RICERCA ITALIANA     

Programmi di ricerca simili:

• 1 - Aspetti linguistici e di rappresentazione dell'insegnamento-apprendimento della matematica, e formazione degli insegnanti
• 2 - Significati, congetture, dimostrazioni: dalle ricerche di base in didattica della matematica alle implicazioni curricolari
• 3 - GLOSSARI, DIZIONARI, CORPORA: LESSICOLOGIA E LESSICOGRAFIA DELLE LINGUE EUROPEE
• 4 - Strumenti e rappresentazioni nell’insegnamento-apprendimento della matematica: teoria e pratica
• 5 - DIZIONARI, MANUALI E PAROLE TRA LINGUE, CULTURE E IDEOLOGIE
• 6 - I luoghi del legislativo, i luoghi delle politiche. Giochi, veti, reti nell’Italia dell’alternanza.
• 7 - Insegnamento-apprendimento della matematica ed e-learning: utilizzo di piattaforme per personalizzare l'insegnamento nella scuola secondaria superiore, nel raccordo secondaria-università, e all'università
• 8 - Il Patrimonio geomorfologico come risorsa per un turismo sostenibile
• 9 - Luoghi mediterranei: segni, codici, elementi ordinatori, indicatori e modelli per una rappresentazione multiscalare e multidimensionale delle architetture, delle città e dei paesaggi del Mediterraneo.
• 10 - Metriche Riemanniane e Varietà Differenziabili

Classificazione scientifico-disciplinare

• Area scientifico disciplinare: Scienze matematiche e informatiche
  • MATEMATICHE COMPLEMENTARI

Classificazione brevettuale

• PHYSICS
  • EDUCATION; CRYPTOGRAPHY; DISPLAY; ADVERTISING; SEALS
    • EDUCATIONAL OR DEMONSTRATION APPLIANCES; APPLIANCES FOR TEACHING, OR COMMUNICATING WITH, THE BLIND, DEAF OR MUTE; MODELS; PLANETARIA; GLOBES; MAPS; DIAGRAMS (devices for psychotechnics or for testing reaction times A61B5/16; games, sports, amusements A63; projectors, projector screens G03B)

Classificazione geografica

• Regione: Liguria

Bibliografia

CAPITAL LETTERS for researchers in the Project

Artigue, M.: 2002, ‘Learning Mathematics in a CAS Environment’, Int. J. Of Computers for Math. Learning, 7, 245-274.
Arzarello, F., Bartolini Bussi, M.,: 1998 , 'Italian Trends of Research in Mathematics Education’, in J. Kilpatrick & A. Sierpinska (Eds.) Math. Ed. as a Research Domain Vol.2, Kluwer, pp.243-262.
Arzarello, F.; BAZZINI, L. & Chiappini, G.: 2001, ‘A Model for Analyzing Algebraic Thinking’, in Sutherland, R. & al (Eds.), Perspectives on School Algebra, Kluwer, pp. 61-81.
BAGNI, G.T.: in print, ‘Historical Roots of Limit Notion’, Can. J. of Science, Math. and Technology Ed.
Balacheff, N.: 1995, ‘Conception, proprieté du système sujet-milieu’, in Noirfalise et al. (Eds), Actes de la VIIème Ecole d’Eté de Did. des Math., IREM Clermont-Ferrand, pp. 215-229.
Bartolini Bussi, M.G.; BAZZINI, L.: 2003, ‘Research Practice and Theory in Didactics of Mathematics’, ESM, 54, 203-223.
Bartolini Bussi, M.G.; Boni, M.; Ferri, F.; GARUTI, R.: 1999, ‘Early approach to theoretical thinking: Gears in primary school’, ESM., 39, 67-87
Bauersfeld, H.: 1995, ‘Language games in mathematics classroom’, in P. Cobb and H. Bauersfeld (Eds), The Emergence of Math. Meaning, LEA, Hillsdale, NJ, pp. 271-292
BAZZINI, L.: 2002, ‘From grounding metaphors to technological’, ESM, 47, 259-271
Blum, W. & Niss, M.: 1991, 'Applied Mathematical Problem Solving, Modelling, Applications, and Links to Other Subjects’, ESM, Vol. 22, 37-68
BOERO, P.: 2001, 'Transformation and Anticipation as Key Processes in Algebraic Problem Solving', in R. Sutherland & al (Eds), Perspectives on School Algebra, pp. 99-119, Kluwer, Dordrecht
BOERO, P.: 2002, ‘Geometric signs and students’ verbal reports: the case of the geometric model of sunshadows’, Proc. of PME-XXVI, Norwich (in press)
BOERO, P.; BAZZINI, L. & GARUTI, R.: 2001, 'Metaphors in Teaching and Learning Mathematics: A Case Study Concerning Inequalities', Proc. of PME-XXV, Utrecht, vol. 2, pp. 185-192
BOERO, P.; DOUEK, N. & Ferrari, P.L.: 2002, 'Developing Mastery of Natural Language', in L. English& al. (eds.), Handbook of Int. Res. in Math. Ed., L.E.A., Mahvah, NJ, pp. 241-268.
BOERO, P.; Pedemonte, B.; ROBOTTI, E.: 1997, 'Approaching theoretical knowledge through voices and echoes', Proc. of PME-21, Lahti, vol. 2, pp. 81-88
BOERO, P. & Szendrei, J.: 1997, 'Research and Results in Mathematics Education', in J. Kilpatrick & A. Sierpinska (eds.), Math. Ed. as a Res. Domain, Kluwer, pp. 197-212
Brousseau, G.: 1983, 'Les obstacles épistémologiques', RDM,, Vol. 4.2, 78-89.
Carpenter, T.; Franke, M. & Levi, L.: 2003, Thinking Mathematically: Integrating Arithmetic and Algebra in Elementary School, Heinemann.
Carraher, D.; Brizuela, D. & Schliemann, A.: 2000, Bringing out the Algebraic Character of Arithmetic, Proc. of PME-XIX, Vol. 2, pp. 145-152.
CASTAGNOLA, E.; MORELLI, A.: 2003, ‘Collegamenti tra geometria euclidea, geometria proiettiva e geometria iperbolica attraverso i modelli’, L’ins. della mat. E delle sc. Int., 26B, 21-49.
Cobb P. & Yackel E.: 1996, Sociomathematical norms, argumentation and autonomy in Mathematics, JRME, 27, 458-77
DAPUETO, C. & Parenti, L.: 1999, 'Contributions and Obstacles of Contexts in the Development of Mathematical Knowledge', ESM, 39, pp. 1-21
DOUEK, N. : 1999, ‘Argumentation and Conceptualization in Context: a Case Study on Sunshadows in Primary School', ESM, 39, pp. 89-110
DOUEK, N.: 2003, Les rapports entre l’argumentation et la conceptualisation dans les domaines d’experience, These, Univ. de Paris – V.
Duval, R.: 1995, Sémiosis et pensée humains, Peter Lang, Berne.
Evans, J.: 1999, 'Building bridges: reflections on the Problem of Transfer of Learning in Mathematics', ESM, 39, pp. 23-44
Fauvel J., van Maanen J. (eds.): 2000, History in Mathematics Education, Kluwer, Dordrecht
Freudenthal H.: 1991, Revisiting Mathematical Education, Kluwer.
Gravemejer, K. & Doorman, M.: 1999, 'Context problems in Realistic Mathematics', ESM, 39, pp. 89-110
Guidoni, P.: 1999, ‘Steps towards a "resonance" approach in the dynamic of explaining-understanding elementary mathematics’, Proc of SEMT-99, 138-142.
Hairer, E. & Wanner, G.: 1996, Analysis by its History, Springer-Verlag.
Janvier, C. (Ed): 1987, Problems of Representation in the Teaching and Learning Mathematics, LEA, Hillsdale, N.J.
Hershkowitz R., Schwarz B. B. and Dreyfus, T.: 2001, ‘Abstraction in Context: Epistemic Actions’, JRME, 31 (2), 195-222.
Kieran, C; E. Forman & A. Sfard (Eds.): 2001, Bridging the Individual and the Social, ESM. Special Issue.
Hershkowitz, R: Kieran C, 2001, ‘Algorithmic and meaningful ways of joining together representatives within the same mathematical activity’, Proc. of PME 25, 1, 96-107
Lakoff, & Nunez, R.: 1997, ‘The metaphorical structure of mathematics’, in L. English (Ed.), Math. Reasoning: Analogies, Metaphors and Images, LEA, Hillsdale, NJ, pp. 21-89
LANCIANO N.: 1999, Obstacle conceptions and didactic obstacles in Astronomy experience field’, in Bandiera et al. (eds.), Research in Science Ed. in Europe, 239-245
Lerman, S.: 1996, Socio-cultural Approaches to Mathematics Teaching and Learning, ESM Special Issue.
MALARA N.A.: 2002, ‘From fractions to rational numbers in their structure’, Proc. of CERME 2, 127-168.
MALARA, N.: 2003, ‘Dialectics between Theory and Practice: Theoretical Issues and Aspects of Practice from an Early Algebra Project’, Proc. of PME-XXVII, Honolulu, vol. I, 33-48
MALARA N.A., NAVARRA G.: 2001, ‘"Brioshi" and other mediation tools employed in a teaching of arithmetic with the aim of approaching algebra as a language’, proc. 12th ICMI Study, Vol. 2, pp. 412-419.
MALARA N.A,. Zan, R.: 2000, The problematic Relationship between Theory and Practice, in L. English (Ed), Handbook of Int. Res. in Math. Ed., LEA, pp. 553-580.
Norman, D.A.: 1993, Things that Make us Smart, Wesley P. C..
PESCI, A.,1998, Class discussion as an opportunity for proportional reasoning, Proc. PME 22,3,343-350.
Radford, L.: 2000, 'Historical Formation and Student Understanding of Mathematics: Introduction', in J. Fauvel, J. van Maanen (Eds.), History in Math.Ed., Kluwer, Dordrecht, pp. 143 - 148.
Radford, L.; BOERO, P. & Vasco, C.: 2000, 'Epistemological assumptions framing interpretations of students understanding of mathematics', ibidem, pp 162-167
Radford, L.: 2000a, ‘Signs and Meanings in Students’ Emergent Algebraic Thinking: A Semiotic Analysis’, ESM, 42, 237-268
REGGIANI M.,2000, ‘Graphic representation and algebraic expressions’, Proc. of the Int. Conf. "Mathematics for Living", Amman, 251-256
Sfard, A.: 2000, ‘Symbolizing mathematical reality into being’, in P. Cobb, E. Yackel and K. Mc Clain (Eds.), Symbolizing and communicating, L.E.A., Mahvah, NJ, pp. 37-98.
Sharan Y, Sharan S.: 1998, Gli alunni fanno ricerca, L’apprendimento in gruppi cooperativi, Erickson
Sierpinska A.,1985, ‘Obstacles épistémologique relatifs à la notion de limite’, RDM, 6,1,5-67
Slavit, D.: 1997, ‘An alternate route to the reification of functions’, ESM, 33, 259-281.
SPAGNOLO F.: 1995, Obstacles Epistémologiques: Le Postulat d'Eudoxe-Archimede, Thèse, Università di Bordeaux I (France)
SPAGNOLO, F.: 2002, ‘History and Ethnomathematics in the Interpretation of the Process of Learning and Teaching’, Proc. XIII ICMI Study, Hong Kong, pp. 20-25.
Steinbring H., Bartolini Bussi M. G. & Sierpinska A.(eds): 1998, Language and Communication in the Mathematical Classroom, Reston, VA, NCTM
TORTORA, R.: 2001b, ‘Mathematics for Children and for their Teachers: a Comparison’, Proc. of SEMT 01, Praga, 157-162.
Vergnaud, G.: 1990, ‘La théorie des champs conceptuels’, RDM, 10, 133-170.
Vergnaud, G.: 1998, ‘A Comprehensive Theory of Representation for Mathematics Education’, JMB, 17, 167-181.
Wedege, T.: 1999, ‘To know or not to know – mathematics, that is a question of context’, ESM., 39, 205-227.
Winslow, C.: 2000, Linguistic Aspects of CAS in Higher Mathematics Education, Proc. PME-XXIV, 4, pp. 281-288.

Parole Chiave

LINGUAGGI; MATEMATICA; RAPPRESENTAZIONI MENTALI; INSEGNAMENTO; APPRENDIMENTO