IRIS
MORSELLI, FRANCESCA
 Distribuzione geografica
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Continente #
EU - Europa 3.333
Totale 3.333
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Nazione #
IT - Italia 3.333
Totale 3.333
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Città #
Genova 2.253
Rapallo 528
Genoa 526
Vado Ligure 21
Bordighera 5
Totale 3.333
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Nome #
Proof and argumentation in mathematics education research 154
Promoting formative assessment in a connected classroom environment: design and implementation of digital resources 130
Beliefs and beyond: hows and whys in the teaching of proof 123
Conceptions of proof – In research and in teaching 110
“Every time I fell down (made a mistake), I could get up (correct)”: affective factors in formative assessment practices with classroom connected technologies 109
Using Habermas’ theory of rationality to gain insight into students’ understanding of algebraic language 105
Teachers’ beliefs and the teaching of proof 102
Formative Assessment and Technology: Reflections Developed Through the Collaboration Between Teachers and Researchers. 93
Leading beliefs in the teaching of proof 90
How mathematics students perceive the transition from secondary to tertiary level with particular reference to proof 87
MAVI-15: Ongoing research on beliefs in mathematics education 86
To exist or not to exist: example generation in real analysis 86
Emozioni e risoluzioni di problemi di matematica. Un’indagine sui futuri. insegnanti della scuola dell’infanzia e primaria 85
The Use of Polls to Enhance Formative Assessment Processes in Mathematics Classroom Discussions 84
The interplay of rationality and identity in a mathematical group work 82
For whom the frog jumps: the case of a good problem solver 77
Every unsuccessful solver is unsuccessful in his or her own way: affective and cognitive factors in proving 77
Costruzione di esempi in analisi matematica da parte di studenti universitari. L'Insegnamento della Matematica e delle Scienze Integrate 74
Crossing the borders between mathematical domains: a contribution to frame the choice of suitable tasks in teacher education 67
The use of digital technologies to enhance formative assessment processes 67
La dimostrazione come specchio delle pratiche di insegnamento 60
Functions of explanations and dimensions of rationality : combining frameworks 60
Preuve et algèbre au collège: de la conception d’une séquence d’apprentissage à l’évolution du cadre théorique de référence 59
Teacher’s beliefs 58
Why Johnny fails the transition 57
The teacher's role in promoting students' rationality in the use of algebra as a thinking tool 54
Avvio alla dimostrazione come comportamento razionale: un’esperienza nella scuola secondaria di primo grado 49
Perspective on the use of the Habermas' construct in teacher education: task design for the cultural analysis of the content to be taught 46
Enhancing formative assessment strategies in mathematics through classroom connected technology 46
Outdoor mathematics education: analisi di un caso di studio sviluppato nella scuola dell’infanzia norvegese e italiana 46
“Let’s play! Let’s try with numbers!”. Pre-service teachers affective pathways in problem solving. 45
Linking theory and practice: prospective teachers creating fictional classroom discussions 45
Approaching algebraic proof at lower secondary school level: developing and testing an analytical toolkit 44
Démarche d’investigation et explication au collège 43
Interaction of modalities in CABRI: A case study 42
Identity and Rationality in Classroom Discussion: Developing and Testing an Analytical Toolkit 42
ARGUMENTATION AND PROOF: A CONTRIBUTION TO THEORETICAL PERSPECTIVES AND THEIR CLASSROOM IMPLEMENTATION 41
PROVING AS A RATIONAL BEHAVIOUR: HABERMAS' CONSTRUCT OF RATIONALITY AS A COMPREHENSIVE FRAME FOR RESEARCH ON THE TEACHING AND LEARNING OF PROOF 41
Identity and rationality in group discussion: An exploratory study 40
University students generating examples in real analysis: Where is the definition? 38
Studying Student Teachers’ Voices and Their Beliefs and Attitudes 38
Un progetto a lungo termine per lo sviluppo delle competenze argomentative 38
Mathematical Games to Promote Students’ Affect and Motivation 38
Johnny’s beliefs about proof 37
Accessing knowledge through narrative context 36
Designing inclusive educational activities in mathematics: the case of algebraic proof 35
Il tirocinio universitario. Il modello di Scienze della formazione Primaria nell'Università di Genova 32
Enhancing formative assessment in mathematical class discussion: a matter of feedback 31
THE USE OF ALGEBRAIC LANGUAGE IN MATHEMATICAL MODELLING AND PROVING IN THE PERSPECTIVE OF HABERMAS' THEORY OF RATIONALITY 29
From Anecdotal Exchange to Critical Dialogue in Kindergarten: A Case Study in Italy Based on Habermas’ Construct of Rational Behavior 28
I DON’T UNDERSTAND THESE EXERCISES: STUDENTS INTERPRETING STORIES OF FAILURE 26
School Experience During Pre-Service Teacher Education from the Students’ Perspective 25
MATHS AVOIDANCE AND THE CHOICE OF UNIVERSITY 25
Between past and future: stories of pre-service mathematics teachers’ professional development 24
Designing and analysing the role of digital resources in supporting formative assessment processes in the classroom: The helping worksheets 20
TOWARDS A COMPREHENSIVE FRAME FOR THE USE OF ALGEBRAIC LANGUAGE IN MATHEMATICAL MODELLING AND PROVING 19
Promuovere strategie di valutazione formativa in Matematica con le nuove tecnologie: l’esperienza del progetto FaSMEd. 18
USE OF EXAMPLES IN CONJECTURING AND PROVING: AN EXPLORATORY STUDY 16
Looking back for understanding: formative assessment strategies and inclusive activities for conjecturing and proving. 14
Introduction to the papers of TWG08: Affect and mathematical thinking 13
Conceptions of Proof – In Research and Teaching 12
WHAT ARE THE PRACTICES OF MATHEMATICS TEACHER EDUCATORS? 12
Starflyer: An edu-larp project for ethic and math teaching and learning 10
Esperienze di peer review nei corsi di didattica della matematica 10
Promoting formative assessment in mathematics teacher education: An experience of distance teaching 9
Proof in the Context of High School: A First Approach Through Discussion, with Occasions and Missed Opportunities 8
The key-roles of the expert during classroom discussions aimed at fostering formative assessment processes through the use of digital technologies 6
Exploring the impact of distance teaching on mathematics educational values in Hong Kong: a study of in-service teachers’ perspectives 4
Promuovere la professionalita’ dell’insegnante (di matematica) tra corsi e tirocinio. 2
Totale 3.459
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Categoria #
all - tutte 11.883
article - articoli 2.839
book - libri 0
conference - conferenze 4.394
curatela - curatele 348
other - altro 0
patent - brevetti 0
selected - selezionate 0
volume - volumi 4.302
Totale 23.766
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Totale Lug Ago Sett Ott Nov Dic Gen Feb Mar Apr Mag Giu
2019/2020706 0 18 35 36 46 95 117 33 44 151 105 26
2020/2021355 13 28 10 6 71 14 56 28 42 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
2024/202525 12 13 0 0 0 0 0 0 0 0 0 0
Totale 3.459