| Nome |
# |
|
Progettare attività didattiche inclusive: un esempio di percorso sulle frazioni, file e0d6c92e-aedc-fcf8-e053-d805fe0aa794
|
1.768
|
|
Topic Study Group No. 1: Early Childhood Mathematics Education (Up to Age 7), file e0d6c92a-50bc-fcf8-e053-d805fe0aa794
|
508
|
|
Apprendimento della geometria e abilità visuo-spaziali: un possibile quadro teorico e un’esperienza didattica (prima parte), file e0d6c929-5670-fcf8-e053-d805fe0aa794
|
363
|
|
Matematica, la scienza esatta è un retaggio del passato, file e0d6c92f-5715-fcf8-e053-d805fe0aa794
|
219
|
|
Apprendimento della geometria e abilità visuo-spaziali: un possibile quadro teorico e un’esperienza didattica (seconda parte), file e0d6c92a-012c-fcf8-e053-d805fe0aa794
|
193
|
|
Whole number thinking, learning and development: neuro-cognitive, cognitive and developmental approaches, file e0d6c92b-356a-fcf8-e053-d805fe0aa794
|
170
|
|
Maintaining dragging in a dynamic geometry environment: the interplay between a psychological model and task design, file cd84254c-00de-4340-bf47-34863101a19d
|
151
|
|
Detecting strengths and weaknesses in learning mathematics through a model classifying mathematical skills, file e0d6c930-391b-fcf8-e053-d805fe0aa794
|
135
|
|
Conjecturing and Proving in Dynamic Geometry: the Elaboration of Some Research Hypotheses, file e0d6c928-9f53-fcf8-e053-d805fe0aa794
|
109
|
|
Elementary school teachers' implementation of dynamic geometry using model lesson videos, file e0d6c92a-94d8-fcf8-e053-d805fe0aa794
|
105
|
|
Forms of generalization in students experiencing mathematical learning difficulties, file e0d6c928-9314-fcf8-e053-d805fe0aa794
|
96
|
|
Identificare profili di apprendimento matematico di bambini tra 6 e 12 anni: la standardizzazione italiana della batteria MathPro, file e0d6c92f-32fe-fcf8-e053-d805fe0aa794
|
94
|
|
Conjecturing in Dynamic Geometry: A Model for Conjecture-generation through Maintaining Dragging, file e0d6c928-8df7-fcf8-e053-d805fe0aa794
|
77
|
|
Geometry in early years: sowing seeds for a mathematical definition of squares and rectangles, file e0d6c930-4ca5-fcf8-e053-d805fe0aa794
|
76
|
|
Abduction in Generating Conjectures in dynamic Geometry through Maintaining Dragging, file e0d6c928-9da8-fcf8-e053-d805fe0aa794
|
75
|
|
Creating constructive interference between the 4th Industrial Revolution (+ COVID 19) and the teaching and learning of mathematics, file e0d6c932-232f-fcf8-e053-d805fe0aa794
|
64
|
|
Discernment of invariants in dynamic geometry environments, file e0d6c92c-9b86-fcf8-e053-d805fe0aa794
|
62
|
|
Mathematical learning difficulties subtypes classification, file e0d6c92c-836c-fcf8-e053-d805fe0aa794
|
58
|
|
Dragging, instrumented abduction and evidence in processes of conjecture generation in a DGE, file e0d6c930-005c-fcf8-e053-d805fe0aa794
|
58
|
|
La discalculia: riflessioni intorno al tema, file a2075c57-33a9-4835-94b8-d5f18e8d22d7
|
55
|
|
Digital technologies in the early primary school classroom, file e0d6c92c-77e4-fcf8-e053-d805fe0aa794
|
52
|
|
Elementary Mathematics from a Higher Standpoint. Volume III: precision mathematics and approximation mathematics, file e0d6c928-94a6-fcf8-e053-d805fe0aa794
|
49
|
|
From pseudo objects in dynamic explorations to proof by contradiction, file e0d6c930-3a67-fcf8-e053-d805fe0aa794
|
47
|
|
La quantità del nulla, file e0d6c929-c19f-fcf8-e053-d805fe0aa794
|
44
|
|
Shifts from teaching mathematics with technology to teaching mathematics through technology: a focus on mathematical discussion, file e0d6c932-4a3f-fcf8-e053-d805fe0aa794
|
43
|
|
Analisi delle Potenzialità di Applicazioni Multi-Touch per la Costruzione del Significato di Numero Naturale, file e0d6c928-942c-fcf8-e053-d805fe0aa794
|
42
|
|
From experiences in a dynamic environment to written narratives on functions, file e0d6c92d-51fd-fcf8-e053-d805fe0aa794
|
42
|
|
Elementary Mathematics from a Higher Standpoint. Volume III: precision mathematics and approximation mathematics, file 817babe6-0770-4d52-be08-6d73e76e810f
|
41
|
|
Using pivot signs to reach an inclusive definition of squares and rectangles, file e0d6c928-9a26-fcf8-e053-d805fe0aa794
|
41
|
|
Reasoning by Contradiction in Dynamic Geometry, file e0d6c928-a1d4-fcf8-e053-d805fe0aa794
|
41
|
|
Eliciting preschoolers’ number abilities using open, multi-touch environments, file e0d6c92e-75c2-fcf8-e053-d805fe0aa794
|
37
|
|
Measuring Rice in Early-Childhood Education Activities: A Bridge Across Discrete and Continuous Magnitudes, file e0d6c92e-afa0-fcf8-e053-d805fe0aa794
|
33
|
|
What schemes do preschoolers’ develop when using multi-touch applications to foster number sense (and why)?, file e0d6c92c-9130-fcf8-e053-d805fe0aa794
|
32
|
|
Survey on Early Childhood Mathematics Education at ICME-14, file e0d6c931-13d9-fcf8-e053-d805fe0aa794
|
32
|
|
Trattamento dello zero nel progetto PerContare, file e0d6c928-a0c8-fcf8-e053-d805fe0aa794
|
25
|
|
From synthetic geometry to dynamic geometry and back: the case of circular inversion, file a8b81ea9-65b0-4973-95d0-e6d2f1a92e15
|
24
|
|
Buone pratiche didattiche per prevenire falsi positivi nelle diagnosi di discalculia: Il progetto PerContare, file e0d6c928-6e6d-fcf8-e053-d805fe0aa794
|
22
|
|
Meaning making through comparison of multiplication algorithms: an example of task design in the cultural transposition of lesson study, file e0d6c931-181f-fcf8-e053-d805fe0aa794
|
21
|
|
Strane storie matematiche: «22 : 5 = 4 r 2» Ma siamo proprio sicuri che si scriva così?, file e0d6c932-37b7-fcf8-e053-d805fe0aa794
|
21
|
|
How I stumbled upon a new (to me) construction of the inverse of a point, file e0d6c92b-5c40-fcf8-e053-d805fe0aa794
|
20
|
|
Coming to see fractions on the numberline, file e0d6c928-9ac6-fcf8-e053-d805fe0aa794
|
19
|
|
Introduction to the work of TWG24: Representations in mathematics teaching and learning, file e0d6c92f-4a8c-fcf8-e053-d805fe0aa794
|
18
|
|
Il trascinamento di mantenimento nella formulazione di congetture in ambienti di geometria dinamica, file e0d6c928-a051-fcf8-e053-d805fe0aa794
|
17
|
|
Capturing ‘time’: characteristics of students’ written discourse on dynagraphs, file e0d6c92f-4a8a-fcf8-e053-d805fe0aa794
|
17
|
|
Multi-Touch Technology and Preschoolers’ Development of Number-Sense, file e0d6c930-368a-fcf8-e053-d805fe0aa794
|
17
|
|
Preventing low achievement in arithmetic through the didactical materials of the PerContare project, file e0d6c928-a46d-fcf8-e053-d805fe0aa794
|
16
|
|
Judging "as much as" before formal instruction to measure, file e0d6c928-9c77-fcf8-e053-d805fe0aa794
|
14
|
|
Developing an analytical tool of the processes of justificational mediation, file e0d6c92f-4303-fcf8-e053-d805fe0aa794
|
14
|
|
Pratiche didattiche del progetto PerContare per prevenire difficoltà (gravi) di apprendimento in aritmetica, file e0d6c931-cbe7-fcf8-e053-d805fe0aa794
|
14
|
|
Visuo-spatial abilities and geometry: a first proposal of a theoretical framework for interpreting processes of visualization, file e0d6c92b-e522-fcf8-e053-d805fe0aa794
|
13
|
|
Disturbi specifici dell'apprendimento: verso una didattica per diversi profili di apprendimento in matematica, file e0d6c92e-1914-fcf8-e053-d805fe0aa794
|
12
|
|
Panel on special needs in research and instruction in whole number arithmetic, file e0d6c92b-1c77-fcf8-e053-d805fe0aa794
|
11
|
|
To tell a story, you need a protagonist: how dynamic interactive mediators can fulfil this role and foster explorative participation to mathematical discourse, file e0d6c930-5565-fcf8-e053-d805fe0aa794
|
11
|
|
Preventing learning difficulties in arithmetic: the approach of the PerContare project, file e0d6c92c-8d30-fcf8-e053-d805fe0aa794
|
10
|
|
Introduction to the papers of TWG24: Representations in mathematics teaching and learning, file e0d6c92d-ac5b-fcf8-e053-d805fe0aa794
|
10
|
|
How might multi-touch technology be a powerful aid for preschoolers’ development of numerical abilities?, file e0d6c928-a00c-fcf8-e053-d805fe0aa794
|
9
|
|
Teachers’ perspectives on the intertwining of tangible and digital modes of activity with a drawing robot for geometry, file e0d6c92f-b837-fcf8-e053-d805fe0aa794
|
9
|
|
Short report The DeDiMa battery: a tool for identifying students’ mathematical learning profiles, file e0d6c930-c075-fcf8-e053-d805fe0aa794
|
9
|
|
ERME column, file e0d6c931-d5ef-fcf8-e053-d805fe0aa794
|
9
|
|
You see (only) what you predict: the power of geometric prediction, file e0d6c92a-94da-fcf8-e053-d805fe0aa794
|
8
|
|
Enhancing the Skill of Geometric Prediction Using Dynamic Geometry, file e0d6c931-1441-fcf8-e053-d805fe0aa794
|
8
|
|
On different strategies to solve problems involving algebraic expressions, file e0d6c931-3b56-fcf8-e053-d805fe0aa794
|
8
|
|
Beyond performance results: analyzing the informational and developmental potentials of standardized mathematics tests, file e0d6c92c-3082-fcf8-e053-d805fe0aa794
|
7
|
|
Multi-Touch Technology and Preschoolers’ Development of Number-Sense, file e0d6c928-8ac6-fcf8-e053-d805fe0aa794
|
6
|
|
Designing Non-constructability Tasks in a Dynamic Geometry Environment, file e0d6c92c-5cef-fcf8-e053-d805fe0aa794
|
6
|
|
The processes of justificational mediation - developing an analytical model, file e0d6c92e-f58e-fcf8-e053-d805fe0aa794
|
6
|
|
Coding and Mathematical language: an educational perspective in STEM scenarios, file e0d6c930-ffe7-fcf8-e053-d805fe0aa794
|
6
|
|
Juggling reference frames in the microworld Mak-Trace: the case of a student with MLD., file e0d6c928-9fc5-fcf8-e053-d805fe0aa794
|
5
|
|
Intercultural dialogue and the geography and history of thought, file e0d6c928-a04d-fcf8-e053-d805fe0aa794
|
5
|
|
Imparare i numeri toccando e contando: risultati di un progetto "Attivamente" per la scuola dell'infanzia, file e0d6c92a-2068-fcf8-e053-d805fe0aa794
|
5
|
|
Intercultural dialogue and the geography and history of thought, file e0d6c92c-77ea-fcf8-e053-d805fe0aa794
|
5
|
|
Maintaining dragging in a dynamic geometry environment: the interplay between a psychological model and task design, file e0d6c92d-5958-fcf8-e053-d805fe0aa794
|
5
|
|
Dragging, instrumented abduction and evidence in processes of conjecture generation in a DGE, file e0d6c92d-9fe9-fcf8-e053-d805fe0aa794
|
5
|
|
Strane storie matematiche. Studio di difficoltà in matematica: il fenomeno di resistenza all’intervento e un modo per far affiorare misconcezioni sui numeri razionali - Parte 1, file e0d6c92f-a0d8-fcf8-e053-d805fe0aa794
|
5
|
|
Matematica senza paura, file e0d6c928-94a4-fcf8-e053-d805fe0aa794
|
4
|
|
Un Percorso di Potenziamento in Matematica per Studenti del Biennio Superiore, file e0d6c928-9626-fcf8-e053-d805fe0aa794
|
4
|
|
Changing the curriculum script: teaching line symmetry in a digital environment, file e0d6c929-c290-fcf8-e053-d805fe0aa794
|
4
|
|
Didattica della matematica, file e0d6c929-ea01-fcf8-e053-d805fe0aa794
|
4
|
|
Didattica della matematica inclusiva. Un percorso di ricerca-azione per la scuola secondaria di primo grado, file a5bda2ae-a50b-44a1-a8ad-d989d931f745
|
3
|
|
Geometry in early years: sowing seeds for a mathematical definition of squares and rectangles, file e0d6c928-7395-fcf8-e053-d805fe0aa794
|
3
|
|
Aritmetica in pratica : strumenti e strategie dalla tradizione cinese per l'inizio della scuola primaria, file e0d6c928-8deb-fcf8-e053-d805fe0aa794
|
3
|
|
Gestire gli studenti con DSA in classe uso delle mani e della linea dei numeri nel progetto PerContare, file e0d6c928-9b47-fcf8-e053-d805fe0aa794
|
3
|
|
Il progetto di potenziamento “IMPARARE la MATEMATICA nel biennio delle superiori”, file e0d6c928-a00e-fcf8-e053-d805fe0aa794
|
3
|
|
Gestire gli studenti con DSA in classe. Alcuni elementi di un quadro comune, file e0d6c928-a7d3-fcf8-e053-d805fe0aa794
|
3
|
|
Preventing learning difficulties in arithmetic: the approach of the PerContare project, file e0d6c929-e9b6-fcf8-e053-d805fe0aa794
|
3
|
|
Digital technologies in the early primary school classroom, file e0d6c92b-546a-fcf8-e053-d805fe0aa794
|
3
|
|
Developing geometrical exploration skills through dynamic geometry, file e0d6c92b-dff8-fcf8-e053-d805fe0aa794
|
3
|
|
Dalle ricerche in didattica della matematica alla pratica in classe: le diverse interpretazioni delle produzioni degli studenti come strumento per l’insegnante, file e0d6c92b-f326-fcf8-e053-d805fe0aa794
|
3
|
|
Review of the book: The Mathematics Teacher in the Digital Era - second edition, file 32ce4c32-46a7-4aae-b281-e68185f91666
|
2
|
|
Intermittent hypoxia treatments cause cellular priming in human microglia, file 534b1bbd-cad3-451c-9f4a-760354130264
|
2
|
|
Gioele's attempt to incorporate the "solve it" ritual in his meaningful discourse on equations, file 6d69d20a-c246-46fa-bf54-2697bc0a9007
|
2
|
|
Digital Technologies in Designing Mathematics Education Tasks - Potential and pitfalls, file e0d6c928-7388-fcf8-e053-d805fe0aa794
|
2
|
|
How I stumbled upon a new (to me) construction of the inverse of a point, file e0d6c928-738d-fcf8-e053-d805fe0aa794
|
2
|
|
Discernment of invariants in dynamic geometry environments, file e0d6c928-739b-fcf8-e053-d805fe0aa794
|
2
|
|
Interazioni con la Tecnologia per Sviluppare il Senso del Numero/Interacting with technology to develop number sense, file e0d6c928-8df2-fcf8-e053-d805fe0aa794
|
2
|
|
MultiMath : secondo biennio e quinto anno ; risorse BES per l'insegnante, file e0d6c928-8df4-fcf8-e053-d805fe0aa794
|
2
|
|
From conjecture generation by maintaining dragging to proof, file e0d6c928-8e61-fcf8-e053-d805fe0aa794
|
2
|
|
Problemi di costruibilità in geometria dinamica, file e0d6c928-92b1-fcf8-e053-d805fe0aa794
|
2
|
|
Possibili effetti dell'apprendimento in geometria mediato da un software di geometria dinamica nella scuola secondaria di primo grado. Risultati del progetto "Muoviamo le proprietà geometriche", file e0d6c928-9312-fcf8-e053-d805fe0aa794
|
2
|
|
MultiMath : primo biennio : risose BES per l'insegnante, file e0d6c928-949e-fcf8-e053-d805fe0aa794
|
2
|
| Totale |
5.554 |