - Andorra 1
AE - Emirati Arabi Uniti 1
AM - Armenia 1
BA - Bosnia-Erzegovina 1
BW - Botswana 1
BY - Bielorussia 1
DZ - Algeria 1
EE - Estonia 1
GH - Ghana 1
GN - Guinea 1
HU - Ungheria 1
IQ - Iraq 1
KZ - Kazakistan 1
LU - Lussemburgo 1
MA - Marocco 1
MD - Moldavia 1
NA - Namibia 1
OM - Oman 1
RS - Serbia 1
SK - Slovacchia (Repubblica Slovacca) 1
TT - Trinidad e Tobago 1
ZM - Zambia 1
Totale 17.065
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Città #
Ann Arbor 1.689
Chandler 478
Dublin 452
Houston 334
Wilmington 333
Beijing 300
Torino 242
Fairfield 225
Jacksonville 220
Ashburn 199
Turin 187
Milan 170
Redwood City 158
Princeton 130
Rome 127
Pisa 121
Dearborn 120
Medford 116
Villeurbanne 116
Warsaw 107
Woodbridge 107
Munich 105
Nyköping 79
Seattle 72
Boston 69
Dong Ket 65
Pune 65
Cambridge 64
Dallas 51
Bologna 45
Verona 42
Athens 40
Padova 40
Boardman 37
Vienna 37
Vigliano Biellese 37
Naples 35
Palermo 34
Florence 32
Bari 31
Como 26
Santiago 23
Catania 21
Mountain View 21
Montréal 20
Salerno 20
Sydney 20
Brussels 19
Genoa 19
Pavia 19
Bottanuco 18
Frattamaggiore 18
Istanbul 18
Napoli 18
Ankara 16
Bergamo 16
Cagliari 16
Norwalk 16
Brescia 15
Düsseldorf 15
Modena 15
Moncalieri 15
Trento 15
Caserta 14
Lima 14
Alessandria 13
Beersheba 13
Bogotá 13
Bristol 13
Grafing 13
Nanjing 13
Seongnam-si 13
Toronto 13
Cellio 12
Fremont 12
Paris 12
Pescara 12
Reggio Calabria 12
Seoul 12
Albenga 11
Bremen 11
Cuneo 11
Lachine 11
Phoenix 11
Rahim Yar Khan 11
San Giuliano 11
Tsukuba 11
Walnut Creek 11
Genova 10
Parma 10
Perugia 10
Rio De Janeiro 10
Saluzzo 10
San Diego 10
Shanghai 10
Taipei 10
Trondheim 10
Aci Sant'antonio 9
Brindisi 9
Central District 9
Totale 7.750
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Nome #
Matematica 2001. La matematica per il cittadino. Attività didattiche e prove di verifica per un nuovo curricolo di Matematica. Scuola primaria. Scuola secondaria di primo grado. 1.020
Le attività MERLO nell'insegnamento e nell'apprendimento della matematica 553
The Meta-didactical transposition: A model for analysing teacher education programs 549
MOOC: repository di strategie e metodologie didattiche in Matematica 548
Matematica 2003. La matematica per il cittadino. Attività didattiche e prove di verifica per un nuovo curricolo di Matematica. Ciclo secondario 510
MEANING EQUIVALENCE: A METHODOLOGICAL TOOL FOR ASSESSING DEEP UNDERSTANDING 434
MERLO: Meaning Equivalence Reusable Learning Object 387
MERLO: A New Tool and a New Challenge in Mathematics Teaching and Learning 376
Embodiment e multimodalità nell'apprendimento della matematica 343
The Multimodal Material Mind: Embodiment in Mathematics Education 333
Practices of Italian teachers with the derivative concept: a problematic meeting between Algebra and Analysis in secondary school. 305
The mathematical work with the derivative of a function: teachers’ practices with the idea of “generic” 295
READING MATHEMATICS REPRESENTATIONS: AN EYE-TRACKING STUDY 280
The first century of the International Commission on Mathematical Instruction (1908-2008). Reflecting and shaping the world of mathematics education 279
The impact of PISA studies on the Italian national assessment system 277
Growth point and gestures: looking inside mathematical meanings 268
Learning with touchscreen devices: game strategies to improve geometric thinking 265
Emma Castelnuovo e la ricerca in didattica della matematica in Italia: alcune riflessioni 262
Game approach with the use of technology: a possible way to enhance mathematical thinking 262
MOOC for mathematics teacher training: design principles and assessment 246
Teaching and Assessing with New Methodological Tools (MERLO): a New Paradigm? 239
Meta-didactical transposition: A theoretical model for teacher education programs 238
Introduction to the approach of action, production, and Communication (APC) 237
Dragging in Cabri and modalities of transition from conjectures to proofs in geometry 237
Ways of manifulation touchscreen in one geometrical dynamic software 236
Matematica: non è solo questione di testa. Strumenti per osservare i processi di apprendimento in classe 235
Analyzing MOOCs in terms of their potential for teacher collaboration: the Italian experience. 233
The planimeter as a real and virtual instrument that mediates the introdunction of area 212
Approaching functions through motion experiments 203
Moving from dragging to touchscreen: geometrical learning with geometric dynamic software 194
A tool for analysing multimodal behaviours in the mathematics classroom 185
Mathematical modelling with technology: the role of dynamic representations 154
Gestures as semiotic resources in the mathematics classroom 149
How students read mathematical representations: An eye tracking study 142
Translating practices for reflecting on ourselves: Lesson Study 142
A method for quantifying focused versus overview behavior in AOI sequences 140
The development of a semiotic framework to analyze teaching and learning processes: Examples in pre- and post-algebraic contexts 132
Dalle congetture alle dimostrazioni. Una possibile continuità cognitiva 131
Shaping a multi-dimensional analysis of signs 130
Semiosis as a Multimodal Process 129
From Body Motion to Algebra through Graphing 126
Approaching algebra through motion experiences 125
Gesture and the construction of mathematical meaning 124
Approaching Proof in the Classroom Through the Logic of Inquiry 122
The Method of Varying Inquiry for Stimulating Learning 120
MOOC as a resource for teachers’ collaboration in educational program 113
MOOCs for Mathematics Teacher Education to Foster Professional Development: Design Principles and Assessment 113
A cognitive analysis of dragging practises in Cabri environments 112
Approaching functions through motion experiments 111
La matematica nei licei matematici 108
Multimodality in multi-representational environments 108
Abduction and conjecturing in mathematics 107
The teacher’s activity under a phenomenological lens 106
Analytic-Structural Functions of Gestures in Mathematical Argumentation Processes 105
Will Penelope choose another bridegroom? Looking for an answer through signs 104
Eye tracking and didactics of mathematics: a possible wedding? 103
Reading mathematical texts: a question of time 95
Comparing, combining, coordinating-networking strategies for connecting theoretical approaches 94
Networking of theories in mathematics education (Research Forum) 91
The ostensive dimension through the lenses of two didactic approaches 91
Un inedito di Peano sulla sua celebre curva. Le radici logico-aritmetiche di un oggetto geometrico 89
m@t.abel. Matematica per gli studenti alla soglia del terzo millennio 89
Semiotic and theoretic control within and across conceptual frames 87
Acting is learning: focus on the construction of mathematical concepts 86
The transition to formal proof in geometry 84
Analyzing Teachers’ Work with Resources: Methodological Issues 83
Mente matematica, cervello biologico e nuove tecnologie 78
Sketching primary school teachers’ profiles 78
A model for analizing algebraic thinking 75
Logical and semiotic levels in argumentation 75
Meta-cognitive unity in indirect proofs. 75
Matematica 2004. La matematica per il cittadino. Attività didattiche e prove di verifica per un nuovo curricolo di Matematica (Quinta classe del ciclo secondario) 73
The genesis of signs by gestures. The case of Gustavo 73
Disclosure of mathematical relationships with a digital tool: a three layer-model of meaning 72
ICMI Renaissance: the emergence of new issues in mathematics education 71
The proof in the 20th century: from Hilbert to authomatic theorem proving 70
Curricolar innovation: an example of a learning environment integrated with technology 70
Centenario della Commissione Internazionale dell'insegnamento matematico 70
Complementary Networking: enriching understanding 70
Semiotic and theoretic control in argumentation and proof activities 69
Learning within MOOCs for mathematics teacher education 69
Matematica 2001. Materiali per un nuovo curricolo di matematica con suggerimenti per attività e prove di verifica (scuola elementare e media)) 68
Theories and empirical researches: towards a common framework 68
Riflessioni su variabili e funzioni 66
The epistemological gap - A case study on networking of APC and IDS 66
Experimental approaches to theoretical thinking the mathematics classroom: artefacts and proofs 65
Gesture and body-tactile experience in the learning of mathematical concepts 64
Dalla geometria di Euclide alla geometria dell'universo. Geometria su sfera, cilindro, cono, pseudosfera 63
MOOCs-UniTo: Theoretical Framework and Research Lines on Teachers and Researchers 63
La Matematica per il Cittadino 62
Didactical consequences of semantically meaningful mathematical gestures 61
Learning with the logic of inquiry: game-activities inside Dynamic Geometry Environments 61
Semiotic Games: the role of the teacher. 58
Passato, presente e futuro dell’educazione matematica nelle celebrazioni del centenario dell’ICMI. 58
La pensée algébrique dans une perspective sémiotique 58
Framing the embodied mind approach within a multimodal paradigm 56
I problemi di costruzione geometrica con l’aiuto di Cabri 56
Symposium celebrating the Centennial of ICMI (International Commission on Mathematical Instruction) 56
Technology-based inquiry in geometry: semantic games through the lens of variation 56
Time(s) in Didactics of Mathematics. A Methodological Challenge 54
Totale 16.433
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Categoria #
all - tutte 32.402
article - articoli 0
book - libri 0
conference - conferenze 8.409
curatela - curatele 0
other - altro 0
patent - brevetti 0
selected - selezionate 0
volume - volumi 0
Totale 40.811
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Totale Lug Ago Sett Ott Nov Dic Gen Feb Mar Apr Mag Giu
2018/2019491 0 0 0 0 0 0 0 0 0 109 260 122
2019/20203.504 72 83 243 470 289 389 328 283 335 376 278 358
2020/20212.465 270 118 184 154 243 157 167 133 266 192 220 361
2021/20223.333 227 326 289 362 239 228 249 315 159 209 362 368
2022/20232.520 217 118 109 186 240 548 239 191 246 118 186 122
2023/20241.271 199 181 106 142 141 161 84 148 22 87 0 0
Totale 17.723