SFERA Archivio dei prodotti della Ricerca dell'Università di Ferrara

FERRETTI, Federica
 Distribuzione geografica
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Continente #
AS - Asia 1.232
NA - Nord America 1.159
EU - Europa 570
SA - Sud America 261
AF - Africa 45
OC - Oceania 33
Totale 3.300
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Nazione #
US - Stati Uniti d'America 1.074
SG - Singapore 529
IT - Italia 241
BR - Brasile 201
VN - Vietnam 151
CN - Cina 120
HK - Hong Kong 116
FR - Francia 54
ID - Indonesia 53
GB - Regno Unito 50
TR - Turchia 46
DE - Germania 44
JP - Giappone 44
MX - Messico 42
CA - Canada 31
ES - Italia 31
IN - India 26
RU - Federazione Russa 24
ZA - Sudafrica 24
AU - Australia 23
NL - Olanda 22
CO - Colombia 21
BD - Bangladesh 19
SE - Svezia 18
NO - Norvegia 17
UA - Ucraina 17
PH - Filippine 16
TH - Thailandia 16
TW - Taiwan 16
AR - Argentina 15
MY - Malesia 13
FI - Finlandia 12
PL - Polonia 11
NZ - Nuova Zelanda 10
IQ - Iraq 8
GR - Grecia 7
CL - Cile 6
EC - Ecuador 6
IL - Israele 6
PK - Pakistan 6
TN - Tunisia 6
AE - Emirati Arabi Uniti 5
NP - Nepal 5
RO - Romania 5
SA - Arabia Saudita 5
GH - Ghana 4
IR - Iran 4
VE - Venezuela 4
AT - Austria 3
BT - Bhutan 3
JM - Giamaica 3
KR - Corea 3
LT - Lituania 3
PE - Perù 3
PY - Paraguay 3
UZ - Uzbekistan 3
CH - Svizzera 2
CR - Costa Rica 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
TT - Trinidad e Tobago 2
AZ - Azerbaigian 1
BE - Belgio 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
HR - Croazia 1
IE - Irlanda 1
KE - Kenya 1
KW - Kuwait 1
LB - Libano 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
SI - Slovenia 1
SV - El Salvador 1
UY - Uruguay 1
Totale 3.300
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Città #
Singapore 336
Ashburn 210
San Jose 185
Hong Kong 112
Santa Clara 94
Ho Chi Minh City 56
Tokyo 39
Los Angeles 38
Hanoi 37
Beijing 30
Jakarta 30
New York 30
Rome 30
Milan 28
Lauterbourg 24
Mexico City 24
Ferrara 23
Bologna 19
Council Bluffs 19
Uşak 17
Dallas 16
Montreal 16
Fairfield 14
Orem 14
Sydney 14
Denver 13
Princeton 13
São Paulo 13
Buffalo 12
London 11
Auckland 10
Warsaw 10
Chandler 9
Johannesburg 9
Sincelejo 9
Atlanta 8
Kuala Lumpur 8
Quezon City 8
Rio de Janeiro 8
Wilmington 8
Brooklyn 7
Haiphong 7
Houston 7
Phoenix 7
Redwood City 7
Tainan City 7
Toronto 7
Turin 7
Ankara 6
Chennai 6
Chicago 6
Ciudad Real 6
Da Nang 6
Frankfurt am Main 6
Hefei 6
San Francisco 6
Stockholm 6
Baghdad 5
Bangkok 5
Helsinki 5
Khon Kaen 5
Lappeenranta 5
Malmo 5
Manchester 5
Oslo 5
Santiago 5
Seattle 5
Athens 4
Bartın 4
Belo Horizonte 4
Boston 4
Charlotte 4
Curitiba 4
Dhaka 4
Goiânia 4
Istanbul 4
Kristiansand 4
Lahore 4
L’Aquila 4
Modena 4
Moscow 4
Munich 4
Naples 4
Redondo Beach 4
Schio 4
Shanghai 4
Surabaya 4
Taichung 4
Thái Nguyên 4
Tunis 4
Vancouver 4
Woodbridge 4
Amsterdam 3
Bandung 3
Barcelona 3
Birmingham 3
Biên Hòa 3
Buenos Aires 3
Bắc Giang 3
Cambridge 3
Totale 1.888
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Nome #
Teachers' professional development and mathematics LSA: first result of national project 226
Mathematics Teachers Educator Specialized Knowledge model 175
National standardized tests database implemented as a research methodology in mathematics education : The case of algebraic powers 153
Different culture, different beliefs: the case of pre-service teachers’ beliefs about Mathematics 126
How do primary teachers interpret and use standardized assessment: the case of the crochet placemats 120
Analysis of standardized tests and pre-service teacher education: reflections on developed teachers' specialized knowledge 109
How Can We Recognize Formative Assessment in Virtual Environments? 105
Can Formative Assessment Practices Appear Spontaneously during Long Distance Learning? 105
Assessing covariation as a form of conceptual understanding through comparative judgement 101
Assessment practices and beliefs: Teachers’ perspectives on assessment during long distance learning 101
Interpreting difficulties in the learning of algebraic inequalities, as an emerging macro-phenomenon in Large Scale Assessment 92
Issue about culture, affect and standardized assesment 89
Predictive tools for university performance: an explorative study 89
Identities for Catalan’s Constant Arising from Integrals Depending on a Parameter 87
Management of semiotic representations in mathematics: quantifications and new characterizations 86
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 85
How standardised test impact on teacher practices: an exploration study of teachers’ beliefs 84
Links between the INVALSI Mathematics test and teaching practices: an exploratory study 84
Mathematics teacher's specialised knowledge of prospective primary teachers: An explorative study 79
Confrontare decimali e frazioni: analisi delle concezioni degli studenti a partire da una domanda INVALSI 79
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] 78
This cannot be the result! The didactic phenomenon ‘the age of the earth’ 75
Mathematics Teachers Specialised Knowledge and GESTINV Database 74
The Didactic Contract to Interpret Some Statistical Evidence in Mathematics Standardized Assessment Tests 73
Quantifying Solid Findings in Mathematics Education: Loss of Meaning for Algebraic Symbols 72
In-service Italian primary mathematics teachers' knowledge and beliefs about possible students' mistakes in mathematics large-scale tests 71
The Properties of Powers: Didactic Contract and Gender Gap 71
The Gestinv Database: a tool for enhancing teachers professional development within a community of inquiry 68
Le prove INVALSI CBT: riflessioni sulle prove della scuola secondaria di primo grado 66
Le valutazioni standardizzate e la formazione degli insegnanti: un modello per la formazione dei futuri insegnanti 60
Formative Assessment In The Teaching And Learning Of Mathematics: Teachers’ And Students’ Beliefs About Mathematical Error 57
Monomials and polynomials: the long march towards a definition 57
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 56
The Manipulation of Algebraic Expressions: Deepening of a Widespread Difficulties and New Characterizations 49
A vertical analysis of difficulties in mathematics by secondary school to level: Some evidences stems from standardized assessment 49
Didactic contract as a key to interpreting gender differences in maths 48
“Ci deve essere qualche proprietà!” Proprietà delle potenze: contratto didattico e gender gap 41
Students' difficulties dealing with number line: a qualitative analysis of a question from national standardized assessment 33
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] 25
The relation between mathematical object/mathematical name: conceptual changes among designation, description, denotation, denomination and definition 22
Videoanalysis and Math teachers' training. First results of a pilot course on formative assessment 19
The education of future mathematics teachers: evaluating pedagogical knowledge of content 19
Exploring mathematics teacher educators’ knowledge through the perceptions of in-service teachers 6
THE DATABASE GESTINV AS A TOOL TO DEVELOP MATHEMATICS TEACHERS'HERMENEUTICAL COMPETENCE 6
Mathematics self-concept and university dropout 5
LE PROVE INVALSI E LA DIDATTICA DELLA MATEMATICA 4
LSA Gestinv Database as a tool for the professional development of mathematics teachers. 4
Teachers’ knowledge and beliefs about assessment in mathematics: initial evidence from a national survey of teachers’ formative needs 3
Three-fold meta-didactical conflict. LSA and teacher education 3
Bridging gender stereotypes and learning outcomes: a new perspective on teacher identity 3
EPISTEMIC AGENCY AND GENDERED INTERACTIONS WITH AI IN MATHEMATICS EDUCATION: A STUDY WITH CHATGPT 3
Totale 3.395
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Categoria #
all - tutte 19.365
article - articoli 0
book - libri 0
conference - conferenze 0
curatela - curatele 0
other - altro 0
patent - brevetti 0
selected - selezionate 0
volume - volumi 2.001
Totale 21.366
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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
2025/20262.258 154 110 184 259 349 170 311 130 262 328 1 0
Totale 3.395