BARTOLINI, Maria Giuseppina
 Distribuzione geografica
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Continente #
NA - Nord America 11.300
EU - Europa 10.430
AS - Asia 6.225
SA - Sud America 818
Continente sconosciuto - Info sul continente non disponibili 170
OC - Oceania 160
AF - Africa 155
Totale 29.258
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Nazione #
US - Stati Uniti d'America 10.911
IT - Italia 4.255
GB - Regno Unito 2.789
SG - Singapore 1.831
CN - Cina 1.757
HK - Hong Kong 691
SE - Svezia 674
BR - Brasile 566
DE - Germania 546
VN - Vietnam 483
FR - Francia 420
TR - Turchia 353
UA - Ucraina 305
FI - Finlandia 252
KR - Corea 242
CA - Canada 223
RU - Federazione Russa 221
BD - Bangladesh 182
NL - Olanda 144
AU - Australia 133
GR - Grecia 129
BG - Bulgaria 110
NO - Norvegia 103
MX - Messico 102
ES - Italia 101
IN - India 97
ID - Indonesia 93
CH - Svizzera 78
CO - Colombia 76
JP - Giappone 70
PH - Filippine 60
ZA - Sudafrica 58
AR - Argentina 54
MY - Malesia 53
PL - Polonia 46
BE - Belgio 45
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
SA - Arabia Saudita 19
KH - Cambogia 18
IR - Iran 17
UZ - Uzbekistan 17
DK - Danimarca 16
HR - Croazia 15
EG - Egitto 14
VE - Venezuela 14
JM - Giamaica 13
PE - Perù 13
PY - Paraguay 13
TH - Thailandia 13
CR - Costa Rica 12
HU - Ungheria 12
SK - Slovacchia (Repubblica Slovacca) 12
RO - Romania 11
AT - Austria 10
JO - Giordania 10
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
TT - Trinidad e Tobago 7
AZ - Azerbaigian 6
BO - Bolivia 6
DO - Repubblica Dominicana 6
A1 - Anonimo 5
CY - Cipro 5
HN - Honduras 5
NG - Nigeria 5
AL - Albania 4
EU - Europa 4
KE - Kenya 4
MO - Macao, regione amministrativa speciale della Cina 4
PR - Porto Rico 4
SI - Slovenia 4
SN - Senegal 4
SO - Somalia 4
SV - El Salvador 4
BY - Bielorussia 3
KW - Kuwait 3
MK - Macedonia 3
OM - Oman 3
PA - Panama 3
SM - San Marino 3
SY - Repubblica araba siriana 3
AM - Armenia 2
Totale 29.043
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Città #
Southend 2.198
Santa Clara 1.259
Singapore 1.141
Ashburn 935
San Jose 705
Hong Kong 657
Jacksonville 648
Chandler 606
Hefei 584
Woodbridge 503
Fairfield 467
Dearborn 370
Council Bluffs 366
Ann Arbor 338
Houston 320
Nyköping 317
Milan 313
Beijing 312
Rome 294
London 258
Wilmington 245
Seoul 222
Seattle 168
Izmir 167
Los Angeles 166
Modena 158
Helsinki 151
New York 149
The Dalles 147
Florence 141
Cambridge 140
Redwood City 140
Bologna 138
Ho Chi Minh City 133
Hanoi 116
Princeton 113
Munich 107
Sofia 106
Turin 106
Eugene 103
Des Moines 90
Moscow 89
Lauterbourg 86
Chicago 73
L’Aquila 71
Buffalo 69
Naples 69
San Diego 63
Columbus 60
Dallas 60
Bari 58
São Paulo 58
Palermo 55
Athens 54
Pisa 54
Genoa 50
Jakarta 42
Sydney 39
Guangzhou 37
Orem 37
Verona 37
Phoenix 35
Tokyo 35
Frankfurt am Main 34
Parma 34
Shanghai 34
Bogotá 33
Vancouver 33
Bremen 32
Norwalk 32
Reggio Emilia 32
Istanbul 30
Chennai 29
Ottawa 29
Atlanta 28
Paris 28
Johannesburg 27
Montreal 27
Falls Church 26
Toronto 26
Catania 25
Da Nang 25
Kent 24
Melbourne 23
Nanjing 23
Taipei 23
Warsaw 23
Denver 22
Dong Ket 22
Dublin 22
Padova 22
Brussels 21
Rio de Janeiro 21
Santiago 21
Amsterdam 20
Brooklyn 20
Lausanne 20
Salt Lake City 20
Scafati 19
Trondheim 19
Totale 17.777
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Nome #
Semiotic Mediation in the Mathematics Classroom: Artefacts and Signs after a Vygotskian Perspective 867
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 782
Una metodologia didattica della scuola cinese: i problemi con variazione 713
Il lesson study per la formazione degli insegnanti 593
A dialogue between cultures about task design for primary school 538
Le macchine per la prospettiva 456
Verbal Interaction in Mathematics Classroom: a Vygotskian Analysis 450
Le peculiarità del Lesson Study in Italia tra passato, presente e futuro 447
Matematica: i numeri e lo spazio. 444
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 438
Geometry in early years: sowing seeds for a mathematical definition of squares and rectangles 408
Des scénarios portant sur l’utilisation d’artefacts dans l’enseignement et apprentissage des mathématiques à l’école primaire 402
Professional development models for whole number arithmetic in primary mathematics teacher education: a cross-cultural overview 367
BAMBINI CHE CONTANO: A LONG TERM PROGRAM FOR PRESCHOOL TEACHERS DEVELOPMENT 359
Perspectiva artificialis 355
Ancient Instruments in the modern Classroom 351
Instruments for semiotic mediation in primary school classrooms 351
Informatica zero: un percorso formativo per insegnanti di scuola dell’infanzia e primaria 344
HANDBOOK OF INTERNATIONAL RESEARCH IN MATHEMATICS EDUCATION (SECOND EDITION) 337
The number line: a “western” teaching aid 336
Artefacts and utilization schemes in mathematics teacher education: Place value in early childhood education 332
Problemi di insegnamento-apprendimento in matematica: significati, modelli, teorie 332
The early construction of mathematical meanings:Learning positional representation of numbers. 319
The Use of Concrete Artefacts in Geometry Teacher Education for Secondary School 319
Working with artefacts: gestures, drawings and speech in the construction of the mathematical meaning of the visual pyramid 311
Laboratorio di Matematica : Theatrum Machinarum 308
Aspects that affect whole number learning: cultural artifacts and mathematical tasks 306
Culture lontane come risorsa: la Cina 299
Building the foundation.Whole Numbers in the Primary Grades. The 23rd ICMI study 298
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 296
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 293
Recent research on geometry education: an ICME-13 survey team report 292
Mathematical machines: from history to mathematics classroom 286
Macchine Matematiche: dalla storia alla scuola 285
Building a strong foundation concerning whole number arithmetic in primary grades: editorial introduction 278
Challenges Beyond the Classroom—Sources and Organizational Issues 273
Early Years Mathematics: Semiotic and Cultural Mediation 273
Drawing Instruments: Theories and Practices from History to Didactics 269
Word problems in different cultural traditions 261
Tradition in whole number arithmetic 260
Early Years Mathematics 259
The MMLAB: a laboratory of geometrical instruments 258
Research, practice and theory in didactics of mathematics: Towards dialogue between different fields 257
Social and cultural contexts in the teaching and learning of whole number arithmetic 256
Mathematical Discussion and Perspective Drawing in Primary School 252
Cultural contexts for European research and design practices in Mathematics Education 252
CONSTRUCTION PROBLEMS IN PRIMARY SCHOOL A CASE FROM THE GEOMETRY OF CIRCLE 252
Time(s) in the Didactics of Mathematics: A Methodological Challenge 247
In search for theories: polyphony, polysemy and semiotic mediation in the mathematics classroom. 247
The role of resources and technology in mathematics education. Editorial 246
Il progetto “Significati, congetture, dimostrazioni: dalle ricerche di base in didattica della matematica alle implicazioni curricolari (2005 – 2007) 244
Towards cultural analysis of content: Problems with variations in primary school 243
Perspectiva Artificialis: a real exhibition with a virtual catalogue 242
Handbook of International Research in Mathematics Education 242
Machines as tools in teacher education 241
Working with artefacts: the potential of gestures as generalization devices 239
Cultural Issues in the communication of research on mathematics education 239
Perspectiva Artificialis: cronaca di una mostra 238
Historical Artefacts, Semiotic Mediation and Teaching Proof 234
Mathematics in Context: Focusing on Students 231
Del ábaco al ordenador: formación y práctica profesional del docente, 230
Tasks for teachers in the MMLAB-ER Project 229
Language and Communication in the Mathematics Classroom 226
The meaning of conics: historical and didactical dimensions 224
The Use of Artefacts for Calculation: a Semiotic Approach 222
Mathematical laboratory in the Italian curriculum: the case of mathematical machines 221
Mathematics Education. The Singapore Journey 219
Language and cultural issues in the teaching and learning of Whole Number Arithmetic 218
Dimostrare nel laboratorio di matematica: dalla scuola primaria alla secondaria. 217
Moving forward in international mathematics education research 216
Early Approach to Theoretical Thinking: Gears in Primary School 215
Resources and Technology throughout the history of ICMI 215
Learning from the World. The Teaching and Learning of Whole Number Arithmetic in the ICMI Study 23 212
Russian Mathematics Education 212
Italian Trends in Research in Mathematics Education: A National Case Study in the International Perspective, 212
Using pivot signs to reach an inclusive definition of rectangles and squares 211
Semiotic mediation: fragments from a classroom experiment on the coordination of spatial perspectives 210
Theoretical and Empirical Approaches To Classroom Interaction 209
The Geometry of Drawing Instruments: Arguments for a didactical Use of Real and Virtual Copies, 208
Joint Activity in the Mathematics Classroom: a Vygotskian Analysis 206
Il Laboratorio delle Macchine Matematiche:dalla tradizione a un progetto regionale di formazione degli insegnanti della scuola secondaria 205
EXPERIMENTAL MATHEMATICS AND THE TEACHING AND LEARNING OF PROOF 203
SEMIOTIC MEDIATION IN THE PRIMARY SCHOOL: DÛRER'S GLASS 202
Semiotic Mediation in Mathematics and Physics Classrooms: Artefacts and Signs after a Vygotskian Approach 202
Supraclavicular artery fascial flap (SAFF): a valuable tool in salvage total laryngectomy and hemipharyngolaryngectomy 200
Semiotic Mediation: from History to Mathematics Classroom 200
The Laboratory of Mathematical Machines of Modena 199
Proof and proving in primary school: an experimental approach. 198
How Chinese Teach Mathematics. Perspective from Insiders 198
Teaching Learning Geometry in Contexts 186
null 186
Macchine matematiche reali e virtuali: cabri come ambiente di Modellizzazione. 185
Future Issues and Directions in International Mathematics Education Research 184
Observation of Two New Excited Ξb0 States Decaying to Λb0 K-π+ 184
Meaning construction through semiotic means: the case of the visual pyramid 180
PERCHÉ I BAMBINI CINESI SONO PIÙ BRAVI IN MATEMATICA?ALLA RICERCA DI UNA RISPOSTA NEI LORO LIBRI DI TESTO DI 1° E 2° ELEMENTARE 180
History in the Mathematics Classroom: Linkages and Kinematic Geometry 180
Il progetto regionale Scienze e Tecnologie: l’azione 1 178
Encyclopedia of Curves (in giapponese) 176
Postfazione [Come ragionano i bambini] 174
Totale 28.279
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Categoria #
all - tutte 88.619
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 88.619
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Totale Lug Ago Sett Ott Nov Dic Gen Feb Mar Apr Mag Giu
2021/20221.722 0 0 102 179 116 129 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
2026/20271.337 237 713 387 0 0 0 0 0 0 0 0 0
Totale 29.258