RICERCA ITALIANA     

Programmi di ricerca simili:

• 1 - Strumenti e rappresentazioni nell’insegnamento-apprendimento della matematica: teoria e pratica
• 2 - Aspetti linguistici e di rappresentazione nell'insegnamento - apprendimento della matematica
• 3 - Aspetti linguistici e di rappresentazione dell'insegnamento-apprendimento della matematica, e formazione degli insegnanti
• 4 - 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
• 5 - F21 - PERCORSI DI FORMAZIONE IN FISICA PER IL 21° SECOLO Un nuovo approccio allo sviluppo di competenze in Fisica attraverso le Scuole, la Formazione degli insegnanti e la Diffusione culturale.
• 6 - Cibo, cultura e identità
• 7 - Metriche Riemanniane e Varietà Differenziabili
• 8 - Ontologie, learning object e comunità di pratiche: nuovi paradigmi educativi per l'e-learning
• 9 - La ricerca qualitativa: teorie, metodi ed applicazioni
• 10 - AIDA: Applicazioni e Design di interfacce Aptiche: contatto soffice, multi-punto e integrazione multi-modale

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: Emilia Romagna

Bibliografia

In MAIUSCOLE i nomi degli autori appartenenti alle UO
In CAPITAL letters the names of the authors which are members of the Ous.

ARZARELLO F. & Edwards L. (2005), Gesture and the construction of mathematical meaning, Research Forum, Proc. 29PME, Melbourne, in press.
ARZARELLO F., (2004), Mathematical landscapes and their inhabitants: perceptions, languages, theories, (plenary speech) Proc. ICME10, Copenhagen, in press.
ARZARELLO F., BARTOLINI BUSSI M.G. (1998). Italian Trends in Research in Mathematics Education: A National Case Study in the International Perspective,. In Kilpatrick J.; Sierpinska A. Mathematics Education as a Research Domain : A Search for Identity (vol. 2 pp. 243-262). DORDRECHT: Kluwer Academic Publishers. (NETHERLANDS).
ARZARELLO F., BARTOLINI BUSSI M.G., ROBUTTI O. (2002). Time(s) in the Didactics of Mathematics: A Methodological Challenge. In ENGLISH L. D.; BARTOLINI BUSSI M.G.; JONES G. A.; LESH R. A.; TIROSH D. Handbook of International Research in Mathematics Education (pp. 525-552). MAHWAH, NEW JERSEY: Lawrence Erlbaum Associates, publishers (UNITED STATES).
ARZARELLO F., OLIVERO F., PAOLA D., ROBUTTI O. (2002). A cognitive analysis of dragging practises in Cabri environments. ZDM. ZENTRALBLATT FUER DIDAKTIK DER MATHEMATIK. vol. 34(3)
Balacheff, N. 1988, Aspects of proof in pupils practice of school mathematics,in D. Pimm (Ed.), Mathematics, teachers and children, 216-235
BARTOLINI BUSSI M. G., MARIOTTI M.A.& FERRI F.,(2005) Semiotic mediation in the primary school: Dürer glass. In M. H. G. Hoffmann, J. Lenhard, F. Seeger (ed.). Activity and Sign – Grounding Mathematics Education. Festschrift for Michael Otte. New York: Springer, pp. 77 – 90.
Brousseau G. (1997), Theory of Didactical situations in Mathematics, DORDRECHT: Kluwer Academic Publishers
Chazan, D.: 1993, High school geometry student's justification for their views of empirical evidence and mathematical proof, Educational Studies in Mathematics, 24, 359-387.
CREM (1995). Les Mathématiques de la maternelle jusqu’à 18 ans. Essai d’élaboration d’un cadre global pour l’enseignement des mathématiques, L. Grugnetti & V. Villani (it. ed.), La matematica dalla scuola materna all’Università, Pitagora Editrice
Duval, R.(1991), Structure de raisonnement deductif et apprentissage de la demonstration, Ed. Stu. Math., 22, 3, 233-261.
Elbaz F. (1983), Teacher thinking: A study of practical knowledge, Croom Helm, London.
Engestroem Y. (1991), Non scolae sed vitae discimus: towards overcoming the encapsulation of school learning, Learning and Instruction, 1, 243-259.
European Commission (2004) Europe needs more scientists http://europa.eu.int/comm/research/conferences/2004/sciprof/pdf/final_en.pdf
FURINGHETTI, F. & MORSELLI, F. (2004): Between affect and cognition: Proving at university level, in Hoines & Fuglestad (eds), Proceedings of PME 28, 3, 369-376
Goldin-Meadow, S. (2003). Hearing Gesture: How Our Hands Help Us Think. Harvard University Press
Hanna, G. (2000), Proof, Expanation and Exploration: an Overview, Educational Studies in Mathematics, 44 (1-2), 5-23
Harel, G. and Sowder, L.: 1998, 'Students' Proof Schemes', in: Dubinsky, E.; Schoenfeld, A. and Kaput, J. (eds.): Research on Collegiate Mathematics Education, vol.3, 303-338.
Healy L., Hoyles C. (2000), A study of proof conceptions in algebra. Journal for Research in mathematics Education 31, 396-428.
ICMI (2004), ICMI Study n. 16: http://www.amt.edu.au/icmis16.html
Laborde C., Capponi B.(1994), Cabri-géomètre constituant d’un milieu pour l’apprentissage de la notion de figure géométrique, Recherches en Didactique des Mathematiques, 14, n. 1,2, 165-210.
Lakoff G., Núñez R. (2000), Where mathematics comes from, Basic Books, New York
Leron U. (2004), Intuitive vs. Analytical Thinking: Four Theoretical Frameworks, Proc. CERME4 (in press).
MARIOTTI M.A. (2001), Introduction to proof: the mediation of a dynamic software environment, Educational Studies in Mathematics 44, 25-53.
MARIOTTI, M. A. (2002). The Influence of Technological Advances on Students' Mathematics Learning. In: L. English, M.G. Bartolini Bussi, G. Jones, R. Lesh & D. Tirosh (eds.), Handbook of International Research in Mathematics Education. Lawrence Erlbaum Associates, 695-723
MASCHIETTO M. (2004), The introduction of calculus in 12th grade: the role of artefacts, Proc. 28th PME, Vol. 3, 273-280, (Bergen, Norway).
McNeill, D. (1992). Hand and mind. What gestures reveal about thought. The University of Chicago Press
NCTM, (2000). Principles and Standards for School Mathematics, NCTM, Standards 2000, http://www.nctm.org/standards2000/
Nemirovsky et al. (2003). ‘Perceptuo-Motor Activity and Imagination in Mathematical Learning’. Research Forum, Proceedings of PME 27, 1, 101-135.
Nespor J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies 19, 317–328.
Newman D. & Cole M. (2004), Can research from the Laboratory be of any use to teachers, Theory into Practice, 43($), 260-7.
OCSE-OECD/PISA (2004), http://www.pisa.oecd.org/
Pajares M.F. (1992), Teachers’ beliefs and educational research: cleaning up a messy construct. Review of Educational Research 62, 307-332.
Radford, L. (2003). The Semiotics of the Schema: Kant, Piaget, and the Calculator In M. H. G. Hoffmann, J. Lenhard, F. Seeger (ed.). Activity and Sign – Grounding Mathematics Education. Festschrift for Michael Otte. New York: Springer
Schiralli, M. & Sinclair, N. (2003). A constructive response to ‘Where mathematics comes from’, Educational Studies in Mathematics, 52, 79-91
Schoenfeld A.H. (1983). Beyond the purely cognitive: beliefs systems, social cognitions, and metacognitions as driving forces in intellectual performance. Cognitive Science 7, 329-363.
Schoenfeld 1992
Seitz, J.A. (2000). The Bodily Basis of Thought, New Ideas in Psychology: An International Journal of Innovative Theory in Psychology, 18(1), 23-40
Sfard A. (1991), On the dual nature of mathematical conceptions: reflections on processes and objects as different sides of the same coin, Educational Studies in Mathematics, 22, 1-36
Sfard A. (2000), Steering discourse between metaphor and rigor. Journal for Research in Mathematics Education.
Tall D. (2003), Using technology to support an embodied approach to learning concepts in mathematics in L.M. Carvalho, L.C. Guimarães (eds), Historia e tecnologia no Ensino da Matemática, I, 1-28
Tall, D. and Vinner, S. (1981), `Concept image and concept definition with particular reference to limits and continuity', Ed.stu. math, 12, pp. 151-169.
Talmon V. & Yerushalmi M. (2004), Understanding dynamic behaviour: parent-child relations in dynamic geometry environments, Educational studies in Mathematics, 57(1), 91-119.
Thompson A.G. (1992), Teachers’ beliefs and conceptions: A synthesis of the research, in D.A. Grouws (ed), Handbook of research on mathematics learning and teaching 127-146. New York: Macmillan
UMI-CIIM Matematica 2003, http://www.dm.unibo.it/umi/italiano/Matematica2003/matematica2003.html
UMI-CIIM, Matematica 2001, http://www.dm.unibo.it/umi/italiano/Matematica2001/matematica2001.html

Parole Chiave

DIDATTICA DELLA MATEMATICA; SIGNIFICATI; CONGETTURE; DIMOSTRAZIONI; PROCESSI; CURRICOLI; LABORATORIO; VALUTAZIONE; RICERCA DI BASE