Teaching methods in mathematics, science and technology in schools Rosa Bottino 1-3 PDF (Italiano) DOI: https://doi.org/10.13128/formare-18205
Semiotic mediation: from multiplication properties to arithmetical expressions Andrea Maffia, Maria Alessandra Mariotti 4-19 PDF (Italiano) DOI: https://doi.org/10.13128/formare-17918
PotenziaMente 2.0. Developing numeracy in primary schools through computer games Roberto Trinchero 20-36 PDF (Italiano) DOI: https://doi.org/10.13128/formare-18042
An educational method for evaluating the resistance to the treatment in the diagnosis of dyscalculia Giampaolo Chiappini, Giacomo Cozzani, Shaula Verna, Cristina Potente, Fabrizio De Carli 37-54 PDF (Italiano) DOI: https://doi.org/10.13128/formare-17921
The use of open-ended questions to verify the mathematical literacy. Suggestions from PISA 2012 Giorgio Asquini 55-69 PDF (Italiano) DOI: https://doi.org/10.13128/formare-17904
An educational activity for middle school teachers: analysis of Invalsi mathematics tests Francesca Martignone 70-86 PDF (Italiano) DOI: https://doi.org/10.13128/formare-17923
Mathematics teaching and learning: a paper starting from Invalsi data Veronica Riccardi, Giuseppina Le Rose, Monica Amici 87-104 PDF (Italiano) DOI: https://doi.org/10.13128/formare-18045
Argumentation in mathematics: mediation by means of digital interactive storytelling Giovannina Albano, Umberto Dello Iacono, Maria Alessandra Mariotti 105-115 PDF (Italiano) DOI: https://doi.org/10.13128/formare-17947
How to tell a teaching practice: from video-experiments to web documentary to increase science teaching Serena Goracci, Francesca De Santis, Rachele Borgi 116-132 PDF (Italiano) DOI: https://doi.org/10.13128/formare-18038
The use of assessment rubrics for the certification of achievements: the Va.R.C.Co. model Davide Capperucci 133-151 PDF (Italiano) DOI: https://doi.org/10.13128/formare-17936
Digital Games as Tools for Stimulating and Assessing Reasoning Skills Rosa Bottino, Ilaria Caponetto, Michela Ott, Mauro Tavella 152-168 PDF (Italiano) DOI: https://doi.org/10.13128/formare-18077
Reconstructing the history of science education through its materiality Francesca Davida Pizzigoni 169-176 PDF (Italiano) DOI: https://doi.org/10.13128/formare-17898
Technological innovation in the Italian school. A critical and historical analysis Camilla Moricca 177-187 PDF (Italiano) DOI: https://doi.org/10.13128/formare-18063
Start App: a coding experience between primary and secondary school Filippo Bruni, Luigi D'Onofrio, Michela Nisdeo 188-200 PDF (Italiano) DOI: https://doi.org/10.13128/formare-18064
Learning geometry and visuo-spatial abilities through coding Martina Sabatini 201-212 PDF (Italiano) DOI: https://doi.org/10.13128/formare-17909
The teaching of measurement from epistemology to computational thinking Andrea Piccione 213-223 PDF (Italiano) DOI: https://doi.org/10.13128/formare-17939
A multi-sensory methodological approach for science learning Eugenia Lucia Bossio, Costantino Rizzuti 224-237 PDF (Italiano) DOI: https://doi.org/10.13128/formare-17908
Design of teaching/learning sequences for the chemistry curriculum according to an inquiry-based approach Cecilia Giordano 238-248 PDF DOI: https://doi.org/10.13128/formare-17906
How to organize a maths e-book for vocational training schools Damiano Trombini 249-259 PDF (Italiano) DOI: https://doi.org/10.13128/formare-17901
Learning on the fly with the analogical method Zara Mehrnoosh, Sabrina Fusi 260-267 PDF (Italiano) DOI: https://doi.org/10.13128/formare-18051
Pythagoras on the rocks. A proof with bricks Michele Cagol, Alessandro Efrem Colombi 268-274 PDF (Italiano) DOI: https://doi.org/10.13128/formare-17903
Ranieri Maria, Manca Stefania, I social network nell’educazione. Basi teoriche, modelli applicativi e linee guida. Trento: Erickson (2013) Filippo Bruni 275-276 PDF (Italiano) DOI: https://doi.org/10.13128/formare-18212
Boffo Vanna, Le relazioni educative: tra comunicazione e cura. Autori e testi. Milano: Apogeo (2011) Roberta Bergamini 277-278 PDF (Italiano) DOI: https://doi.org/10.13128/formare-18219
Geoff Petty, Evidence-based teaching: a practical approach. Second edition. Cheltenham: Nelson Thornes (2009) Marta Pellegrini 279-280 PDF (Italiano) DOI: https://doi.org/10.13128/formare-18214
