Zobrazeno 1 - 10
of 80
pro vyhledávání: '"Ferdinando Arzarello"'
Publikováno v:
Journal on Mathematics Education, Vol 13, Iss 2, Pp 357-382 (2022)
Meaning-making in teaching-learning mathematical processes is a relevant issue analysed through different philosophical and educational frames. In particular, the use of digital tools in mathematics education affects the meaning-making processes. Thi
Externí odkaz:
https://doaj.org/article/8de262d8b5e94348ac5d7a332a695b34
Publikováno v:
Mathematics, Vol 8, Iss 6, p 989 (2020)
The paper focuses on the cognitive and epistemic characterization of backward reasoning in strategy games resolution. It explores the use of abstraction in context (AiC) theory as a tool for the analysis of the epistemic actions involved in these pro
Externí odkaz:
https://doaj.org/article/27d4028e8fd14e5db5a13fb8e5f6f3d0
Autor:
Maria Giuseppina Bartolini, Silvia Funghi, Carola Manolino, Alessandro Ramploud, Ferdinando ARZARELLO
Publikováno v:
International Journal for Lesson & Learning Studies. 11:331-343
PurposeThe aim of this paper is to describe teachers’ professional development in Lesson Study (LS) as processes situated in Semiosphere and generated by the unevenness due to different cultural traditions. The authors characterise teachers’ prof
Publikováno v:
Journal on Mathematics Education. 13:357-382
Meaning-making in teaching-learning mathematical processes is a relevant issue analysed through different philosophical and educational frames. In particular, the use of digital tools in mathematics education affects the meaning-making processes. Thi
Publikováno v:
Educational Studies in Mathematics. 111:469-492
This paper focuses on the importance of covariational reasoning within the processes of mathematics teaching and learning. Despite the internationally recognized relevance of covariation, research shows that only a small percentage of students and te
Autor:
Ferdinando Arzarello, Maria Giuseppina Bartolini Bussi, Silvia Funghi, Carola Manolino, Riccardo Minisola, Alessandro Ramploud
En este artículo trazamos un recorrido que da cuenta del trabajo de Transposición del Lesson Study (LS) de la cultura oriental a la italiana a través de la perspectiva dada por el enfoque de la Transposición Cultural. En ella, el encuentro con un
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::3e15c72fad29898eb1985a7f7afc0a06
https://hdl.handle.net/2318/1904909
https://hdl.handle.net/2318/1904909
Publikováno v:
Handbook of Cognitive Mathematics ISBN: 9783031039447
Handbook of Cognitive Mathematics ISBN: 9783030449827
Handbook of Cognitive Mathematics ISBN: 9783030449827
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::5973dac5f0f4569a9fa9561a0fa0c6ce
https://www.scopus.com/inward/record.url?partnerID=HzOxMe3b&origin=inward&scp=85153996832
https://www.scopus.com/inward/record.url?partnerID=HzOxMe3b&origin=inward&scp=85153996832
The research described in this paper focused on the issue of describing and understanding how mathematical discussion develops in a hybrid learning environment, and how students participate in it. The experimental plan involved several classes workin
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::eed859195797aef8ad519fa83acf607e
http://hdl.handle.net/10446/221968
http://hdl.handle.net/10446/221968
Autor:
Ferdinando Arzarello, Eugenia Taranto
Publikováno v:
ZDM. 52:843-858
This paper focuses on MOOCs (massive open online courses), a fairly recent paradigm in e-learning educational projects. Despite the high dropout rate, and the impossibility of benefiting from the opportunities that bring with it a face-to-face dialog
Autor:
Osama Swidan, Ferdinando Arzarello
Publikováno v:
The Journal of Mathematical Behavior. 66:100962