ARZARELLO, Ferdinando
 Distribuzione geografica
Continente #
EU - Europa 8057
NA - Nord America 5514
AS - Asia 1056
OC - Oceania 179
SA - Sud America 127
AF - Africa 32
Continente sconosciuto - Info sul continente non disponibili 6
Totale 14971
Nazione #
US - Stati Uniti d'America 5415
IT - Italia 3437
DK - Danimarca 1462
DE - Germania 494
SE - Svezia 492
IE - Irlanda 421
CN - Cina 402
FR - Francia 371
UA - Ucraina 352
GB - Regno Unito 230
FI - Finlandia 225
KR - Corea 198
AU - Australia 173
PL - Polonia 119
GR - Grecia 99
VN - Vietnam 90
TR - Turchia 85
CA - Canada 70
IL - Israele 70
NO - Norvegia 65
CH - Svizzera 62
AT - Austria 46
BR - Brasile 39
IN - India 35
ID - Indonesia 31
PH - Filippine 31
BE - Belgio 29
NL - Olanda 29
RU - Federazione Russa 29
CO - Colombia 28
ES - Italia 26
MX - Messico 25
CL - Cile 24
PT - Portogallo 23
JP - Giappone 20
MY - Malesia 20
ZA - Sudafrica 19
HK - Hong Kong 18
PE - Perù 16
RO - Romania 15
AR - Argentina 13
TW - Taiwan 13
SA - Arabia Saudita 11
TH - Thailandia 10
NZ - Nuova Zelanda 6
BG - Bulgaria 5
CZ - Repubblica Ceca 5
IR - Iran 5
SI - Slovenia 5
EU - Europa 4
LB - Libano 4
SM - San Marino 4
CR - Costa Rica 3
EC - Ecuador 3
HR - Croazia 3
PK - Pakistan 3
CY - Cipro 2
EG - Egitto 2
IS - Islanda 2
KH - Cambogia 2
NE - Niger 2
TZ - Tanzania 2
UY - Uruguay 2
VE - Venezuela 2
XK - ???statistics.table.value.countryCode.XK??? 2
AD - Andorra 1
AM - Armenia 1
BW - Botswana 1
EE - Estonia 1
GN - Guinea 1
HU - Ungheria 1
IQ - Iraq 1
KE - Kenya 1
KZ - Kazakistan 1
LU - Lussemburgo 1
MA - Marocco 1
MD - Moldavia 1
MO - Macao, regione amministrativa speciale della Cina 1
NA - Namibia 1
NP - Nepal 1
RS - Serbia 1
SG - Singapore 1
SK - Slovacchia (Repubblica Slovacca) 1
TN - Tunisia 1
TT - Trinidad e Tobago 1
ZM - Zambia 1
Totale 14971
Città #
Ann Arbor 1687
Chandler 450
Dublin 418
Houston 334
Wilmington 330
Beijing 300
Torino 242
Fairfield 225
Jacksonville 220
Redwood City 158
Princeton 130
Dearborn 120
Pisa 118
Medford 116
Villeurbanne 116
Ashburn 111
Milan 108
Woodbridge 107
Munich 105
Warsaw 105
Nyköping 78
Rome 71
Boston 69
Seattle 68
Dong Ket 65
Cambridge 64
Turin 59
Dallas 51
Vienna 37
Vigliano Biellese 37
Boardman 36
Verona 36
Athens 34
Palermo 30
Bologna 27
Como 26
Bari 24
Padova 24
Mountain View 21
Montréal 20
Santiago 20
Brussels 19
Bottanuco 18
Frattamaggiore 18
Napoli 18
Salerno 18
Pavia 17
Ankara 16
Florence 16
Norwalk 16
Naples 15
Trento 15
Düsseldorf 14
Istanbul 14
Lima 14
Caserta 13
Catania 13
Grafing 13
Modena 13
Nanjing 13
Toronto 13
Brescia 12
Cellio 12
Seoul 12
Bremen 11
Lachine 11
Moncalieri 11
Phoenix 11
San Giuliano 11
Sydney 11
Tsukuba 11
Bristol 10
Genova 10
Rio De Janeiro 10
San Diego 10
Aci Sant'antonio 9
Albenga 9
Brindisi 9
Central District 9
Collegno 9
Fremont 9
Hefei 9
Kragerø 9
Mexico 9
Osimo 9
Perugia 9
Pescara 9
Alessandria 8
Bergamo 8
Bogotá 8
Changsha 8
Ferrara 8
Foggia 8
Fribourg 8
Karlsruhe 8
Reggio Nell'emilia 8
Saluzzo 8
San Mateo 8
Saratov 8
Taipei 8
Totale 7068
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. 823
Le attività MERLO nell'insegnamento e nell'apprendimento della matematica 464
Matematica 2003. La matematica per il cittadino. Attività didattiche e prove di verifica per un nuovo curricolo di Matematica. Ciclo secondario 428
MEANING EQUIVALENCE: A METHODOLOGICAL TOOL FOR ASSESSING DEEP UNDERSTANDING 427
The Meta-didactical transposition: A model for analysing teacher education programs 423
MOOC: repository di strategie e metodologie didattiche in Matematica 392
MERLO: A New Tool and a New Challenge in Mathematics Teaching and Learning 368
MERLO: Meaning Equivalence Reusable Learning Object 356
Practices of Italian teachers with the derivative concept: a problematic meeting between Algebra and Analysis in secondary school. 297
The Multimodal Material Mind: Embodiment in Mathematics Education 295
Embodiment e multimodalità nell'apprendimento della matematica 289
The mathematical work with the derivative of a function: teachers’ practices with the idea of “generic” 288
READING MATHEMATICS REPRESENTATIONS: AN EYE-TRACKING STUDY 277
The impact of PISA studies on the Italian national assessment system 265
Growth point and gestures: looking inside mathematical meanings 263
Learning with touchscreen devices: game strategies to improve geometric thinking 256
Emma Castelnuovo e la ricerca in didattica della matematica in Italia: alcune riflessioni 250
MOOC for mathematics teacher training: design principles and assessment 240
Meta-didactical transposition: A theoretical model for teacher education programs 234
Teaching and Assessing with New Methodological Tools (MERLO): a New Paradigm? 232
Game approach with the use of technology: a possible way to enhance mathematical thinking 231
Introduction to the approach of action, production, and Communication (APC) 230
Ways of manifulation touchscreen in one geometrical dynamic software 224
Dragging in Cabri and modalities of transition from conjectures to proofs in geometry 222
Analyzing MOOCs in terms of their potential for teacher collaboration: the Italian experience. 217
The planimeter as a real and virtual instrument that mediates the introdunction of area 201
The first century of the International Commission on Mathematical Instruction (1908-2008). Reflecting and shaping the world of mathematics education 198
Approaching functions through motion experiments 186
Moving from dragging to touchscreen: geometrical learning with geometric dynamic software 186
A tool for analysing multimodal behaviours in the mathematics classroom 177
Matematica: non è solo questione di testa. Strumenti per osservare i processi di apprendimento in classe 173
Mathematical modelling with technology: the role of dynamic representations 146
Gestures as semiotic resources in the mathematics classroom 145
Shaping a multi-dimensional analysis of signs 126
A method for quantifying focused versus overview behavior in AOI sequences 125
How students read mathematical representations: An eye tracking study 123
The development of a semiotic framework to analyze teaching and learning processes: Examples in pre- and post-algebraic contexts 119
Translating practices for reflecting on ourselves: Lesson Study 118
Approaching algebra through motion experiences 117
Gesture and the construction of mathematical meaning 114
Semiosis as a Multimodal Process 111
From Body Motion to Algebra through Graphing 111
Dalle congetture alle dimostrazioni. Una possibile continuità cognitiva 111
Approaching functions through motion experiments 108
Approaching Proof in the Classroom Through the Logic of Inquiry 105
Multimodality in multi-representational environments 105
A cognitive analysis of dragging practises in Cabri environments 98
Will Penelope choose another bridegroom? Looking for an answer through signs 96
Eye tracking and didactics of mathematics: a possible wedding? 95
Abduction and conjecturing in mathematics 94
La matematica nei licei matematici 94
The teacher’s activity under a phenomenological lens 93
MOOC as a resource for teachers’ collaboration in educational program 93
MOOCs for Mathematics Teacher Education to Foster Professional Development: Design Principles and Assessment 91
Networking of theories in mathematics education (Research Forum) 88
Analytic-Structural Functions of Gestures in Mathematical Argumentation Processes 87
The ostensive dimension through the lenses of two didactic approaches 85
Reading mathematical texts: a question of time 82
Un inedito di Peano sulla sua celebre curva. Le radici logico-aritmetiche di un oggetto geometrico 79
Semiotic and theoretic control within and across conceptual frames 79
The transition to formal proof in geometry 78
Comparing, combining, coordinating-networking strategies for connecting theoretical approaches 78
Acting is learning: focus on the construction of mathematical concepts 76
Sketching primary school teachers’ profiles 72
Mente matematica, cervello biologico e nuove tecnologie 71
Analyzing Teachers’ Work with Resources: Methodological Issues 71
A model for analizing algebraic thinking 69
m@t.abel. Matematica per gli studenti alla soglia del terzo millennio 69
The genesis of signs by gestures. The case of Gustavo 68
Matematica 2004. La matematica per il cittadino. Attività didattiche e prove di verifica per un nuovo curricolo di Matematica (Quinta classe del ciclo secondario) 67
Meta-cognitive unity in indirect proofs. 67
Semiotic and theoretic control in argumentation and proof activities 67
The proof in the 20th century: from Hilbert to authomatic theorem proving 66
ICMI Renaissance: the emergence of new issues in mathematics education 66
Learning within MOOCs for mathematics teacher education 64
Theories and empirical researches: towards a common framework 63
La Matematica per il Cittadino 62
Complementary Networking: enriching understanding 62
Riflessioni su variabili e funzioni 60
Disclosure of mathematical relationships with a digital tool: a three layer-model of meaning 60
Curricolar innovation: an example of a learning environment integrated with technology 59
The epistemological gap - A case study on networking of APC and IDS 59
Centenario della Commissione Internazionale dell'insegnamento matematico 58
Logical and semiotic levels in argumentation 58
Matematica 2001. Materiali per un nuovo curricolo di matematica con suggerimenti per attività e prove di verifica (scuola elementare e media)) 56
I problemi di costruzione geometrica con l’aiuto di Cabri 56
Framing the embodied mind approach within a multimodal paradigm 55
Gesture and body-tactile experience in the learning of mathematical concepts 55
Dalla geometria di Euclide alla geometria dell'universo. Geometria su sfera, cilindro, cono, pseudosfera 55
Experimental approaches to theoretical thinking the mathematics classroom: artefacts and proofs 55
Didactical consequences of semantically meaningful mathematical gestures 54
Semiotic Games: the role of the teacher. 52
Passato, presente e futuro dell’educazione matematica nelle celebrazioni del centenario dell’ICMI. 51
Symposium celebrating the Centennial of ICMI (International Commission on Mathematical Instruction) 50
Learning with the logic of inquiry: game-activities inside Dynamic Geometry Environments 49
Technology-based inquiry in geometry: semantic games through the lens of variation 48
Time(s) in Didactics of Mathematics. A Methodological Challenge 47
Matematica 47
La pensée algébrique dans une perspective sémiotique 47
New mathematical standards for the school from 5 through 18 years 46
Totale 14563
Categoria #
all - tutte 20377
article - articoli 0
book - libri 0
conference - conferenze 5433
curatela - curatele 0
other - altro 0
patent - brevetti 0
selected - selezionate 0
volume - volumi 0
Totale 25810


Totale Lug Ago Sett Ott Nov Dic Gen Feb Mar Apr Mag Giu
2017/20181072 0000 00 0334 3902147262
2018/20191466 707314296 59128 150147 110109260122
2019/20203504 7283243470 289389 328283 335376278358
2020/20212465 270118184154 243157 167133 266192220361
2021/20223333 227326289362 239228 249315 159209362368
2022/20231689 217118109186 240548 26011 0000
Totale 15621