BARTOLINI, Maria Giuseppina
 Distribuzione geografica
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Continente #
NA - Nord America 12.364
EU - Europa 10.557
AS - Asia 6.247
SA - Sud America 852
Continente sconosciuto - Info sul continente non disponibili 171
OC - Oceania 161
AF - Africa 157
Totale 30.509
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Nazione #
US - Stati Uniti d'America 11.939
IT - Italia 4.336
GB - Regno Unito 2.797
SG - Singapore 1.838
CN - Cina 1.759
HK - Hong Kong 694
SE - Svezia 677
BR - Brasile 597
DE - Germania 550
VN - Vietnam 484
FR - Francia 423
TR - Turchia 353
UA - Ucraina 305
FI - Finlandia 252
CA - Canada 250
KR - Corea 243
RU - Federazione Russa 222
BD - Bangladesh 183
NL - Olanda 147
AU - Australia 134
GR - Grecia 130
BG - Bulgaria 110
ES - Italia 106
NO - Norvegia 104
MX - Messico 102
IN - India 98
ID - Indonesia 94
CH - Svizzera 82
CO - Colombia 77
JP - Giappone 71
PH - Filippine 60
ZA - Sudafrica 59
AR - Argentina 54
MY - Malesia 53
BE - Belgio 47
PL - Polonia 46
IQ - Iraq 38
PK - Pakistan 37
CL - Cile 36
IE - Irlanda 36
LT - Lituania 35
TW - Taiwan 35
EC - Ecuador 30
PT - Portogallo 26
IL - Israele 24
MA - Marocco 24
AE - Emirati Arabi Uniti 23
NZ - Nuova Zelanda 23
DK - Danimarca 21
SA - Arabia Saudita 19
KH - Cambogia 18
IR - Iran 17
UZ - Uzbekistan 17
HR - Croazia 15
VE - Venezuela 15
CR - Costa Rica 14
EG - Egitto 14
JM - Giamaica 14
PE - Perù 14
PY - Paraguay 13
TH - Thailandia 13
AT - Austria 12
HU - Ungheria 12
SK - Slovacchia (Repubblica Slovacca) 12
RO - Romania 11
JO - Giordania 10
DZ - Algeria 9
ET - Etiopia 9
NP - Nepal 9
TN - Tunisia 9
UY - Uruguay 9
CZ - Repubblica Ceca 8
RS - Serbia 8
TT - Trinidad e Tobago 8
BH - Bahrain 7
HN - Honduras 7
LB - Libano 7
AZ - Azerbaigian 6
BO - Bolivia 6
DO - Repubblica Dominicana 6
A1 - Anonimo 5
CY - Cipro 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
KG - Kirghizistan 3
KW - Kuwait 3
MD - Moldavia 3
MK - Macedonia 3
NI - Nicaragua 3
OM - Oman 3
PA - Panama 3
Totale 30.287
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Città #
Southend 2.198
Ashburn 1.493
Santa Clara 1.265
Singapore 1.141
San Jose 761
Hong Kong 657
Jacksonville 649
Chandler 606
Hefei 584
Woodbridge 503
Fairfield 467
Council Bluffs 427
Dearborn 370
Ann Arbor 338
Houston 320
Nyköping 317
Milan 316
Beijing 312
Rome 302
London 258
Wilmington 246
Seoul 222
Los Angeles 174
Seattle 171
Izmir 167
Modena 158
New York 157
Helsinki 151
The Dalles 147
Bologna 141
Florence 141
Cambridge 140
Redwood City 140
Ho Chi Minh City 133
Hanoi 116
Princeton 113
Munich 107
Sofia 106
Turin 106
Eugene 103
Des Moines 90
Moscow 89
Lauterbourg 86
São Paulo 85
Chicago 79
Naples 73
L’Aquila 71
Buffalo 69
Columbus 64
San Diego 64
Dallas 63
Bari 59
Palermo 57
Athens 55
Pisa 54
Genoa 50
Jakarta 42
Toronto 41
Sydney 39
Orem 38
Verona 38
Guangzhou 37
Tokyo 36
Phoenix 35
Atlanta 34
Frankfurt am Main 34
Parma 34
Shanghai 34
Bogotá 33
Vancouver 33
Bremen 32
Montreal 32
Norwalk 32
Reggio Emilia 32
Istanbul 30
Chennai 29
Ottawa 29
Paris 29
Johannesburg 27
Falls Church 26
Catania 25
Da Nang 25
Kent 24
Brooklyn 23
Denver 23
Melbourne 23
Nanjing 23
Taipei 23
Warsaw 23
Dong Ket 22
Dublin 22
Padova 22
Brussels 21
Rio de Janeiro 21
Santiago 21
Springfield 21
Amsterdam 20
Lausanne 20
Manchester 20
Salt Lake City 20
Totale 18.579
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Nome #
Semiotic Mediation in the Mathematics Classroom: Artefacts and Signs after a Vygotskian Perspective 930
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 801
Una metodologia didattica della scuola cinese: i problemi con variazione 738
Il lesson study per la formazione degli insegnanti 618
A dialogue between cultures about task design for primary school 553
Matematica: i numeri e lo spazio. 503
Le macchine per la prospettiva 463
Le peculiarità del Lesson Study in Italia tra passato, presente e futuro 457
Verbal Interaction in Mathematics Classroom: a Vygotskian Analysis 452
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 448
Geometry in early years: sowing seeds for a mathematical definition of squares and rectangles 417
Des scénarios portant sur l’utilisation d’artefacts dans l’enseignement et apprentissage des mathématiques à l’école primaire 408
Professional development models for whole number arithmetic in primary mathematics teacher education: a cross-cultural overview 377
Ancient Instruments in the modern Classroom 374
Perspectiva artificialis 364
BAMBINI CHE CONTANO: A LONG TERM PROGRAM FOR PRESCHOOL TEACHERS DEVELOPMENT 362
Instruments for semiotic mediation in primary school classrooms 360
Informatica zero: un percorso formativo per insegnanti di scuola dell’infanzia e primaria 356
HANDBOOK OF INTERNATIONAL RESEARCH IN MATHEMATICS EDUCATION (SECOND EDITION) 355
Problemi di insegnamento-apprendimento in matematica: significati, modelli, teorie 345
The number line: a “western” teaching aid 342
Artefacts and utilization schemes in mathematics teacher education: Place value in early childhood education 340
The early construction of mathematical meanings:Learning positional representation of numbers. 330
Working with artefacts: gestures, drawings and speech in the construction of the mathematical meaning of the visual pyramid 328
The Use of Concrete Artefacts in Geometry Teacher Education for Secondary School 323
Laboratorio di Matematica : Theatrum Machinarum 319
Recent research on geometry education: an ICME-13 survey team report 316
Aspects that affect whole number learning: cultural artifacts and mathematical tasks 315
Building the foundation.Whole Numbers in the Primary Grades. The 23rd ICMI study 313
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 308
Challenges Beyond the Classroom—Sources and Organizational Issues 306
Culture lontane come risorsa: la Cina 303
Macchine Matematiche: dalla storia alla scuola 301
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 296
Mathematical machines: from history to mathematics classroom 293
Building a strong foundation concerning whole number arithmetic in primary grades: editorial introduction 283
Drawing Instruments: Theories and Practices from History to Didactics 278
Early Years Mathematics: Semiotic and Cultural Mediation 275
Word problems in different cultural traditions 270
Tradition in whole number arithmetic 266
Towards cultural analysis of content: Problems with variations in primary school 266
The MMLAB: a laboratory of geometrical instruments 265
Early Years Mathematics 264
Research, practice and theory in didactics of mathematics: Towards dialogue between different fields 263
Social and cultural contexts in the teaching and learning of whole number arithmetic 263
Mathematical Discussion and Perspective Drawing in Primary School 260
Working with artefacts: the potential of gestures as generalization devices 260
Cultural contexts for European research and design practices in Mathematics Education 257
In search for theories: polyphony, polysemy and semiotic mediation in the mathematics classroom. 257
CONSTRUCTION PROBLEMS IN PRIMARY SCHOOL A CASE FROM THE GEOMETRY OF CIRCLE 257
Time(s) in the Didactics of Mathematics: A Methodological Challenge 255
The role of resources and technology in mathematics education. Editorial 254
Handbook of International Research in Mathematics Education 252
Perspectiva Artificialis: a real exhibition with a virtual catalogue 251
Tasks for teachers in the MMLAB-ER Project 250
Perspectiva Artificialis: cronaca di una mostra 249
Il progetto “Significati, congetture, dimostrazioni: dalle ricerche di base in didattica della matematica alle implicazioni curricolari (2005 – 2007) 247
Cultural Issues in the communication of research on mathematics education 245
Mathematics in Context: Focusing on Students 245
Machines as tools in teacher education 244
Mathematical laboratory in the Italian curriculum: the case of mathematical machines 242
Historical Artefacts, Semiotic Mediation and Teaching Proof 241
Del ábaco al ordenador: formación y práctica profesional del docente, 240
The meaning of conics: historical and didactical dimensions 235
Language and Communication in the Mathematics Classroom 233
The Use of Artefacts for Calculation: a Semiotic Approach 229
Russian Mathematics Education 228
Learning from the World. The Teaching and Learning of Whole Number Arithmetic in the ICMI Study 23 227
How Chinese Teach Mathematics. Perspective from Insiders 227
Language and cultural issues in the teaching and learning of Whole Number Arithmetic 227
Early Approach to Theoretical Thinking: Gears in Primary School 225
Mathematics Education. The Singapore Journey 224
Semiotic mediation: fragments from a classroom experiment on the coordination of spatial perspectives 221
Dimostrare nel laboratorio di matematica: dalla scuola primaria alla secondaria. 221
Resources and Technology throughout the history of ICMI 221
Joint Activity in the Mathematics Classroom: a Vygotskian Analysis 220
Moving forward in international mathematics education research 220
Using pivot signs to reach an inclusive definition of rectangles and squares 217
The Geometry of Drawing Instruments: Arguments for a didactical Use of Real and Virtual Copies, 216
Theoretical and Empirical Approaches To Classroom Interaction 214
Italian Trends in Research in Mathematics Education: A National Case Study in the International Perspective, 214
Semiotic Mediation in Mathematics and Physics Classrooms: Artefacts and Signs after a Vygotskian Approach 207
Semiotic Mediation: from History to Mathematics Classroom 207
SEMIOTIC MEDIATION IN THE PRIMARY SCHOOL: DÛRER'S GLASS 206
EXPERIMENTAL MATHEMATICS AND THE TEACHING AND LEARNING OF PROOF 206
Il Laboratorio delle Macchine Matematiche:dalla tradizione a un progetto regionale di formazione degli insegnanti della scuola secondaria 206
The Laboratory of Mathematical Machines of Modena 205
Macchine matematiche reali e virtuali: cabri come ambiente di Modellizzazione. 204
Supraclavicular artery fascial flap (SAFF): a valuable tool in salvage total laryngectomy and hemipharyngolaryngectomy 203
Encyclopedia of Curves (in giapponese) 199
Proof and proving in primary school: an experimental approach. 199
Postfazione [Come ragionano i bambini] 198
Il progetto regionale Scienze e Tecnologie: l’azione 1 198
How Chinese learn mathematics? How Chinese teach mathematics? Review of two recent books 198
Teaching Learning Geometry in Contexts 197
PERCHÉ I BAMBINI CINESI SONO PIÙ BRAVI IN MATEMATICA?ALLA RICERCA DI UNA RISPOSTA NEI LORO LIBRI DI TESTO DI 1° E 2° ELEMENTARE 194
Observation of Two New Excited Ξb0 States Decaying to Λb0 K-π+ 189
Future Issues and Directions in International Mathematics Education Research 187
History in the Mathematics Classroom: Linkages and Kinematic Geometry 187
null 186
Totale 29.408
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Categoria #
all - tutte 91.898
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 91.898
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Totale Lug Ago Sett Ott Nov Dic Gen Feb Mar Apr Mag Giu
2021/20221.620 0 0 0 179 116 129 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
2026/20272.588 237 713 1.103 535 0 0 0 0 0 0 0 0
Totale 30.509