IRIS
MORSELLI, FRANCESCA
 Distribuzione geografica
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Continente #
EU - Europa 5.202
AS - Asia 790
NA - Nord America 264
SA - Sud America 64
AF - Africa 11
OC - Oceania 2
Totale 6.333
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Nazione #
IT - Italia 5.031
SG - Singapore 297
US - Stati Uniti d'America 247
CN - Cina 239
VN - Vietnam 146
FR - Francia 70
BR - Brasile 38
HK - Hong Kong 36
DE - Germania 25
JP - Giappone 16
AR - Argentina 15
GB - Regno Unito 13
IN - India 11
FI - Finlandia 10
MX - Messico 9
NL - Olanda 7
NO - Norvegia 7
TR - Turchia 7
IQ - Iraq 6
BD - Bangladesh 5
CA - Canada 5
DK - Danimarca 5
ID - Indonesia 5
IE - Irlanda 5
PH - Filippine 5
BE - Belgio 4
ZA - Sudafrica 4
AT - Austria 3
PK - Pakistan 3
RU - Federazione Russa 3
SA - Arabia Saudita 3
TH - Thailandia 3
TW - Taiwan 3
UA - Ucraina 3
AL - Albania 2
AU - Australia 2
AZ - Azerbaigian 2
CH - Svizzera 2
CL - Cile 2
CO - Colombia 2
EC - Ecuador 2
KR - Corea 2
MA - Marocco 2
PT - Portogallo 2
SE - Svezia 2
SK - Slovacchia (Repubblica Slovacca) 2
VE - Venezuela 2
AO - Angola 1
BO - Bolivia 1
BY - Bielorussia 1
CR - Costa Rica 1
ES - Italia 1
HR - Croazia 1
JM - Giamaica 1
KE - Kenya 1
KZ - Kazakistan 1
MG - Madagascar 1
NG - Nigeria 1
NI - Nicaragua 1
PE - Perù 1
PL - Polonia 1
RO - Romania 1
RS - Serbia 1
TN - Tunisia 1
UY - Uruguay 1
Totale 6.333
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Città #
Genova 2.253
Genoa 1.611
Vado Ligure 546
Rapallo 528
Singapore 127
San Jose 97
Ho Chi Minh City 54
Lauterbourg 51
Hong Kong 36
Beijing 35
Hanoi 30
Ashburn 22
Santa Clara 20
St Louis 20
Frankfurt am Main 19
Tokyo 15
New York 13
Milan 11
Helsinki 10
Rome 10
Council Bluffs 8
Tianjin 8
Haiphong 7
Basingstoke 6
Hải Dương 6
Bologna 5
Bordighera 5
City of London 5
Dublin 5
Mexico City 5
Stavanger 5
College Station 4
Des Moines 4
Lucca 4
Orem 4
Phủ Lý 4
São Paulo 4
Vezzano sul Crostolo 4
Amsterdam 3
Baghdad 3
Biên Hòa 3
Buenos Aires 3
Chicago 3
Da Nang 3
Izmir 3
Linz 3
Los Angeles 3
Perugia 3
Reggio Emilia 3
Aarhus 2
Baku 2
Bitetto 2
Boardman 2
Bolzano 2
Borghetto di Vara 2
Bottrop 2
Bratislava 2
Brescia 2
Cardiff 2
Catania 2
Chennai 2
Copenhagen 2
Cúcuta 2
Dallas 2
Guangzhou 2
Guarulhos 2
Guayaquil 2
Jeddah 2
Johannesburg 2
Marcianise 2
Modena 2
Montesilvano Marina 2
Münster 2
Naples 2
Oslo 2
Padua 2
Suzhou 2
Turin 2
Vertova 2
Xiamen 2
Zurich 2
Alta Gracia 1
Ancol 1
Angeles City 1
Ankara 1
Antananarivo 1
Araçatuba 1
Astana 1
Athens 1
Bang Phli 1
Bangkok 1
Belgrade 1
Belo Horizonte 1
Bengaluru 1
Bloemfontein 1
Burnaby 1
Bursa 1
Bắc Ninh 1
Bến Tre 1
Can Tho 1
Totale 5.717
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Nome #
Proof and argumentation in mathematics education research 194
Promoting formative assessment in a connected classroom environment: design and implementation of digital resources 172
Beliefs and beyond: hows and whys in the teaching of proof 165
Formative Assessment and Technology: Reflections Developed Through the Collaboration Between Teachers and Researchers. 152
Conceptions of proof – In research and in teaching 148
EduMath: una sperimentazione didattica di gioco di ruolo immersivo (Edu-larp) per l’apprendimento della matematica 140
“Every time I fell down (made a mistake), I could get up (correct)”: affective factors in formative assessment practices with classroom connected technologies 138
Using Habermas’ theory of rationality to gain insight into students’ understanding of algebraic language 136
Emozioni e risoluzioni di problemi di matematica. Un’indagine sui futuri. insegnanti della scuola dell’infanzia e primaria 129
The Use of Polls to Enhance Formative Assessment Processes in Mathematics Classroom Discussions 127
Teachers’ beliefs and the teaching of proof 126
For whom the frog jumps: the case of a good problem solver 126
Every unsuccessful solver is unsuccessful in his or her own way: affective and cognitive factors in proving 123
Designing inclusive educational activities in mathematics: the case of algebraic proof 122
The interplay of rationality and identity in a mathematical group work 120
Designing with the Teaching for Robust Understanding framework: indicators for the activation and realization of formative assessment strategies 119
MAVI-15: Ongoing research on beliefs in mathematics education 119
Leading beliefs in the teaching of proof 118
ARGUMENTATION AND PROOF: A CONTRIBUTION TO THEORETICAL PERSPECTIVES AND THEIR CLASSROOM IMPLEMENTATION 118
Costruzione di esempi in analisi matematica da parte di studenti universitari. L'Insegnamento della Matematica e delle Scienze Integrate 116
Crossing the borders between mathematical domains: a contribution to frame the choice of suitable tasks in teacher education 116
To exist or not to exist: example generation in real analysis 116
How mathematics students perceive the transition from secondary to tertiary level with particular reference to proof 113
The use of digital technologies to enhance formative assessment processes 110
Teacher’s beliefs 105
Avvio alla dimostrazione come comportamento razionale: un’esperienza nella scuola secondaria di primo grado 102
Functions of explanations and dimensions of rationality : combining frameworks 99
The teacher's role in promoting students' rationality in the use of algebra as a thinking tool 98
PROVING AS A RATIONAL BEHAVIOUR: HABERMAS' CONSTRUCT OF RATIONALITY AS A COMPREHENSIVE FRAME FOR RESEARCH ON THE TEACHING AND LEARNING OF PROOF 98
Enhancing formative assessment strategies in mathematics through classroom connected technology 95
La dimostrazione come specchio delle pratiche di insegnamento 90
Perspective on the use of the Habermas' construct in teacher education: task design for the cultural analysis of the content to be taught 90
Why Johnny fails the transition 89
Démarche d’investigation et explication au collège 85
Accessing knowledge through narrative context 83
Mathematical Games to Promote Students’ Affect and Motivation 83
Preuve et algèbre au collège: de la conception d’une séquence d’apprentissage à l’évolution du cadre théorique de référence 82
Linking theory and practice: prospective teachers creating fictional classroom discussions 80
Interaction of modalities in CABRI: A case study 78
Approaching algebraic proof at lower secondary school level: developing and testing an analytical toolkit 75
Il tirocinio universitario. Il modello di Scienze della formazione Primaria nell'Università di Genova 75
Outdoor mathematics education: analisi di un caso di studio sviluppato nella scuola dell’infanzia norvegese e italiana 74
Identity and rationality in group discussion: An exploratory study 73
THE USE OF ALGEBRAIC LANGUAGE IN MATHEMATICAL MODELLING AND PROVING IN THE PERSPECTIVE OF HABERMAS' THEORY OF RATIONALITY 73
Enhancing formative assessment in mathematical class discussion: a matter of feedback 72
Studying Student Teachers’ Voices and Their Beliefs and Attitudes 69
Un progetto a lungo termine per lo sviluppo delle competenze argomentative 69
“Let’s play! Let’s try with numbers!”. Pre-service teachers affective pathways in problem solving. 68
I DON’T UNDERSTAND THESE EXERCISES: STUDENTS INTERPRETING STORIES OF FAILURE 66
Johnny’s beliefs about proof 65
Identity and Rationality in Classroom Discussion: Developing and Testing an Analytical Toolkit 64
Between past and future: stories of pre-service mathematics teachers’ professional development 61
MATHS AVOIDANCE AND THE CHOICE OF UNIVERSITY 61
Designing and analysing the role of digital resources in supporting formative assessment processes in the classroom: The helping worksheets 57
The key-roles of the expert during classroom discussions aimed at fostering formative assessment processes through the use of digital technologies 56
From Anecdotal Exchange to Critical Dialogue in Kindergarten: A Case Study in Italy Based on Habermas’ Construct of Rational Behavior 55
University students generating examples in real analysis: Where is the definition? 54
School Experience During Pre-Service Teacher Education from the Students’ Perspective 52
TOWARDS A COMPREHENSIVE FRAME FOR THE USE OF ALGEBRAIC LANGUAGE IN MATHEMATICAL MODELLING AND PROVING 52
Conceptions of Proof – In Research and Teaching 51
USE OF EXAMPLES IN CONJECTURING AND PROVING: AN EXPLORATORY STUDY 50
Implementazione della valutazione formativa in attività argomentative per lo sviluppo del pensiero algebrico. Indicatori e dove trovarli 48
Promuovere strategie di valutazione formativa in Matematica con le nuove tecnologie: l’esperienza del progetto FaSMEd. 46
“My mind is getting used to always find a better solution process”: Formative assessment and self-regulation in secondary school algebra 46
Starflyer: An edu-larp project for ethic and math teaching and learning 45
Expert design and implementation of effective classroom discussions for formative assessment. 43
Promoting formative assessment in mathematics teacher education: An experience of distance teaching 42
Esperienze di peer review nei corsi di didattica della matematica 41
WHAT ARE THE PRACTICES OF MATHEMATICS TEACHER EDUCATORS? 38
Introduction to the papers of TWG08: Affect and mathematical thinking 37
Looking back for understanding: formative assessment strategies and inclusive activities for conjecturing and proving. 33
Proof in the Context of High School: A First Approach Through Discussion, with Occasions and Missed Opportunities 32
Exploring the impact of distance teaching on mathematics educational values in Hong Kong: a study of in-service teachers’ perspectives 28
Interdisciplinary task design for pre-service teacher education: learning potentials at the boundary between mathematics and physics 21
Promuovere la professionalita’ dell’insegnante (di matematica) tra corsi e tirocinio. 18
Tra passato e futuro: storie di futuri insegnanti di matematica di scuola primaria 18
HABERMAS’ CONSTRUCT OF RATIONALITY TO BRING OUT MATHEMATICS AND PHYSICS DISCIPLINARY IDENTITIES 15
Teachers' beliefs about assessment: A study in Italy and Portugal 15
Totale 6.478
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Categoria #
all - tutte 22.561
article - articoli 5.287
book - libri 0
conference - conferenze 9.115
curatela - curatele 722
other - altro 0
patent - brevetti 0
selected - selezionate 0
volume - volumi 7.437
Totale 45.122
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Totale Lug Ago Sett Ott Nov Dic Gen Feb Mar Apr Mag Giu
2020/202187 0 0 0 0 0 0 0 0 0 35 17 35
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
2025/20261.848 172 68 89 148 323 216 341 128 155 208 0 0
Totale 6.478