SFERA Archivio dei prodotti della Ricerca dell'Università di Ferrara

FERRETTI, Federica
 Distribuzione geografica
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Continente #
AS - Asia 1.368
NA - Nord America 1.322
EU - Europa 642
SA - Sud America 261
AF - Africa 46
OC - Oceania 33
Totale 3.672
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Nazione #
US - Stati Uniti d'America 1.226
SG - Singapore 544
IT - Italia 300
BR - Brasile 201
VN - Vietnam 152
CN - Cina 138
HK - Hong Kong 118
BD - Bangladesh 110
FR - Francia 54
ID - Indonesia 53
GB - Regno Unito 52
TR - Turchia 49
JP - Giappone 45
DE - Germania 44
MX - Messico 43
CA - Canada 41
ES - Italia 33
IN - India 27
ZA - Sudafrica 25
RU - Federazione Russa 24
AU - Australia 23
NL - Olanda 22
CO - Colombia 21
SE - Svezia 19
NO - Norvegia 17
UA - Ucraina 17
PH - Filippine 16
TH - Thailandia 16
TW - Taiwan 16
AR - Argentina 15
MY - Malesia 15
FI - Finlandia 12
PL - Polonia 11
NZ - Nuova Zelanda 10
IQ - Iraq 8
PK - Pakistan 8
GR - Grecia 7
CL - Cile 6
EC - Ecuador 6
IL - Israele 6
TN - Tunisia 6
AE - Emirati Arabi Uniti 5
NP - Nepal 5
RO - Romania 5
SA - Arabia Saudita 5
GH - Ghana 4
HU - Ungheria 4
IR - Iran 4
VE - Venezuela 4
AT - Austria 3
BT - Bhutan 3
IE - Irlanda 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
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
HR - Croazia 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 3.672
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Città #
Singapore 336
Ashburn 226
San Jose 218
Hong Kong 114
Santa Clara 96
New York 57
Ho Chi Minh City 56
Los Angeles 47
Tokyo 39
Hanoi 37
Milan 35
Beijing 32
Rome 32
Jakarta 30
Ferrara 24
Lauterbourg 24
Mexico City 24
Dallas 23
Bologna 20
Council Bluffs 20
Buffalo 19
Uşak 17
Montreal 16
Fairfield 14
Orem 14
Sydney 14
Denver 13
Princeton 13
São Paulo 13
Toronto 12
London 11
Auckland 10
Warsaw 10
Atlanta 9
Chandler 9
Houston 9
Johannesburg 9
Sincelejo 9
Kuala Lumpur 8
Naples 8
Phoenix 8
Quezon City 8
Rio de Janeiro 8
Turin 8
Wilmington 8
Brooklyn 7
Chicago 7
Haiphong 7
Redwood City 7
Tainan City 7
Ankara 6
Charlotte 6
Chennai 6
Ciudad Real 6
Da Nang 6
Frankfurt am Main 6
Hefei 6
San Francisco 6
Seattle 6
Stockholm 6
Baghdad 5
Bangkok 5
Bartın 5
Cambridge 5
Florence 5
Helsinki 5
Istanbul 5
Khon Kaen 5
Lappeenranta 5
Malmo 5
Manchester 5
Monza 5
Oslo 5
Palermo 5
Santiago 5
Athens 4
Belo Horizonte 4
Boston 4
Curitiba 4
Dhaka 4
Goiânia 4
Hangzhou 4
Kristiansand 4
Lahore 4
L’Aquila 4
Modena 4
Moscow 4
Munich 4
Redondo Beach 4
Schio 4
Shanghai 4
Surabaya 4
Sárvár 4
Taichung 4
Thái Nguyên 4
Tunis 4
Vancouver 4
Woodbridge 4
Amsterdam 3
Bandung 3
Totale 2.035
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Nome #
Teachers' professional development and mathematics LSA: first result of national project 253
Mathematics Teachers Educator Specialized Knowledge model 212
National standardized tests database implemented as a research methodology in mathematics education : The case of algebraic powers 171
How do primary teachers interpret and use standardized assessment: the case of the crochet placemats 133
Different culture, different beliefs: the case of pre-service teachers’ beliefs about Mathematics 129
Analysis of standardized tests and pre-service teacher education: reflections on developed teachers' specialized knowledge 124
Assessing covariation as a form of conceptual understanding through comparative judgement 116
Can Formative Assessment Practices Appear Spontaneously during Long Distance Learning? 106
How Can We Recognize Formative Assessment in Virtual Environments? 105
Assessment practices and beliefs: Teachers’ perspectives on assessment during long distance learning 104
Issue about culture, affect and standardized assesment 97
Management of semiotic representations in mathematics: quantifications and new characterizations 96
Interpreting difficulties in the learning of algebraic inequalities, as an emerging macro-phenomenon in Large Scale Assessment 95
Identities for Catalan’s Constant Arising from Integrals Depending on a Parameter 90
Predictive tools for university performance: an explorative study 90
How standardised test impact on teacher practices: an exploration study of teachers’ beliefs 88
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 86
Links between the INVALSI Mathematics test and teaching practices: an exploratory study 85
Confrontare decimali e frazioni: analisi delle concezioni degli studenti a partire da una domanda INVALSI 82
Mathematics teacher's specialised knowledge of prospective primary teachers: An explorative study 81
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] 80
The Didactic Contract to Interpret Some Statistical Evidence in Mathematics Standardized Assessment Tests 76
Quantifying Solid Findings in Mathematics Education: Loss of Meaning for Algebraic Symbols 76
This cannot be the result! The didactic phenomenon ‘the age of the earth’ 75
Mathematics Teachers Specialised Knowledge and GESTINV Database 74
In-service Italian primary mathematics teachers' knowledge and beliefs about possible students' mistakes in mathematics large-scale tests 73
The Properties of Powers: Didactic Contract and Gender Gap 72
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 71
The Gestinv Database: a tool for enhancing teachers professional development within a community of inquiry 70
Le prove INVALSI CBT: riflessioni sulle prove della scuola secondaria di primo grado 68
Le valutazioni standardizzate e la formazione degli insegnanti: un modello per la formazione dei futuri insegnanti 63
Formative Assessment In The Teaching And Learning Of Mathematics: Teachers’ And Students’ Beliefs About Mathematical Error 61
Monomials and polynomials: the long march towards a definition 59
The Manipulation of Algebraic Expressions: Deepening of a Widespread Difficulties and New Characterizations 53
Didactic contract as a key to interpreting gender differences in maths 51
A vertical analysis of difficulties in mathematics by secondary school to level: Some evidences stems from standardized assessment 50
Mathematics self-concept and university dropout 46
“Ci deve essere qualche proprietà!” Proprietà delle potenze: contratto didattico e gender gap 42
Students' difficulties dealing with number line: a qualitative analysis of a question from national standardized assessment 34
Bridging gender stereotypes and learning outcomes: a new perspective on teacher identity 30
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] 26
Three-fold meta-didactical conflict. LSA and teacher education 25
Videoanalysis and Math teachers' training. First results of a pilot course on formative assessment 22
The relation between mathematical object/mathematical name: conceptual changes among designation, description, denotation, denomination and definition 22
Exploring mathematics teacher educators’ knowledge through the perceptions of in-service teachers 19
The education of future mathematics teachers: evaluating pedagogical knowledge of content 19
EPISTEMIC AGENCY AND GENDERED INTERACTIONS WITH AI IN MATHEMATICS EDUCATION: A STUDY WITH CHATGPT 14
Teachers’ knowledge and beliefs about assessment in mathematics: initial evidence from a national survey of teachers’ formative needs 13
LSA Gestinv Database as a tool for the professional development of mathematics teachers. 12
LE PROVE INVALSI E LA DIDATTICA DELLA MATEMATICA 11
Bridging the gender gap in mathematics: Examining STEM enrolment rate by gender in Higher Education, in Italian Provinces 9
THE DATABASE GESTINV AS A TOOL TO DEVELOP MATHEMATICS TEACHERS'HERMENEUTICAL COMPETENCE 9
Totale 3.768
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Categoria #
all - tutte 21.436
article - articoli 0
book - libri 0
conference - conferenze 0
curatela - curatele 0
other - altro 0
patent - brevetti 0
selected - selezionate 0
volume - volumi 2.132
Totale 23.568
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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
2025/20262.631 154 110 184 259 349 170 311 130 262 328 188 186
Totale 3.768