Le sfide dell'insegnamento della matematica nell'educazione di base

 Access to full text

 Full (PDF)

 Full (DjVu)

1. ADLER, J., Teaching Mathematics in Multilingual Classrooms. Dordrecht: Kluwer Academic Publishers, 2001. 
2. ADLER, J., KAZIMA, M., MWAKAPENDA, W., NYABANYABA, T. and XOLO, S., Mathematics Teacher Education: Trends Across Twelve African Countries. Marang Centre for Mathematics and Science Education. Johannesburg, University of the Witwatersrand, 2007, p. 183. 
3. ARTIGUE, M., ICMI: A century at the interface between mathematics and mathematics education. In: M. Menghini, F. Furinghetti, L. Giacardi, F. Arzarello (eds.), The first century of the International Commission on Mathematical Instruction (1908-2008). Reflecting and shaping the world of mathematics education, p. 185-198. Istituto della enciclopedia Italiana. Roma., 2009, p. 328. 
4. ATWEH, B., CLARKSON, P. and NEBRES, B., Mathematics education on international and global contexts. In: Bishop A.J., Clements K., Keitel C., Kilpatrick J. and Leung F.K.S. (eds.), Second International Handbook of Mathematics Education, p. 185-232. Dordrecht: Kluwer Academic Publishers, 2003, p. 982. MR1187045
5. BALL, D.L., HILL, H.C. and BASS, H., Knowing mathematics for teaching. Who knows mathematics well enough for teach third grade, and how can we decide?American Educator, vol. 29, no. 3. (2005), 14-17, 20-22, 23-46. 
6. BARBEAU E.J. and TAYLOR P.J. (eds.), Challenging Mathematics In and Beyond the Classroom. The 16th ICMI Study. New York: Springer Science, 2009, p. 336. Zbl1158.00008
7. BISHOP A.J., CLEMENTS K., KEITEL C., KILPATRICK J. and LABORDE C. (eds.), International Handbook of Mathematics Education. Dordrecht: Kluwer Academic Publishers, 1996. Zbl0957.00007
8. BISHOP A.J., CLEMENTS K., KEITEL C., KILPATRICK J. and LEUNG F.K.S. (eds.), Second International Handbook of Mathematics Education. Dordrecht: Kluwer Academic Publishers, 2003, p. 982. Zbl1253.00003
9. BLUM W., GALBRAITH P.L., HENN H.W. and NISS M. (eds)., Modelling and Applications in Mathematics Education. The 14th ICMI Study. New York: Springer Science, 2007. Zbl1105.97301
10. BRONZINA, L., CHEMELLO, G. and AGRASAR, M., Aportes para la enseñanza de la Matemática. Office Regional d'Education de l'UNESCO pour l'Amérique Latine & Laboratorio Latinoamericano de Evaluación de la Calidad de Educación, 2009, p. 129. 
11. BROUSSEAU, G., Theory of Didactical Situations. Dordrecht: Kluwer Academic Publishers1997. MR1478671
12. CLARKE D., KEITEL C. and YOSHINORI S. (eds.), Mathematics Classrooms in Twelve Countries: The Insider's Perspective. Rotterdam: Sense Publishers. 2006, p. 402. 
13. CLARKE D., EMANUELSSON J., JABLONKA E. and CHEE MOK I.A. (eds.), Making Connections: Comparing Mathematics Classrooms Around The World. Rotterdam: Sense Publishers. 2006, p. 280. 
14. Commission Européenne. L'enseignement scientifique aujourd'hui: une pédagogie renouvelée pour l'avenir de l'Europe. Luxembourg: Office des publications officielles des communautés européennes, 2007, p. 22. 
15. CORBETT, C., HILL, C. and ST. ROSE, A., Where the girls are: The facts about gender equity in education. Washington, DC: American Association of University Women (AAUW), 2008. 
16. CORNU, B. and RALSTON, A. (eds.), The influence of computers and informatics on mathematics and its teaching. Science and Technology Education. Document Series44. Paris: UNESCO, 1992. 
17. D'AMBROSIO, U., Etnomatemática. Eslabón entre las tradiciones y la modernidad. Mexico: Limusa: Cideccyt, 2008, p. 108. 
18. Design-Based Research Collaborative. Design-based research: An emerging paradigm for educational enquiry. Educational Researcher, vol. 32, no. 1 (2003), 5-8. 
19. Developing Countries Strategies Group Mathematics in Africa: Challenges and Opportunities. A Report to the John Templeton Foundation. International Mathematical Union. http://www.mathunion.org/publications/reports-recommendations, 2009, p. 52. 
20. ERNEST, P., Social Constructivism as a Philosophy of Mathematics. Albany, NY: SUNY Press, 1998. MR1483070
21. EVEN R. and BALL D. (eds.), The Professional Education and Development of Teachers of Mathematics. The 15th ICMI Study. New York: Springer Science, 2009, p. 277. Zbl1159.00012
22. FAUVEL J. and VAN MAANEN J. (eds.), History in mathematics education: the ICMI study. Dordrecht: Kluwer Academic Publishers, 2000. Zbl1031.00006MR1900012
23. FRANKE, M., KAZEMI, E. and BATTEY, D., Understanding Teaching and Classroom Practices in Mathematics. In: F. Lester (ed.) Second Handbook of Research on Mathematics Teaching and Learning. p. 225-256. Information Age Publishing, Inc., Greenwich, Connecticut, 2007, p. 1324. 
24. GUEUDET, G. and TROUCHE, L., Towards new documentation systems for mathematics teachers. Educational Studies in Mathematics, vol. 71, no. 3 (2009), 199-218. 
25. GUTTIÉRREZ A. and BOERO P. (eds.), Handbook of Research on the Psychology of Mathematics Education. Rotterdam: Sense Publishers, 2006, p. 544. 
26. HANNA G. (ed.), Towards Gender Equity in Mathematics Education. An ICMI Study. Dordrecht: Kluwer Academic Publishers, 1996, p. 304. MR1396816
27. HILL, H.C., SLEEP, L., LEWIS, J. and BALL, D., Assessing Teachers' Mathematics Knowledge: What Knowledge Matters and What Evidence Counts? In: F. Lester (ed.), Second Handbook of Research on Mathematics Teaching and Learning. p. 111-156. Information Age Publishing, Inc., Greenwich, Connecticut, 2007, p. 1324. 
28. HOLTON D. (ed.), Recruitment, Entrance and Retention of Students to University Mathematics Studies in Different Countries. International Journal of Mathematical Education in Science and Technology, vol. 40, no. 1 (2009) (numero speciale). 
29. HOYLES C. and LAGRANGE J.B. (eds.), Mathematics Education and Technology-Rethinking the Terrain. New York: Springer Verlag, 2009. Zbl1176.00007
30. KAHANE J.P. (ed.), L'enseignement des sciences mathématiques. Paris: Odile Jacob, 2001. 
31. KAISER G., LUNA E. and HUNTLEY I. (eds.), International comparison in mathematics education. London: Falmer Press, 1999. 
32. KEITEL C., On behalf of Survey Team 5: The Shaping of mathematics education through testing. In: Niss M. (ed.), Proceedings of the 10th International Congress on Mathematical Education, p. 205-227. Roskilde Univerity, Denmark, 2008, p. 558. 
33. KILPATRICK, J., SWAFFORD, J. and FINDELL, B., Adding it up: Helping children learn mathematics. Washington DC: National Academic Press, 2001. 
34. KRAINER, K. and WOOD, T., Participants in Mathematics Teacher Education. Rotterdam: Sense Publishers, 2008, p. 382. 
35. LEDER, G.C., FORGASZ, H.J. and SOLAR, C., Research and intervention programs in mathematics education: A gendered issue. In: Bishop A.J., Clements K., Keitel C., Kilpatrick J. and Laborde C. (eds.), International Handbook of Mathematics Education, p. 945-986. Dordrecht: Kluwer Academic Publishers, 1996. MR1459739DOI10.1007/978-94-009-1465-0_1
36. LEDER, G. and FORGASZ, H., ZDM - The International Journal on Mathematics Education, vol. 40, no. 5 (2008) (numero speciale sulle questioni di genere). 
37. LEUNG F., GRAF K.D. and LOPEZ-REAL F. (eds.), Mathematics education in different cultural traditions - A comparative study of East Asia and the West. The 13th ICMI Study. New York: Springer Science, 2006. 
38. LESTER F. (ed.), Second Handbook of Research on Mathematics Teaching and Learning. Information Age Publishing, Inc., Greenwich, Connecticut, 2007, p. 1324. 
39. LOVÁSZ, L., Trends in Mathematics, and How they could Change Education?Conférence Européenne «Le Futur de l'Education Mathématique en Europe», Lisbonne, Dicembre 2007. http://www.cs.elte.hu/~lovasz/lisbon.pdf, 2007, p. 9. 
40. MA, L., Knowing and teaching elementary mathematics. Mahwah: Lawrence Erlbaum, 1999. Zbl0938.00008
41. MOSCHKOVICH, J.N., Using two languages while learning mathematics. Educational Studies in Mathematics, Vol. 64, no. 2 (2007), 121-144. 
42. MOSCHKOVICH, J.N., Using two languages when learning mathematics: How can research help us understand mathematics learners who use two languages? (Research Brief). National Council of Teachers of Mathematics, 2009. http://www.nctm.org/uploadedFiles/Research_News_and_Advocacy/Research/Clips_and_Brefs/Research_brief_12_Using_2.pdf 
43. MULLIS, I. et al., TIMSS 2007 International Mathematics Report: Findings from IEA's Trends in International Mathematics and Science Study at the Fourth and Eighth Grades. Boston: TIMSS & PIRLS international study center, 2008. 
44. NEBRES, B.F., Centres and peripheries in mathematics education. In: M. Menghini, F. Furinghetti, L. Giacardi, F. Arzarello (eds.), The first century of the International Commission on Mathematical Instruction (1908-2008). Reflecting and shaping the world of mathematics education, p. 149-162. Istituto della enciclopedia Italiana. Roma., 2009, p. 328. 
45. NISS, M., Mathematical competences and the learning of mathematics: the Danish KOM project. http://www7.nationalacademies.org/mseb/Mathematical_Competencies_and_the_Learning_of_Mathematics.pdf, 2003, p. 12. 
46. OECD, , Measuring student knowledge and skills - a new framework for assessment. Paris: OECD, Programme for International Student Assessment (PISA), 1999. 
47. OECD, , Learning for tomorrow's world: first results from PISA 2003. Paris: OECD, 2004. MR1886081
48. OECD, , Assessing scientific, reading and mathematical literacy. A framework for PISA 2006. Paris: OECD, 2006. 
49. OECD, , Attracting, Developing and Retaining Effective Teachers - Final Report: Teachers Matter. Paris: OECD, 2005, p. 240. 
50. OECD, , Ecouraging Students Interest in Science and Technology Studies. Paris: OECD, 2008, p. 17. 
51. SCHOENFELD A.H. (ed.), Assessing Mathematical Proficiency. Mathematical Sciences Research Institute Publications, n°53. Cambridge University Press, 2007, p. 391. MR2367380DOI10.1017/CBO9780511755378
52. SECADA, W., Race, ethnicity, social class, language and achievement in mathematics. In: D. A. Grouws (ed.), Handbook of Research on Mathematics Teaching and Learning, p. 623-660. New York: National Council of Teachers of Mathematics, Macmillan, 1992. 
53. SETATI, M., Teaching mathematics in primary multilingual classroom. Journal for Research in Mathematics Education, vol. 36, no. 5 (2005), 447-446. 
54. SHULMAN, L., Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, vol. 57, no. 1 (1987), 1-22. 
55. SIERPINSKA, A. and LERMAN, S., Epistemologies of mathematics and mathematics education. In: Bishop A.J., Clements K., Keitel C., Kilpatrick J. and Laborde C., (eds.), International Handbook of Mathematics Education, p. 827-876. Dordrecht: Kluwer Academic Publishers, 1996. MR1459740
56. STEEN A.L. (ed.), Mathematics and Democracy. The Case for Quantitative Literacy. National Council on Education and the Disciplines, 2001, p. 121. Zbl1058.00004MR1870000
57. STEVENSON, H. and STIGLER, J., The teaching gap. Best ideas from the world's teachers for improving education in the classroom. New York: The Free Press, 2000. 
58. TATTO, M.T. et al., Teacher Education and Development Study in Mathematics (TEDS-M): Policy, practice, and readiness to teach primary and secondary mathematics. Conceptual framework. East Lansing: Teacher Education and Development International Study Center, College of Education, Michigan State University, 2008. 
59. UNESCO, , The use of vernacular languages in education. Monograph on fundamental educationVIII. Paris: UNESCO, 1953. 
60. UNESCO, , Education in a Multilingual World. UNESCO Education Position Paper. Paris: UNESCO, 2003. http://unesdoc.unesco.org/images/0012/001297/129728e.pdf 
61. UNESCO, , Science Education Policy-Making. Eleven emerging issues. Paris: UNESCO, 2008, p. 45. 
62. VANDEBROUCK F. (ed.), La classe de mathématiques: activités des élèves et pratiques des enseignants. Toulouse: Editions Octarès, 2008, p. 466. 
63. WINSLOW, C., Définir les objectifs de l'enseignement mathématique: La dialectique matières-compétences. Annales de Sciences Cognitives et Didactique, vol. 10 (2005), 131-156.