SFERA Archivio dei prodotti della Ricerca dell'Università di Ferrara

FERRETTI, Federica
 Distribuzione geografica
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Continente #
NA - Nord America 1.598
AS - Asia 1.391
EU - Europa 758
SA - Sud America 265
Continente sconosciuto - Info sul continente non disponibili 98
AF - Africa 46
OC - Oceania 35
Totale 4.191
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Nazione #
US - Stati Uniti d'America 1.486
SG - Singapore 547
IT - Italia 377
BR - Brasile 201
VN - Vietnam 153
CN - Cina 145
HK - Hong Kong 122
BD - Bangladesh 113
FR - Francia 54
ID - Indonesia 53
GB - Regno Unito 52
CA - Canada 51
TR - Turchia 50
JP - Giappone 45
DE - Germania 44
SE - Svezia 44
MX - Messico 43
ES - Italia 37
IN - India 27
AU - Australia 25
NL - Olanda 25
ZA - Sudafrica 25
NO - Norvegia 24
RU - Federazione Russa 24
CO - Colombia 22
TH - Thailandia 18
TW - Taiwan 17
UA - Ucraina 17
MY - Malesia 16
PH - Filippine 16
AR - Argentina 15
FI - Finlandia 12
PL - Polonia 11
NZ - Nuova Zelanda 10
IQ - Iraq 8
PK - Pakistan 8
CL - Cile 7
EC - Ecuador 7
GR - Grecia 7
IL - Israele 6
TN - Tunisia 6
AE - Emirati Arabi Uniti 5
JM - Giamaica 5
NP - Nepal 5
RO - Romania 5
SA - Arabia Saudita 5
GH - Ghana 4
HU - Ungheria 4
IR - Iran 4
PY - Paraguay 4
VE - Venezuela 4
AT - Austria 3
BT - Bhutan 3
CR - Costa Rica 3
IE - Irlanda 3
KR - Corea 3
LT - Lituania 3
PE - Perù 3
UZ - Uzbekistan 3
CH - Svizzera 2
DZ - Algeria 2
JO - Giordania 2
KG - Kirghizistan 2
KH - Cambogia 2
KZ - Kazakistan 2
MA - Marocco 2
NG - Nigeria 2
PA - Panama 2
SV - El Salvador 2
TT - Trinidad e Tobago 2
AZ - Azerbaigian 1
BA - Bosnia-Erzegovina 1
BE - Belgio 1
BG - Bulgaria 1
BH - Bahrain 1
BO - Bolivia 1
BY - Bielorussia 1
CY - Cipro 1
CZ - Repubblica Ceca 1
DM - Dominica 1
DO - Repubblica Dominicana 1
EG - Egitto 1
ET - Etiopia 1
GE - Georgia 1
GP - Guadalupe 1
HR - Croazia 1
KE - Kenya 1
KW - Kuwait 1
LB - Libano 1
LC - Santa Lucia 1
LV - Lettonia 1
MM - Myanmar 1
MO - Macao, regione amministrativa speciale della Cina 1
MW - Malawi 1
OM - Oman 1
PS - Palestinian Territory 1
PT - Portogallo 1
QA - Qatar 1
RS - Serbia 1
RW - Ruanda 1
Totale 4.091
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Città #
Singapore 337
San Jose 266
Ashburn 245
Hong Kong 118
Council Bluffs 115
Santa Clara 102
New York 61
Ho Chi Minh City 57
Los Angeles 49
Milan 48
Tokyo 39
Hanoi 37
Rome 37
Beijing 36
Ferrara 34
Jakarta 30
Dallas 24
Lauterbourg 24
Mexico City 24
Bologna 21
Buffalo 21
Toronto 21
Uşak 17
Montreal 16
Sydney 16
Chicago 14
Fairfield 14
Orem 14
Denver 13
Princeton 13
São Paulo 13
Phoenix 12
Kristiansand 11
London 11
Turin 11
Auckland 10
Warsaw 10
Atlanta 9
Chandler 9
Houston 9
Johannesburg 9
Kuala Lumpur 9
Sincelejo 9
Brooklyn 8
Naples 8
Palermo 8
Pescara 8
Quezon City 8
Rio de Janeiro 8
Wilmington 8
Figino 7
Haiphong 7
Redwood City 7
San Francisco 7
Tainan City 7
Ankara 6
Bangkok 6
Charlotte 6
Chennai 6
Ciudad Real 6
Da Nang 6
Florence 6
Frankfurt am Main 6
Hefei 6
Istanbul 6
Seattle 6
Stockholm 6
Baghdad 5
Bartın 5
Cambridge 5
Helsinki 5
Khon Kaen 5
Lappeenranta 5
Malmo 5
Manchester 5
Monza 5
Oslo 5
Santiago 5
Athens 4
Baton Rouge 4
Belo Horizonte 4
Boston 4
Curitiba 4
Dhaka 4
Goiânia 4
Guangzhou 4
Hangzhou 4
Lahore 4
L’Aquila 4
Miano 4
Modena 4
Moscow 4
Munich 4
Redondo Beach 4
San Diego 4
Schio 4
Shanghai 4
Surabaya 4
Sárvár 4
Taichung 4
Totale 2.301
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Nome #
Teachers' professional development and mathematics LSA: first result of national project 269
Mathematics Teachers Educator Specialized Knowledge model 232
National standardized tests database implemented as a research methodology in mathematics education : The case of algebraic powers 189
How do primary teachers interpret and use standardized assessment: the case of the crochet placemats 149
Analysis of standardized tests and pre-service teacher education: reflections on developed teachers' specialized knowledge 141
Different culture, different beliefs: the case of pre-service teachers’ beliefs about Mathematics 136
Assessing covariation as a form of conceptual understanding through comparative judgement 130
Assessment practices and beliefs: Teachers’ perspectives on assessment during long distance learning 111
Can Formative Assessment Practices Appear Spontaneously during Long Distance Learning? 110
How Can We Recognize Formative Assessment in Virtual Environments? 109
Issue about culture, affect and standardized assesment 103
Management of semiotic representations in mathematics: quantifications and new characterizations 102
Interpreting difficulties in the learning of algebraic inequalities, as an emerging macro-phenomenon in Large Scale Assessment 99
Identities for Catalan’s Constant Arising from Integrals Depending on a Parameter 98
Predictive tools for university performance: an explorative study 96
How standardised test impact on teacher practices: an exploration study of teachers’ beliefs 95
Analisi dei bisogni formativi degli insegnanti nel campo della valutazione. Triangolazione di risultati di indagini osservative su convinzioni e pratiche = Analysis of teacher training needs in the field of assessment. Triangulation of data on the beliefs and practices of mathematiscs teachers and the perceptions of their students 92
Le prove INVALSI CBT: riflessioni sulle prove della scuola secondaria di primo grado 88
Valutazioni standardizzate di matematica: evidenze di difficoltà dalla scuola primaria alla scuola secondaria di secondo grado [Standardized assessment in Mathematics: highlights of difficulties from primary school to upper secondary school] 87
Links between the INVALSI Mathematics test and teaching practices: an exploratory study 87
Mathematics teacher's specialised knowledge of prospective primary teachers: An explorative study 86
Confrontare decimali e frazioni: analisi delle concezioni degli studenti a partire da una domanda INVALSI 85
Quantifying Solid Findings in Mathematics Education: Loss of Meaning for Algebraic Symbols 84
Mathematics Teachers Specialised Knowledge and GESTINV Database 83
The Didactic Contract to Interpret Some Statistical Evidence in Mathematics Standardized Assessment Tests 82
In-service Italian primary mathematics teachers' knowledge and beliefs about possible students' mistakes in mathematics large-scale tests 81
This cannot be the result! The didactic phenomenon ‘the age of the earth’ 78
La valutazione formativa per la didattica della matematica nell'ambito del progetto FAMT&L. Le concezioni degli studenti di "scuola media" nei confronti degli strumenti di verifica utilizzati in classe 78
The Gestinv Database: a tool for enhancing teachers professional development within a community of inquiry 75
The Properties of Powers: Didactic Contract and Gender Gap 75
Le valutazioni standardizzate e la formazione degli insegnanti: un modello per la formazione dei futuri insegnanti 70
Formative Assessment In The Teaching And Learning Of Mathematics: Teachers’ And Students’ Beliefs About Mathematical Error 66
Monomials and polynomials: the long march towards a definition 62
A vertical analysis of difficulties in mathematics by secondary school to level: Some evidences stems from standardized assessment 60
Didactic contract as a key to interpreting gender differences in maths 58
The Manipulation of Algebraic Expressions: Deepening of a Widespread Difficulties and New Characterizations 58
Mathematics self-concept and university dropout 54
“Ci deve essere qualche proprietà!” Proprietà delle potenze: contratto didattico e gender gap 49
Bridging gender stereotypes and learning outcomes: a new perspective on teacher identity 40
Students' difficulties dealing with number line: a qualitative analysis of a question from national standardized assessment 35
Three-fold meta-didactical conflict. LSA and teacher education 29
The self-efficacy and emotions towards mathematics of future preschool and primary teachers [L’autoefficacia e le emozioni verso la matematica dei futuri insegnanti di scuola dell’infanzia e primaria] 29
The relation between mathematical object/mathematical name: conceptual changes among designation, description, denotation, denomination and definition 27
Exploring mathematics teacher educators’ knowledge through the perceptions of in-service teachers 25
Videoanalysis and Math teachers' training. First results of a pilot course on formative assessment 25
EPISTEMIC AGENCY AND GENDERED INTERACTIONS WITH AI IN MATHEMATICS EDUCATION: A STUDY WITH CHATGPT 25
Bridging the gender gap in mathematics: Examining STEM enrolment rate by gender in Higher Education, in Italian Provinces 23
LE PROVE INVALSI E LA DIDATTICA DELLA MATEMATICA 20
LSA Gestinv Database as a tool for the professional development of mathematics teachers. 20
The education of future mathematics teachers: evaluating pedagogical knowledge of content 20
Teachers’ knowledge and beliefs about assessment in mathematics: initial evidence from a national survey of teachers’ formative needs 19
Le valutazioni su larga-scala e la didattica della matematica: il progetto di ricerca Mathematics Standardized Assessment as a Tool for Teachers’ Professional Development 18
THE DATABASE GESTINV AS A TOOL TO DEVELOP MATHEMATICS TEACHERS'HERMENEUTICAL COMPETENCE 15
Counting Squares or Measuring Length? Mathematics Teachers’ Hermeneutical Competence 14
Totale 4.191
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Categoria #
all - tutte 23.828
article - articoli 0
book - libri 0
conference - conferenze 0
curatela - curatele 0
other - altro 0
patent - brevetti 0
selected - selezionate 0
volume - volumi 2.398
Totale 26.226
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Totale Lug Ago Sett Ott Nov Dic Gen Feb Mar Apr Mag Giu
2021/2022124 0 0 37 20 12 0 2 11 10 2 7 23
2022/202380 26 0 4 4 6 3 9 8 12 1 3 4
2023/2024134 5 22 13 5 9 6 4 0 6 2 13 49
2024/2025799 31 30 76 8 96 34 20 75 82 145 131 71
2025/20262.645 154 110 184 259 349 170 311 130 262 328 188 200
2026/2027409 100 233 76 0 0 0 0 0 0 0 0 0
Totale 4.191