BARTOLINI, Maria Giuseppina
 Distribuzione geografica
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Continente #
NA - Nord America 10.485
EU - Europa 10.185
AS - Asia 6.161
SA - Sud America 810
OC - Oceania 159
AF - Africa 153
Continente sconosciuto - Info sul continente non disponibili 10
Totale 27.963
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Nazione #
US - Stati Uniti d'America 10.121
IT - Italia 4.032
GB - Regno Unito 2.785
SG - Singapore 1.829
CN - Cina 1.753
HK - Hong Kong 689
SE - Svezia 672
BR - Brasile 564
DE - Germania 544
VN - Vietnam 482
FR - Francia 419
TR - Turchia 345
UA - Ucraina 303
FI - Finlandia 251
KR - Corea 240
RU - Federazione Russa 221
CA - Canada 213
BD - Bangladesh 153
NL - Olanda 143
AU - Australia 132
GR - Grecia 129
BG - Bulgaria 110
NO - Norvegia 103
MX - Messico 99
ES - Italia 97
IN - India 94
ID - Indonesia 92
CH - Svizzera 78
CO - Colombia 71
JP - Giappone 67
PH - Filippine 59
ZA - Sudafrica 58
AR - Argentina 53
MY - Malesia 52
PL - Polonia 46
BE - Belgio 42
IQ - Iraq 37
CL - Cile 36
PK - Pakistan 36
IE - Irlanda 35
LT - Lituania 35
TW - Taiwan 35
EC - Ecuador 30
PT - Portogallo 26
MA - Marocco 24
AE - Emirati Arabi Uniti 23
IL - Israele 23
NZ - Nuova Zelanda 23
KH - Cambogia 18
SA - Arabia Saudita 17
UZ - Uzbekistan 17
DK - Danimarca 16
EG - Egitto 14
HR - Croazia 14
VE - Venezuela 14
JM - Giamaica 13
PE - Perù 13
PY - Paraguay 13
TH - Thailandia 13
HU - Ungheria 12
IR - Iran 12
SK - Slovacchia (Repubblica Slovacca) 12
RO - Romania 11
AT - Austria 10
JO - Giordania 10
CR - Costa Rica 9
DZ - Algeria 9
ET - Etiopia 9
NP - Nepal 9
TN - Tunisia 9
UY - Uruguay 9
CZ - Repubblica Ceca 8
BH - Bahrain 7
LB - Libano 7
RS - Serbia 7
AZ - Azerbaigian 6
BO - Bolivia 6
DO - Repubblica Dominicana 6
A1 - Anonimo 5
CY - Cipro 5
TT - Trinidad e Tobago 5
AL - Albania 4
EU - Europa 4
HN - Honduras 4
KE - Kenya 4
MO - Macao, regione amministrativa speciale della Cina 4
NG - Nigeria 4
SI - Slovenia 4
SN - Senegal 4
SO - Somalia 4
BY - Bielorussia 3
KW - Kuwait 3
MK - Macedonia 3
OM - Oman 3
PA - Panama 3
PR - Porto Rico 3
SM - San Marino 3
SY - Repubblica araba siriana 3
AM - Armenia 2
CG - Congo 2
Totale 27.913
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Città #
Southend 2.198
Santa Clara 1.244
Singapore 1.140
Ashburn 858
Hong Kong 655
Jacksonville 648
Chandler 606
Hefei 584
San Jose 546
Woodbridge 503
Fairfield 467
Dearborn 370
Ann Arbor 338
Houston 319
Nyköping 317
Beijing 311
Rome 276
London 257
Milan 251
Wilmington 243
Seoul 222
Council Bluffs 201
Seattle 168
Izmir 167
Modena 156
Helsinki 151
The Dalles 143
Los Angeles 141
Cambridge 140
Redwood City 140
New York 139
Florence 138
Ho Chi Minh City 133
Bologna 131
Hanoi 115
Princeton 113
Munich 107
Sofia 106
Eugene 103
Turin 97
Des Moines 90
Moscow 88
Lauterbourg 86
Chicago 71
L’Aquila 71
Buffalo 62
San Diego 61
Naples 58
São Paulo 58
Bari 57
Dallas 55
Athens 54
Palermo 54
Pisa 52
Genoa 44
Jakarta 42
Sydney 39
Guangzhou 37
Orem 37
Verona 36
Columbus 35
Tokyo 35
Frankfurt am Main 34
Shanghai 34
Vancouver 33
Bremen 32
Norwalk 32
Parma 32
Reggio Emilia 32
Bogotá 31
Phoenix 31
Istanbul 30
Chennai 29
Ottawa 29
Paris 28
Johannesburg 27
Falls Church 26
Montreal 26
Da Nang 25
Atlanta 24
Kent 24
Nanjing 23
Taipei 23
Toronto 23
Warsaw 23
Catania 22
Denver 22
Dong Ket 22
Dublin 22
Melbourne 22
Padova 22
Brussels 21
Rio de Janeiro 21
Amsterdam 20
Lausanne 20
Salt Lake City 20
Santiago 20
Brooklyn 19
Scafati 19
Trondheim 19
Totale 17.126
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Nome #
Semiotic Mediation in the Mathematics Classroom: Artefacts and Signs after a Vygotskian Perspective 837
Trasposizione Culturale in Didattica della Matematica: esempi tra Italia e Cina Cultural Transposition in Teaching Mathematics: examples between Italy and China Maria G. Bartolini Bussi, Alessandro Ramploud 775
Una metodologia didattica della scuola cinese: i problemi con variazione 703
Il lesson study per la formazione degli insegnanti 583
A dialogue between cultures about task design for primary school 529
Verbal Interaction in Mathematics Classroom: a Vygotskian Analysis 441
Cultural transposition of Chinese lesson study to Italy: An exploratory study on fractions in a fourth-grade classroom", International Journal for Lesson and Learning Studies 432
Matematica: i numeri e lo spazio. 411
Geometry in early years: sowing seeds for a mathematical definition of squares and rectangles 404
Le macchine per la prospettiva 398
Des scénarios portant sur l’utilisation d’artefacts dans l’enseignement et apprentissage des mathématiques à l’école primaire 394
Professional development models for whole number arithmetic in primary mathematics teacher education: a cross-cultural overview 362
BAMBINI CHE CONTANO: A LONG TERM PROGRAM FOR PRESCHOOL TEACHERS DEVELOPMENT 351
Perspectiva artificialis 346
Ancient Instruments in the modern Classroom 344
Instruments for semiotic mediation in primary school classrooms 342
Informatica zero: un percorso formativo per insegnanti di scuola dell’infanzia e primaria 334
Problemi di insegnamento-apprendimento in matematica: significati, modelli, teorie 329
Artefacts and utilization schemes in mathematics teacher education: Place value in early childhood education 324
The number line: a “western” teaching aid 323
HANDBOOK OF INTERNATIONAL RESEARCH IN MATHEMATICS EDUCATION (SECOND EDITION) 316
The Use of Concrete Artefacts in Geometry Teacher Education for Secondary School 308
The early construction of mathematical meanings:Learning positional representation of numbers. 307
Working with artefacts: gestures, drawings and speech in the construction of the mathematical meaning of the visual pyramid 302
Laboratorio di Matematica : Theatrum Machinarum 302
Aspects that affect whole number learning: cultural artifacts and mathematical tasks 300
Building the foundation.Whole Numbers in the Primary Grades. The 23rd ICMI study 293
Concrete models and dynamic instruments as early technologytools in classrooms at the dawn of ICMI: from Felix Kleinto present applications in mathematics classroomsin different parts of the world 289
Culture lontane come risorsa: la Cina 289
Buone pratiche didattiche per prevenire falsi positivi nelle diagnosi di discalculia: il progetto “PerContare” / Preventing false positives in the diagnosis of dyscalculia through good teaching practices: the “PerContare” project 289
Recent research on geometry education: an ICME-13 survey team report 284
Mathematical machines: from history to mathematics classroom 282
Macchine Matematiche: dalla storia alla scuola 275
Building a strong foundation concerning whole number arithmetic in primary grades: editorial introduction 275
Challenges Beyond the Classroom—Sources and Organizational Issues 267
Drawing Instruments: Theories and Practices from History to Didactics 261
Early Years Mathematics: Semiotic and Cultural Mediation 259
Tradition in whole number arithmetic 257
Research, practice and theory in didactics of mathematics: Towards dialogue between different fields 254
Social and cultural contexts in the teaching and learning of whole number arithmetic 254
Early Years Mathematics 252
Word problems in different cultural traditions 251
The MMLAB: a laboratory of geometrical instruments 249
Cultural contexts for European research and design practices in Mathematics Education 246
In search for theories: polyphony, polysemy and semiotic mediation in the mathematics classroom. 244
CONSTRUCTION PROBLEMS IN PRIMARY SCHOOL A CASE FROM THE GEOMETRY OF CIRCLE 244
The role of resources and technology in mathematics education. Editorial 243
Mathematical Discussion and Perspective Drawing in Primary School 242
Time(s) in the Didactics of Mathematics: A Methodological Challenge 242
Le peculiarità del Lesson Study in Italia tra passato, presente e futuro 242
Towards cultural analysis of content: Problems with variations in primary school 240
Handbook of International Research in Mathematics Education 237
Perspectiva Artificialis: a real exhibition with a virtual catalogue 236
Il progetto “Significati, congetture, dimostrazioni: dalle ricerche di base in didattica della matematica alle implicazioni curricolari (2005 – 2007) 234
Machines as tools in teacher education 234
Cultural Issues in the communication of research on mathematics education 232
Working with artefacts: the potential of gestures as generalization devices 230
Historical Artefacts, Semiotic Mediation and Teaching Proof 229
Del ábaco al ordenador: formación y práctica profesional del docente, 223
Mathematics in Context: Focusing on Students 222
Tasks for teachers in the MMLAB-ER Project 221
The meaning of conics: historical and didactical dimensions 221
Perspectiva Artificialis: cronaca di una mostra 219
Language and Communication in the Mathematics Classroom 215
The Use of Artefacts for Calculation: a Semiotic Approach 215
Language and cultural issues in the teaching and learning of Whole Number Arithmetic 215
Mathematical laboratory in the Italian curriculum: the case of mathematical machines 214
Mathematics Education. The Singapore Journey 213
Moving forward in international mathematics education research 211
Resources and Technology throughout the history of ICMI 211
Early Approach to Theoretical Thinking: Gears in Primary School 210
Dimostrare nel laboratorio di matematica: dalla scuola primaria alla secondaria. 207
Learning from the World. The Teaching and Learning of Whole Number Arithmetic in the ICMI Study 23 207
Russian Mathematics Education 207
The Geometry of Drawing Instruments: Arguments for a didactical Use of Real and Virtual Copies, 206
Theoretical and Empirical Approaches To Classroom Interaction 204
Italian Trends in Research in Mathematics Education: A National Case Study in the International Perspective, 202
Joint Activity in the Mathematics Classroom: a Vygotskian Analysis 199
Semiotic mediation: fragments from a classroom experiment on the coordination of spatial perspectives 198
SEMIOTIC MEDIATION IN THE PRIMARY SCHOOL: DÛRER'S GLASS 197
Semiotic Mediation in Mathematics and Physics Classrooms: Artefacts and Signs after a Vygotskian Approach 197
Il Laboratorio delle Macchine Matematiche:dalla tradizione a un progetto regionale di formazione degli insegnanti della scuola secondaria 197
Using pivot signs to reach an inclusive definition of rectangles and squares 195
Supraclavicular artery fascial flap (SAFF): a valuable tool in salvage total laryngectomy and hemipharyngolaryngectomy 194
The Laboratory of Mathematical Machines of Modena 194
Proof and proving in primary school: an experimental approach. 191
Semiotic Mediation: from History to Mathematics Classroom 190
How Chinese Teach Mathematics. Perspective from Insiders 189
EXPERIMENTAL MATHEMATICS AND THE TEACHING AND LEARNING OF PROOF 187
null 186
Macchine matematiche reali e virtuali: cabri come ambiente di Modellizzazione. 180
Observation of Two New Excited Ξb0 States Decaying to Λb0 K-π+ 180
Teaching Learning Geometry in Contexts 179
Future Issues and Directions in International Mathematics Education Research 177
History in the Mathematics Classroom: Linkages and Kinematic Geometry 176
PERCHÉ I BAMBINI CINESI SONO PIÙ BRAVI IN MATEMATICA?ALLA RICERCA DI UNA RISPOSTA NEI LORO LIBRI DI TESTO DI 1° E 2° ELEMENTARE 173
Meaning construction through semiotic means: the case of the visual pyramid 172
Encyclopedia of Curves (in giapponese) 170
Postfazione [Come ragionano i bambini] 168
Il progetto regionale Scienze e Tecnologie: l’azione 1 167
Totale 27.251
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Categoria #
all - tutte 84.964
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 84.964
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Totale Lug Ago Sett Ott Nov Dic Gen Feb Mar Apr Mag Giu
2021/20222.028 79 227 102 179 116 129 85 122 242 165 370 212
2022/20232.553 246 188 183 216 246 368 94 269 341 98 208 96
2023/20242.029 101 152 199 181 306 205 180 250 62 120 141 132
2024/20255.283 190 151 265 353 1.054 746 319 273 508 410 542 472
2025/20267.398 496 456 654 812 874 661 823 368 779 674 509 292
2026/2027202 202 0 0 0 0 0 0 0 0 0 0 0
Totale 28.123