IRIS
MORSELLI, FRANCESCA
 Distribuzione geografica
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Continente #
EU - Europa 3.212
Totale 3.212
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Nazione #
IT - Italia 3.212
Totale 3.212
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Città #
Genova 2.253
Rapallo 528
Genoa 426
Bordighera 5
Totale 3.212
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Nome #
Proof and argumentation in mathematics education research 152
Promoting formative assessment in a connected classroom environment: design and implementation of digital resources 126
Beliefs and beyond: hows and whys in the teaching of proof 122
Conceptions of proof – In research and in teaching 109
“Every time I fell down (made a mistake), I could get up (correct)”: affective factors in formative assessment practices with classroom connected technologies 107
Using Habermas’ theory of rationality to gain insight into students’ understanding of algebraic language 102
Teachers’ beliefs and the teaching of proof 101
Formative Assessment and Technology: Reflections Developed Through the Collaboration Between Teachers and Researchers. 92
Leading beliefs in the teaching of proof 89
How mathematics students perceive the transition from secondary to tertiary level with particular reference to proof 85
MAVI-15: Ongoing research on beliefs in mathematics education 85
Emozioni e risoluzioni di problemi di matematica. Un’indagine sui futuri. insegnanti della scuola dell’infanzia e primaria 85
To exist or not to exist: example generation in real analysis 85
The interplay of rationality and identity in a mathematical group work 82
The Use of Polls to Enhance Formative Assessment Processes in Mathematics Classroom Discussions 77
For whom the frog jumps: the case of a good problem solver 76
Every unsuccessful solver is unsuccessful in his or her own way: affective and cognitive factors in proving 76
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 64
Functions of explanations and dimensions of rationality : combining frameworks 59
Preuve et algèbre au collège: de la conception d’une séquence d’apprentissage à l’évolution du cadre théorique de référence 58
La dimostrazione come specchio delle pratiche di insegnamento 57
Why Johnny fails the transition 57
Teacher’s beliefs 57
The teacher's role in promoting students' rationality in the use of algebra as a thinking tool 52
Avvio alla dimostrazione come comportamento razionale: un’esperienza nella scuola secondaria di primo grado 48
Perspective on the use of the Habermas' construct in teacher education: task design for the cultural analysis of the content to be taught 45
“Let’s play! Let’s try with numbers!”. Pre-service teachers affective pathways in problem solving. 45
Enhancing formative assessment strategies in mathematics through classroom connected technology 45
Outdoor mathematics education: analisi di un caso di studio sviluppato nella scuola dell’infanzia norvegese e italiana 45
Approaching algebraic proof at lower secondary school level: developing and testing an analytical toolkit 43
Démarche d’investigation et explication au collège 42
Linking theory and practice: prospective teachers creating fictional classroom discussions 41
Identity and Rationality in Classroom Discussion: Developing and Testing an Analytical Toolkit 41
Identity and rationality in group discussion: An exploratory study 40
Interaction of modalities in CABRI: A case study 40
PROVING AS A RATIONAL BEHAVIOUR: HABERMAS' CONSTRUCT OF RATIONALITY AS A COMPREHENSIVE FRAME FOR RESEARCH ON THE TEACHING AND LEARNING OF PROOF 38
University students generating examples in real analysis: Where is the definition? 37
Studying Student Teachers’ Voices and Their Beliefs and Attitudes 37
Johnny’s beliefs about proof 36
Accessing knowledge through narrative context 36
Un progetto a lungo termine per lo sviluppo delle competenze argomentative 36
ARGUMENTATION AND PROOF: A CONTRIBUTION TO THEORETICAL PERSPECTIVES AND THEIR CLASSROOM IMPLEMENTATION 35
Mathematical Games to Promote Students’ Affect and Motivation 33
Il tirocinio universitario. Il modello di Scienze della formazione Primaria nell'Università di Genova 31
Enhancing formative assessment in mathematical class discussion: a matter of feedback 30
THE USE OF ALGEBRAIC LANGUAGE IN MATHEMATICAL MODELLING AND PROVING IN THE PERSPECTIVE OF HABERMAS' THEORY OF RATIONALITY 28
From Anecdotal Exchange to Critical Dialogue in Kindergarten: A Case Study in Italy Based on Habermas’ Construct of Rational Behavior 28
School Experience During Pre-Service Teacher Education from the Students’ Perspective 25
I DON’T UNDERSTAND THESE EXERCISES: STUDENTS INTERPRETING STORIES OF FAILURE 25
MATHS AVOIDANCE AND THE CHOICE OF UNIVERSITY 24
Designing inclusive educational activities in mathematics: the case of algebraic proof 23
Between past and future: stories of pre-service mathematics teachers’ professional development 23
Designing and analysing the role of digital resources in supporting formative assessment processes in the classroom: The helping worksheets 19
TOWARDS A COMPREHENSIVE FRAME FOR THE USE OF ALGEBRAIC LANGUAGE IN MATHEMATICAL MODELLING AND PROVING 19
USE OF EXAMPLES IN CONJECTURING AND PROVING: AN EXPLORATORY STUDY 16
Promuovere strategie di valutazione formativa in Matematica con le nuove tecnologie: l’esperienza del progetto FaSMEd. 14
WHAT ARE THE PRACTICES OF MATHEMATICS TEACHER EDUCATORS? 12
Introduction to the papers of TWG08: Affect and mathematical thinking 12
Conceptions of Proof – In Research and Teaching 10
Esperienze di peer review nei corsi di didattica della matematica 10
Looking back for understanding: formative assessment strategies and inclusive activities for conjecturing and proving. 8
Promoting formative assessment in mathematics teacher education: An experience of distance teaching 7
Proof in the Context of High School: A First Approach Through Discussion, with Occasions and Missed Opportunities 6
Starflyer: An edu-larp project for ethic and math teaching and learning 5
Promuovere la professionalita’ dell’insegnante (di matematica) tra corsi e tirocinio. 2
The key-roles of the expert during classroom discussions aimed at fostering formative assessment processes through the use of digital technologies 1
Exploring the impact of distance teaching on mathematics educational values in Hong Kong: a study of in-service teachers’ perspectives 1
Totale 3.338
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Categoria #
all - tutte 10.287
article - articoli 2.474
book - libri 0
conference - conferenze 3.711
curatela - curatele 302
other - altro 0
patent - brevetti 0
selected - selezionate 0
volume - volumi 3.800
Totale 20.574
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Totale Lug Ago Sett Ott Nov Dic Gen Feb Mar Apr Mag Giu
2018/201981 0 0 0 0 0 0 0 0 0 13 36 32
2019/2020739 33 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
2023/2024306 35 48 24 55 33 58 19 8 12 14 0 0
Totale 3.338