| Titolo |
Pubblicato in |
Anno |
| A, B, or C? Exploiting polls as a formative assessment tool for mathematics in a connected classroom environment |
Proceedings of the 13th International Conference onTechnology in Mathematics Teaching |
2017 |
| The didactician as a model within classroom activities: investigating her roles |
ERME Topic Conference on Mathematics Teaching, Resources and Teacher Professional Development |
2017 |
| La festa dei numeri: early algebra e valutazione formativa in classe prima |
DI.Fi.MA. 2017: Matematica e fisica nelle istituzioni: curriculum, valutazione, sperimentazione |
2017 |
| Designing and analysing the role of digital resources in supporting formative assessment processes in the classroom: The helping worksheets |
Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education |
2017 |
| “Every time I fell down (made a mistake), I could get up (correct)”: affective factors in formative assessment practices with classroom connected technologies |
Teaching and learning in Maths classrooms. Emerging themes in affect-related research: teachers’ beliefs, students’ engagement and social interaction |
2017 |
| ICME international survey on teachers working and learning through collaboration: June 2016 |
ZDM – THE INTERNATIONAL JOURNAL ON MATHEMATICS EDUCATION |
2016 |
| The intertwining of theory and practice: influences on ways of teaching and teachers' education |
Handbook of International Research in Mathematics Education: Third Edition |
2016 |
| Enhancing formative assessment strategies in mathematics through classroom connected technology |
Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education |
2016 |
| The teacher's role in promoting students' rationality in the use of algebra as a thinking tool |
Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education |
2016 |
| Which algebraic learning can a teacher promote when her teaching does not focus on interpretative processes? |
Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education |
2015 |
| Which support technology can give to mathematics formative assessment? The FaSMEd project in Italy and France |
QUADERNI DI RICERCA IN DIDATTICA |
2015 |
| The role of the teacher in fostering an aware approach to problem-solving activities: the case of geometric problems that could be solved through the construction of equations |
QUADERNI DI RICERCA IN DIDATTICA |
2015 |
