IRIS
MARIOTTI, MARIA ALESSANDRA
 Distribuzione geografica
Salva come PNG Salva come JPEG
Continente #
EU - Europa 13.026
NA - Nord America 6.684
AS - Asia 4.208
SA - Sud America 835
AF - Africa 179
OC - Oceania 39
Continente sconosciuto - Info sul continente non disponibili 11
Totale 24.982
Salva come PNG Salva come JPEG
Nazione #
IT - Italia 6.507
US - Stati Uniti d'America 6.455
CN - Cina 1.528
GB - Regno Unito 1.258
SG - Singapore 1.183
RU - Federazione Russa 952
FR - Francia 843
IE - Irlanda 838
UA - Ucraina 685
BR - Brasile 584
SE - Svezia 475
DE - Germania 403
HK - Hong Kong 319
NL - Olanda 290
KR - Corea 271
VN - Vietnam 200
TR - Turchia 178
FI - Finlandia 177
GR - Grecia 127
CO - Colombia 113
CH - Svizzera 111
CA - Canada 105
IN - India 92
MX - Messico 92
NO - Norvegia 86
JP - Giappone 84
BD - Bangladesh 62
ES - Italia 59
ZA - Sudafrica 54
ID - Indonesia 52
AR - Argentina 46
NG - Nigeria 39
CL - Cile 38
AU - Australia 36
IL - Israele 35
DK - Danimarca 33
PL - Polonia 31
PT - Portogallo 30
IQ - Iraq 26
PH - Filippine 25
IR - Iran 24
TW - Taiwan 23
BE - Belgio 21
PE - Perù 18
HU - Ungheria 16
AT - Austria 15
EC - Ecuador 15
MA - Marocco 15
MY - Malesia 15
PK - Pakistan 15
UZ - Uzbekistan 13
DZ - Algeria 12
HR - Croazia 11
LT - Lituania 11
CI - Costa d'Avorio 9
CZ - Repubblica Ceca 9
EU - Europa 9
RO - Romania 9
TH - Thailandia 9
UY - Uruguay 9
EG - Egitto 8
TN - Tunisia 8
VE - Venezuela 8
BG - Bulgaria 6
BN - Brunei Darussalam 6
GH - Ghana 6
KE - Kenya 6
LB - Libano 6
NP - Nepal 6
SA - Arabia Saudita 6
ET - Etiopia 5
JO - Giordania 5
RS - Serbia 5
TT - Trinidad e Tobago 5
AE - Emirati Arabi Uniti 4
AL - Albania 4
AZ - Azerbaigian 4
DO - Repubblica Dominicana 4
HN - Honduras 4
KZ - Kazakistan 4
NI - Nicaragua 4
OM - Oman 4
PY - Paraguay 4
BF - Burkina Faso 3
CY - Cipro 3
GA - Gabon 3
JM - Giamaica 3
MG - Madagascar 3
NZ - Nuova Zelanda 3
SI - Slovenia 3
SK - Slovacchia (Repubblica Slovacca) 3
AO - Angola 2
BS - Bahamas 2
CR - Costa Rica 2
KW - Kuwait 2
PA - Panama 2
PR - Porto Rico 2
SV - El Salvador 2
UG - Uganda 2
XK - ???statistics.table.value.countryCode.XK??? 2
Totale 24.964
Salva come PNG Salva come JPEG
Città #
Southend 1.028
Dublin 836
Dallas 793
Milan 653
Singapore 624
Jacksonville 555
Chandler 511
Rome 490
Fairfield 387
Ashburn 370
Santa Clara 347
Hefei 286
Beijing 280
Hong Kong 270
Seoul 234
Moscow 213
Wilmington 206
Palermo 205
Florence 200
Houston 185
Woodbridge 184
Nanjing 180
San Jose 178
Bologna 175
Turin 148
The Dalles 147
Ann Arbor 146
Cambridge 137
Bari 134
Naples 134
Princeton 131
Genoa 120
Seattle 115
Lauterbourg 101
Boardman 88
Los Angeles 86
Council Bluffs 85
Nanchang 78
Buffalo 65
Athens 63
São Paulo 62
Catania 60
Ho Chi Minh City 57
New York 54
Pisa 54
Siena 53
Helsinki 51
Shenyang 51
Hanoi 45
San Mateo 44
Redwood City 38
Tianjin 38
Trondheim 38
Montreal 37
Modena 35
San Diego 35
Parma 34
Abuja 33
Changsha 33
Bogotá 32
Orem 31
Jiaxing 30
Figino 29
Dearborn 28
L’Aquila 28
Amsterdam 26
Bergamo 26
Brescia 26
Tokyo 26
Chicago 25
Kunming 25
Lucca 25
Jinan 24
Paris 24
Rio de Janeiro 24
Salerno 24
Hebei 23
Livorno 23
Pavia 23
Redondo Beach 23
Verona 23
Berlin 22
Civitanova Marche 22
Ankara 21
Bengaluru 21
Chieti 21
Pescara 21
Reggio Emilia 21
Frankfurt am Main 20
Toronto 20
Guangzhou 18
Istanbul 18
Messina 18
Scandiano 18
Shanghai 18
Dortmund 17
Hangzhou 17
Madrid 17
Medellín 17
Modugno 17
Totale 12.952
Salva come PNG Salva come JPEG
Nome #
Mediazione semiotica nella didattica della matematica: artefatti e segni nella tradizione di Vygotskij. 4.761
Semiotic mediation in the mathematics classroom: artifacts and signs after a Vygotskian perspective 1.638
Some dynamic mental processes underlying producing and proving conjectures 462
Approaching geometry theorems in contexts: from history and epistemology to cognition 426
Proof and proving in mathematics education 394
Challenging the traditional school approach to theorems: a hypothesis about the cognitive unity of theorems 358
La geometria in classe 279
La scienza in 4D 272
The time in science: An interdisciplinary laboratorial approach 255
Artifacts and signs after a Vygotskian perspective: the role of the teacher 254
Influence of technologies advances on students' math learning 234
Immagini e concetti in geometria 222
Transforming Images in a DGS: The Semiotic Potential of the Dragging Tool for Introducing the Notion of Conditional Statement 221
Approaching functions: Cabri tools as instruments of semiotic mediation 212
Introducing students to geometric theorems: how the teacher can exploit the semiotic potential of a DGS 211
Indirect proof: what is specific to this way of proving? 207
Lo zero è un problema? 207
Un artefact comme outils de médiation sémiotique : une ressource pour l’enseignant 206
Costruzioni in geometria 205
Designing Non-constructability Tasks in a Dynamic Geometry Environment 197
Conjecturing and Proving in Dynamic Geometry: the Elaboration of Some Research Hypotheses 195
Activating a Self-Regulated process: the case of a remedial activity within an ICT environment 195
Defining in classroom activities 192
Conjecture-generation through Dragging and Abduction in Dynamic Geometry 192
Breakdown and reconstruction of figural concepts in proofs by contradiction in geometry. 189
Congetturare e dimostrare in ambiente di Geometria Dinamica 184
La dimostrazione e la sua pratica nell'insegnamento della matematica 183
La preuve en mathématique 183
Espressioni numeriche ed espressioni letterali: continuità o rottura 182
Abduction and the explanation of anomalies: the case of proof by contradiction 182
Reasoning in an absurd world: difficulties with proof by contradiction 181
Networking theoretical frames: the ReMath enterprise 180
Casyopée in the classroom: two different theory-driven pedagogical approaches 179
Integrating Technology into Mathematics Education: Theoretical Perspectives 179
Approaching and developing the culture of geometry theorems in school: a theoretical framework 178
Con quale idea di numero i ragazzi escono dalla scuola media? 178
La preuve en mathématique 177
Strategie di conteggio del numero delle facce, dei vertici e degli spigoli di un poliedro 176
A remedial intervention in Algebra 174
Introduzione alla dimostrazione all'inizio della scuola secondaria superiore 172
Discernment of invariants in dynamic geometry environments 172
Proofs, Semiotics and Artefacts of Information Technologies 172
Semiotic mediation: from history to mathematics classroom 170
ICT as opportunities for teaching-learning in a mathematics classroom: the semiotic potential of artefacts 169
Synergies between theoretical approaches to mathematics education with technology: A case study through a cross-analysis methodology 169
Arithmetic and Algebra, continuity or cognitive break? The case of Francesca 168
Proof and proving in the classroom : Dynamic Geometry Systems as tools of Semiotic Mediation 166
Difficoltà in algebra: un intervento di recupero, Parte Seconda 165
Building theories: working in a microworld and writing the mathematical notebook 164
Artefatti e strumenti 164
Observation of gamma-sources using a new reconstruction technique in the CLUE experiment 162
La discussione matematica: formazione e pratica professionale dell’insegnante 161
Images and concepts in geometrical reasoning 160
Artefacts and instruments for mediating mathematical meanings 157
The CERME Spirit: Issues of Quality and Inclusion in an Innovative Conference Style 157
Discutendo in classe la definizione di prisma 156
Nuove tecnologie in classe : cosa è cambiato?, 151
Resources for the teacher from a semiotic mediation perspective 150
Il ruolo dell'aritmetica 150
Introduction to the special issue on didactical and epistemological perspectives on proof 149
Tree representation in the Aplusix CAS: a tool of semiotic mediation for the meaning of algebraic expressions 143
L’educazione geometrica attraverso l’uso di strumenti: un esperimento didattico 143
Reasoning by Contradiction in Dynamic Geometry 142
L'approccio psicologico nella didattica della matematica 142
Difficoltà in algebra: un intervento di recupero, Parte Prima 139
Giovanni Prodi 139
L'organizzazione dello spazio: una proposta operativa per la prima classe 138
Memorizing algebraic formulas: the support of a microworld 137
Le intuizione coinvolte in problemi di divisibilità 137
Semiotic mediation in the primary school: Dürer glass 136
From drawing to construction: teachers mediation within the Cabri environment 136
L'educazione geometrica attraverso l'uso di strumenti: un esperimento didattico 135
Exploiting the feedback of the aplusix cas to mediate the equivalence between algebraic expressions 134
L'immagine mentale per la formazione dei concetti geometrici 134
È possible salvare la Geometria dall’oblio? 133
Generating Conjectures through Dragging in a Dynamic Geometry Environment 132
Making Conjectures in Dynamic Geometry: The Potential of a Particular Way of Dragging 132
Mental images: some problems related to the development of solids 132
La dimostrazione per assurdo: un modello per un 'analisi cognitiva e didattica 132
Experimental approaches to theoretical thinking: artefacts and proofs 131
Riflessioni sulla dinamicità delle figure 130
Scoprire la matematica. Geometria dello spazio e oltre. 129
L’algebrista : un micromonde pour l’enseignementet l’apprentissage de l’algèbre de calcul 129
Grounding the notion of function and graph in DGS 128
Introduction to proof: the mediation of a dynamic software environment 128
Which is the shape of an ellipse? A didactic analysis of an historical debate 128
Figural and conceptual aspects in a defining process 128
Semiotic mediation for algebra teaching and learning 126
Geometrical proof: the mediation of a microworld 126
Reasoning, proof and proving in mathematics education 126
New artefact and the mediation of mathematical meanings 125
Justifying and proving: figural and conceptual aspects, 123
Giovanni Prodi e la ricerca in didattica della matematica 123
Indirect proof: an interpreting model 122
Technologies numériques et enseignement des mathématiques : Où en est-on ? 122
I processi di insegnamento/apprendimento centrati sull'uso di strumenti computazionali 121
Theorems in the classroom 119
New Artefacts and Mathematical Meanings in the Classroom 118
La proporzionalità nei ragazzi di 13-14 anni- Parte 1 118
Learning and assessing mathematics with and through digital technologies: Introduction to the section 117
Totale 23.317
Salva come PNG Salva come JPEG
Categoria #
all - tutte 63.348
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 63.348
Salva come PNG Salva come JPEG


Totale Lug Ago Sett Ott Nov Dic Gen Feb Mar Apr Mag Giu
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
2025/20267.338 600 1.026 763 563 1.082 367 774 299 352 480 290 742
2026/2027237 237 0 0 0 0 0 0 0 0 0 0 0
Totale 25.042