IRIS
MARIOTTI, MARIA ALESSANDRA
 Distribuzione geografica
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Continente #
EU - Europa 12.088
NA - Nord America 6.355
AS - Asia 4.156
SA - Sud America 819
AF - Africa 174
OC - Oceania 39
Continente sconosciuto - Info sul continente non disponibili 11
Totale 23.642
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Nazione #
US - Stati Uniti d'America 6.150
IT - Italia 5.674
CN - Cina 1.522
GB - Regno Unito 1.252
SG - Singapore 1.174
RU - Federazione Russa 952
IE - Irlanda 838
FR - Francia 834
UA - Ucraina 685
BR - Brasile 576
SE - Svezia 468
DE - Germania 395
HK - Hong Kong 316
KR - Corea 268
NL - Olanda 262
VN - Vietnam 193
TR - Turchia 177
FI - Finlandia 173
GR - Grecia 117
CO - Colombia 108
CH - Svizzera 104
CA - Canada 93
IN - India 91
MX - Messico 87
JP - Giappone 84
NO - Norvegia 82
ZA - Sudafrica 54
ES - Italia 53
ID - Indonesia 50
BD - Bangladesh 48
AR - Argentina 45
NG - Nigeria 39
AU - Australia 36
CL - Cile 36
IL - Israele 35
DK - Danimarca 32
PL - Polonia 27
PT - Portogallo 27
IQ - Iraq 26
IR - Iran 24
PH - Filippine 24
TW - Taiwan 23
BE - Belgio 21
PE - Perù 18
HU - Ungheria 16
AT - Austria 15
EC - Ecuador 15
MA - Marocco 15
PK - Pakistan 15
UZ - Uzbekistan 13
MY - Malesia 12
LT - Lituania 11
HR - Croazia 10
CI - Costa d'Avorio 9
EU - Europa 9
UY - Uruguay 9
CZ - Repubblica Ceca 8
EG - Egitto 8
TH - Thailandia 8
TN - Tunisia 8
VE - Venezuela 8
DZ - Algeria 7
BN - Brunei Darussalam 6
GH - Ghana 6
KE - Kenya 6
LB - Libano 6
NP - Nepal 6
RO - Romania 6
SA - Arabia Saudita 6
ET - Etiopia 5
JO - Giordania 5
RS - Serbia 5
AE - Emirati Arabi Uniti 4
AL - Albania 4
AZ - Azerbaigian 4
BG - Bulgaria 4
KZ - Kazakistan 4
NI - Nicaragua 4
OM - Oman 4
PY - Paraguay 4
TT - Trinidad e Tobago 4
BF - Burkina Faso 3
CY - Cipro 3
DO - Repubblica Dominicana 3
GA - Gabon 3
HN - Honduras 3
JM - Giamaica 3
MG - Madagascar 3
NZ - Nuova Zelanda 3
SI - Slovenia 3
AO - Angola 2
PA - Panama 2
SK - Slovacchia (Repubblica Slovacca) 2
SV - El Salvador 2
UG - Uganda 2
XK - ???statistics.table.value.countryCode.XK??? 2
AD - Andorra 1
AM - Armenia 1
BA - Bosnia-Erzegovina 1
BJ - Benin 1
Totale 23.625
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Città #
Southend 1.028
Dublin 836
Dallas 789
Singapore 620
Jacksonville 555
Chandler 511
Fairfield 387
Rome 364
Milan 319
Santa Clara 316
Ashburn 303
Hefei 286
Beijing 278
Hong Kong 269
Seoul 234
Moscow 213
Wilmington 206
Palermo 204
Houston 185
Woodbridge 184
Nanjing 180
Florence 171
Bologna 167
The Dalles 147
Ann Arbor 146
San Jose 139
Cambridge 137
Turin 135
Princeton 131
Naples 124
Bari 118
Genoa 118
Seattle 115
Lauterbourg 101
Boardman 88
Los Angeles 81
Nanchang 78
Buffalo 62
São Paulo 62
Athens 60
Catania 59
Pisa 54
Ho Chi Minh City 53
Siena 53
Helsinki 51
Shenyang 51
Council Bluffs 48
Hanoi 45
San Mateo 44
New York 39
Redwood City 38
Tianjin 38
Trondheim 38
San Diego 35
Abuja 33
Changsha 33
Montreal 33
Parma 33
Bogotá 32
Modena 32
Jiaxing 30
Orem 30
Dearborn 28
L’Aquila 27
Amsterdam 26
Tokyo 26
Kunming 25
Lucca 25
Brescia 24
Jinan 24
Chicago 23
Hebei 23
Redondo Beach 23
Bergamo 22
Civitanova Marche 22
Paris 22
Bengaluru 21
Chieti 21
Livorno 21
Pavia 21
Rio de Janeiro 21
Ankara 20
Berlin 20
Frankfurt am Main 20
Salerno 20
Toronto 20
Verona 19
Guangzhou 18
Istanbul 18
Messina 18
Pescara 18
Scandiano 18
Shanghai 18
Dortmund 17
Hangzhou 17
Madrid 17
Reggio Emilia 17
San Benedetto del Tronto 17
Columbus 16
Denizli 16
Totale 12.138
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Nome #
Mediazione semiotica nella didattica della matematica: artefatti e segni nella tradizione di Vygotskij. 4.595
Semiotic mediation in the mathematics classroom: artifacts and signs after a Vygotskian perspective 1.468
Some dynamic mental processes underlying producing and proving conjectures 435
Approaching geometry theorems in contexts: from history and epistemology to cognition 405
Proof and proving in mathematics education 363
Challenging the traditional school approach to theorems: a hypothesis about the cognitive unity of theorems 338
La scienza in 4D 261
Artifacts and signs after a Vygotskian perspective: the role of the teacher 249
La geometria in classe 249
The time in science: An interdisciplinary laboratorial approach 245
Influence of technologies advances on students' math learning 224
Transforming Images in a DGS: The Semiotic Potential of the Dragging Tool for Introducing the Notion of Conditional Statement 218
Immagini e concetti in geometria 209
Approaching functions: Cabri tools as instruments of semiotic mediation 205
Costruzioni in geometria 201
Introducing students to geometric theorems: how the teacher can exploit the semiotic potential of a DGS 199
Indirect proof: what is specific to this way of proving? 197
Designing Non-constructability Tasks in a Dynamic Geometry Environment 195
Un artefact comme outils de médiation sémiotique : une ressource pour l’enseignant 195
Activating a Self-Regulated process: the case of a remedial activity within an ICT environment 193
Conjecturing and Proving in Dynamic Geometry: the Elaboration of Some Research Hypotheses 188
Defining in classroom activities 187
Lo zero è un problema? 187
Conjecture-generation through Dragging and Abduction in Dynamic Geometry 183
Congetturare e dimostrare in ambiente di Geometria Dinamica 176
Breakdown and reconstruction of figural concepts in proofs by contradiction in geometry. 175
Networking theoretical frames: the ReMath enterprise 175
La preuve en mathématique 173
Reasoning in an absurd world: difficulties with proof by contradiction 172
Abduction and the explanation of anomalies: the case of proof by contradiction 172
La dimostrazione e la sua pratica nell'insegnamento della matematica 171
A remedial intervention in Algebra 170
Approaching and developing the culture of geometry theorems in school: a theoretical framework 169
Semiotic mediation: from history to mathematics classroom 168
La preuve en mathématique 168
Casyopée in the classroom: two different theory-driven pedagogical approaches 167
Arithmetic and Algebra, continuity or cognitive break? The case of Francesca 167
Integrating Technology into Mathematics Education: Theoretical Perspectives 166
Discernment of invariants in dynamic geometry environments 166
Con quale idea di numero i ragazzi escono dalla scuola media? 166
Strategie di conteggio del numero delle facce, dei vertici e degli spigoli di un poliedro 165
Proofs, Semiotics and Artefacts of Information Technologies 163
ICT as opportunities for teaching-learning in a mathematics classroom: the semiotic potential of artefacts 162
Espressioni numeriche ed espressioni letterali: continuità o rottura 161
Proof and proving in the classroom : Dynamic Geometry Systems as tools of Semiotic Mediation 161
Synergies between theoretical approaches to mathematics education with technology: A case study through a cross-analysis methodology 160
Building theories: working in a microworld and writing the mathematical notebook 159
Introduzione alla dimostrazione all'inizio della scuola secondaria superiore 158
Observation of gamma-sources using a new reconstruction technique in the CLUE experiment 158
Difficoltà in algebra: un intervento di recupero, Parte Seconda 157
Artefatti e strumenti 156
Discutendo in classe la definizione di prisma 155
Images and concepts in geometrical reasoning 152
Introduction to the special issue on didactical and epistemological perspectives on proof 147
Resources for the teacher from a semiotic mediation perspective 147
La discussione matematica: formazione e pratica professionale dell’insegnante 146
Artefacts and instruments for mediating mathematical meanings 146
The CERME Spirit: Issues of Quality and Inclusion in an Innovative Conference Style 145
L’educazione geometrica attraverso l’uso di strumenti: un esperimento didattico 139
Nuove tecnologie in classe : cosa è cambiato?, 138
Il ruolo dell'aritmetica 138
Tree representation in the Aplusix CAS: a tool of semiotic mediation for the meaning of algebraic expressions 135
Giovanni Prodi 135
Reasoning by Contradiction in Dynamic Geometry 133
Semiotic mediation in the primary school: Dürer glass 131
L'approccio psicologico nella didattica della matematica 130
Difficoltà in algebra: un intervento di recupero, Parte Prima 129
Mental images: some problems related to the development of solids 128
L'educazione geometrica attraverso l'uso di strumenti: un esperimento didattico 127
Scoprire la matematica. Geometria dello spazio e oltre. 127
Which is the shape of an ellipse? A didactic analysis of an historical debate 127
L'organizzazione dello spazio: una proposta operativa per la prima classe 127
Le intuizione coinvolte in problemi di divisibilità 126
Making Conjectures in Dynamic Geometry: The Potential of a Particular Way of Dragging 125
Experimental approaches to theoretical thinking: artefacts and proofs 125
È possible salvare la Geometria dall’oblio? 124
Exploiting the feedback of the aplusix cas to mediate the equivalence between algebraic expressions 123
Riflessioni sulla dinamicità delle figure 123
L'immagine mentale per la formazione dei concetti geometrici 123
Reasoning, proof and proving in mathematics education 122
Figural and conceptual aspects in a defining process 122
La dimostrazione per assurdo: un modello per un 'analisi cognitiva e didattica 122
Justifying and proving: figural and conceptual aspects, 121
L’algebrista : un micromonde pour l’enseignementet l’apprentissage de l’algèbre de calcul 121
Memorizing algebraic formulas: the support of a microworld 120
Introduction to proof: the mediation of a dynamic software environment 120
From drawing to construction: teachers mediation within the Cabri environment 120
New artefact and the mediation of mathematical meanings 119
Grounding the notion of function and graph in DGS 119
Technologies numériques et enseignement des mathématiques : Où en est-on ? 119
Semiotic mediation for algebra teaching and learning 118
Generating Conjectures through Dragging in a Dynamic Geometry Environment 118
Indirect proof: an interpreting model 117
New Artefacts and Mathematical Meanings in the Classroom 116
Geometrical proof: the mediation of a microworld 116
Giovanni Prodi e la ricerca in didattica della matematica 114
Proving and Proof as an Educationa Task 113
I processi di insegnamento/apprendimento centrati sull'uso di strumenti computazionali 112
La proporzionalità nei ragazzi di 13-14 anni- Parte 1 111
Towards the definition of function 110
Totale 22.091
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Categoria #
all - tutte 59.130
article - articoli 0
book - libri 0
conference - conferenze 0
curatela - curatele 0
other - altro 0
patent - brevetti 0
selected - selezionate 0
volume - volumi 0
Totale 59.130
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Totale Lug Ago Sett Ott Nov Dic Gen Feb Mar Apr Mag Giu
2020/2021373 0 0 0 0 0 0 0 0 0 88 188 97
2021/20221.253 74 166 92 96 65 31 70 75 82 141 113 248
2022/20232.979 157 130 273 355 289 502 128 251 374 132 206 182
2023/20242.891 268 170 252 135 150 396 552 142 58 219 257 292
2024/20254.343 254 243 387 267 397 242 220 301 316 263 433 1.020
2025/20266.235 600 1.026 763 563 1.082 367 774 299 352 409 0 0
Totale 23.702