IRIS
MORSELLI, FRANCESCA
 Distribuzione geografica
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Continente #
EU - Europa 5.329
AS - Asia 876
NA - Nord America 605
SA - Sud America 67
AF - Africa 12
OC - Oceania 4
Totale 6.893
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Nazione #
IT - Italia 5.145
US - Stati Uniti d'America 568
SG - Singapore 305
CN - Cina 266
VN - Vietnam 146
FR - Francia 70
HK - Hong Kong 40
BD - Bangladesh 39
BR - Brasile 39
DE - Germania 25
JP - Giappone 17
CA - Canada 16
AR - Argentina 15
GB - Regno Unito 15
MX - Messico 12
TR - Turchia 12
IN - India 11
FI - Finlandia 10
NL - Olanda 10
ID - Indonesia 7
NO - Norvegia 7
IQ - Iraq 6
PH - Filippine 6
DK - Danimarca 5
IE - Irlanda 5
PK - Pakistan 5
AU - Australia 4
BE - Belgio 4
CH - Svizzera 4
CO - Colombia 4
PL - Polonia 4
TH - Thailandia 4
ZA - Sudafrica 4
AT - Austria 3
RU - Federazione Russa 3
SA - Arabia Saudita 3
SK - Slovacchia (Repubblica Slovacca) 3
TW - Taiwan 3
UA - Ucraina 3
AL - Albania 2
AZ - Azerbaigian 2
CL - Cile 2
CR - Costa Rica 2
EC - Ecuador 2
GR - Grecia 2
JM - Giamaica 2
KR - Corea 2
MA - Marocco 2
NI - Nicaragua 2
PT - Portogallo 2
SE - Svezia 2
VE - Venezuela 2
AE - Emirati Arabi Uniti 1
AO - Angola 1
BB - Barbados 1
BO - Bolivia 1
BY - Bielorussia 1
ES - Italia 1
GD - Grenada 1
HN - Honduras 1
HR - Croazia 1
KE - Kenya 1
KZ - Kazakistan 1
MG - Madagascar 1
NG - Nigeria 1
PE - Perù 1
RO - Romania 1
RS - Serbia 1
SC - Seychelles 1
TN - Tunisia 1
UY - Uruguay 1
Totale 6.893
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Città #
Genova 2.253
Genoa 1.637
Vado Ligure 546
Rapallo 528
San Jose 177
Singapore 134
Ashburn 63
Beijing 58
Ho Chi Minh City 54
Lauterbourg 51
Hong Kong 39
Hanoi 30
Santa Clara 30
St Louis 22
New York 20
Frankfurt am Main 19
Rome 19
Tokyo 15
Milan 13
Helsinki 10
Council Bluffs 9
Los Angeles 9
Mexico City 8
Tianjin 8
Bologna 7
Chicago 7
Haiphong 7
Basingstoke 6
Boardman 6
Hải Dương 6
Bordighera 5
City of London 5
Dublin 5
Izmir 5
Potenza 5
Stavanger 5
Brescia 4
Buffalo 4
College Station 4
Des Moines 4
Louisville 4
Lucca 4
Mobile 4
Orem 4
Phoenix 4
Phủ Lý 4
São Paulo 4
Vezzano sul Crostolo 4
Amsterdam 3
Atlanta 3
Baghdad 3
Biên Hòa 3
Bratislava 3
Buenos Aires 3
Da Nang 3
Dallas 3
Florence 3
Jacksonville 3
Karachi 3
Linz 3
Memphis 3
Modena 3
Nola 3
Perugia 3
Raleigh 3
Reggio Emilia 3
Sydney 3
Turin 3
Zgorzała 3
Zurich 3
Aarhus 2
Adapazarı 2
Anchorage 2
Baku 2
Bangkok 2
Bitetto 2
Bolzano 2
Borghetto di Vara 2
Bottrop 2
Brooklyn 2
Cardiff 2
Catania 2
Charlotte 2
Chennai 2
Columbus 2
Copenhagen 2
Corpus Christi 2
Cúcuta 2
Dafni 2
Dover 2
Edinburg 2
Fredericton 2
Guangzhou 2
Guarulhos 2
Guayaquil 2
Harrah 2
Harrison 2
Hillsboro 2
Istanbul 2
Jeddah 2
Totale 5.995
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Nome #
Proof and argumentation in mathematics education research 204
Promoting formative assessment in a connected classroom environment: design and implementation of digital resources 180
EduMath: una sperimentazione didattica di gioco di ruolo immersivo (Edu-larp) per l’apprendimento della matematica 174
Beliefs and beyond: hows and whys in the teaching of proof 172
Formative Assessment and Technology: Reflections Developed Through the Collaboration Between Teachers and Researchers. 161
ARGUMENTATION AND PROOF: A CONTRIBUTION TO THEORETICAL PERSPECTIVES AND THEIR CLASSROOM IMPLEMENTATION 158
Conceptions of proof – In research and in teaching 150
Using Habermas’ theory of rationality to gain insight into students’ understanding of algebraic language 149
“Every time I fell down (made a mistake), I could get up (correct)”: affective factors in formative assessment practices with classroom connected technologies 146
Emozioni e risoluzioni di problemi di matematica. Un’indagine sui futuri. insegnanti della scuola dell’infanzia e primaria 139
The Use of Polls to Enhance Formative Assessment Processes in Mathematics Classroom Discussions 134
Designing inclusive educational activities in mathematics: the case of algebraic proof 132
Teachers’ beliefs and the teaching of proof 132
Every unsuccessful solver is unsuccessful in his or her own way: affective and cognitive factors in proving 132
Designing with the Teaching for Robust Understanding framework: indicators for the activation and realization of formative assessment strategies 130
For whom the frog jumps: the case of a good problem solver 128
Crossing the borders between mathematical domains: a contribution to frame the choice of suitable tasks in teacher education 126
MAVI-15: Ongoing research on beliefs in mathematics education 126
The interplay of rationality and identity in a mathematical group work 126
Costruzione di esempi in analisi matematica da parte di studenti universitari. L'Insegnamento della Matematica e delle Scienze Integrate 121
To exist or not to exist: example generation in real analysis 121
Leading beliefs in the teaching of proof 120
How mathematics students perceive the transition from secondary to tertiary level with particular reference to proof 118
The use of digital technologies to enhance formative assessment processes 114
Teacher’s beliefs 109
Avvio alla dimostrazione come comportamento razionale: un’esperienza nella scuola secondaria di primo grado 109
PROVING AS A RATIONAL BEHAVIOUR: HABERMAS' CONSTRUCT OF RATIONALITY AS A COMPREHENSIVE FRAME FOR RESEARCH ON THE TEACHING AND LEARNING OF PROOF 107
Functions of explanations and dimensions of rationality : combining frameworks 105
The teacher's role in promoting students' rationality in the use of algebra as a thinking tool 104
Outdoor mathematics education: analisi di un caso di studio sviluppato nella scuola dell’infanzia norvegese e italiana 103
Enhancing formative assessment strategies in mathematics through classroom connected technology 102
La dimostrazione come specchio delle pratiche di insegnamento 97
Perspective on the use of the Habermas' construct in teacher education: task design for the cultural analysis of the content to be taught 95
Why Johnny fails the transition 94
Mathematical Games to Promote Students’ Affect and Motivation 91
Accessing knowledge through narrative context 90
Démarche d’investigation et explication au collège 89
Preuve et algèbre au collège: de la conception d’une séquence d’apprentissage à l’évolution du cadre théorique de référence 86
Linking theory and practice: prospective teachers creating fictional classroom discussions 86
Enhancing formative assessment in mathematical class discussion: a matter of feedback 84
Interaction of modalities in CABRI: A case study 82
Identity and rationality in group discussion: An exploratory study 81
Approaching algebraic proof at lower secondary school level: developing and testing an analytical toolkit 80
THE USE OF ALGEBRAIC LANGUAGE IN MATHEMATICAL MODELLING AND PROVING IN THE PERSPECTIVE OF HABERMAS' THEORY OF RATIONALITY 79
Il tirocinio universitario. Il modello di Scienze della formazione Primaria nell'Università di Genova 79
Un progetto a lungo termine per lo sviluppo delle competenze argomentative 77
Studying Student Teachers’ Voices and Their Beliefs and Attitudes 73
I DON’T UNDERSTAND THESE EXERCISES: STUDENTS INTERPRETING STORIES OF FAILURE 72
Johnny’s beliefs about proof 71
“Let’s play! Let’s try with numbers!”. Pre-service teachers affective pathways in problem solving. 71
Starflyer: An edu-larp project for ethic and math teaching and learning 68
Designing and analysing the role of digital resources in supporting formative assessment processes in the classroom: The helping worksheets 67
Identity and Rationality in Classroom Discussion: Developing and Testing an Analytical Toolkit 66
MATHS AVOIDANCE AND THE CHOICE OF UNIVERSITY 66
Implementazione della valutazione formativa in attività argomentative per lo sviluppo del pensiero algebrico. Indicatori e dove trovarli 66
Between past and future: stories of pre-service mathematics teachers’ professional development 65
The key-roles of the expert during classroom discussions aimed at fostering formative assessment processes through the use of digital technologies 61
From Anecdotal Exchange to Critical Dialogue in Kindergarten: A Case Study in Italy Based on Habermas’ Construct of Rational Behavior 58
TOWARDS A COMPREHENSIVE FRAME FOR THE USE OF ALGEBRAIC LANGUAGE IN MATHEMATICAL MODELLING AND PROVING 57
Conceptions of Proof – In Research and Teaching 55
University students generating examples in real analysis: Where is the definition? 55
School Experience During Pre-Service Teacher Education from the Students’ Perspective 55
USE OF EXAMPLES IN CONJECTURING AND PROVING: AN EXPLORATORY STUDY 55
Promuovere strategie di valutazione formativa in Matematica con le nuove tecnologie: l’esperienza del progetto FaSMEd. 50
“My mind is getting used to always find a better solution process”: Formative assessment and self-regulation in secondary school algebra 49
Esperienze di peer review nei corsi di didattica della matematica 48
WHAT ARE THE PRACTICES OF MATHEMATICS TEACHER EDUCATORS? 47
Expert design and implementation of effective classroom discussions for formative assessment. 46
Promoting formative assessment in mathematics teacher education: An experience of distance teaching 45
Introduction to the papers of TWG08: Affect and mathematical thinking 40
Proof in the Context of High School: A First Approach Through Discussion, with Occasions and Missed Opportunities 37
Looking back for understanding: formative assessment strategies and inclusive activities for conjecturing and proving. 34
Exploring the impact of distance teaching on mathematics educational values in Hong Kong: a study of in-service teachers’ perspectives 31
Tra passato e futuro: storie di futuri insegnanti di matematica di scuola primaria 28
Interdisciplinary task design for pre-service teacher education: learning potentials at the boundary between mathematics and physics 23
Promuovere la professionalita’ dell’insegnante (di matematica) tra corsi e tirocinio. 22
Teachers' beliefs about assessment: A study in Italy and Portugal 19
HABERMAS’ CONSTRUCT OF RATIONALITY TO BRING OUT MATHEMATICS AND PHYSICS DISCIPLINARY IDENTITIES 17
Totale 7.039
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Categoria #
all - tutte 25.102
article - articoli 5.894
book - libri 0
conference - conferenze 10.263
curatela - curatele 783
other - altro 0
patent - brevetti 0
selected - selezionate 0
volume - volumi 8.162
Totale 50.204
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Totale Lug Ago Sett Ott Nov Dic Gen Feb Mar Apr Mag Giu
2021/2022634 15 36 15 51 13 52 21 159 35 73 75 89
2022/2023668 67 48 9 47 77 111 16 49 106 13 115 10
2023/2024402 35 48 24 55 33 58 19 8 12 30 34 46
2024/20251.196 12 106 47 67 207 144 125 133 76 68 99 112
2025/20262.219 172 68 89 148 323 216 341 128 155 242 170 167
2026/2027190 190 0 0 0 0 0 0 0 0 0 0 0
Totale 7.039