Ultima modifica: 15 maggio 2018

English publications by Giancarlo Navarra (2018-2010)

  1. Malara, N.A., Navarra, G. (2018), New words and concepts for early algebra teaching: sharing with teachers epistemological issues in early algebra to develop students’ early algebra thinking, in Kieran C. (a cura di), Teaching and Learning Algebraic Thinking with 5-to 12-Year-Olds, The Global Evolution of an Emerging Field of Research and Practice.  Springer, 51-78. ISBN 978-3-319-68350-8.
  2. Malara, N.A., Navarra, G. (2017), Integrating teachers institutional and informal mathematics education: the case of ‘Project ArAl’ group in Facebook, in Dooley, T., Gueudet, G.. (a cura di), Proceedings of tenth Congress of European Mathematical Society CERME 10. 2940-2947. Dublino, Irlanda: DCU Institute of Education and ERME.
  3. Malara, N.A., Navarra, G . (to appear). Using the web to promote the construction of a community of practice on early algebra: the case of the ‘aral project group’ in facebook. TG10 – ICME 13 (Amburgo 24-31 luglio 2016).
  4. Malara, N.A., Navarra, G . (to appear) Epistemological issues in Early Algebra: new words and new paradigms for teachers to promote in children algebraic habits of mind. TG10 – ICME 13 (Amburgo 24-31 luglio 2016).
  5. Malara, N.A., Navarra, G. (2016), Principles and tools for teachers’ education and the assessment of their professional growth, in Krainer, K., Vondrova, N. (eds) proceedings of Ninth Congress of the European Society for Research in Mathematics Education (CERME 9, 4-8 February 2015) (pp. 2854-2860). Prague, Czech Republic: Charles University in Prague, Faculty of Education and ERME.
  6. Malara, N.A., Navarra, G. (2014). Generalization questions at early stages: the importance of the theory of mathematics education for teachers and pupils. In Proc 12th International Conference of The Mathematics Education into the 21st Century Project (Montenegro, sept. 2014). CD proceedings.
  7. Cusi, A, Navarra, G.. (2012). Aspects of Generalization in Early algebra. In Maj Tatsis and Tatsis K. (a cura di), Generalization in mathematics at all educational levels. Rzeszòw University press. Rzeszòw (Poland). pp.182-192. ISBN 978 – 83-7338-780-5.
  8. Cusi, A., Malara, N.A. e Navarra, G. (2011). Early Algebra: Theoretical Issues and Educational Strategies for Bringing the Teachers to Promote a Linguistic and Metacognitive approach to it. In J. Cai and E. Knuth (Eds.), Early Algebrailization: Cognitive, Curricular, and Instructional Perspectives. 483-510. Springer, ISBN 978-3-642-17734-7.
  9. Malara, N.A., Navarra G.. (2011). Multicommented transcripts methodology as an educational tool for teachers involved in early algebra. In Pytlak, M., Swoboda, E. (eds.) CERME 7 proceedings. University of Rzezsow, Poland , 2737-45, ISBN 978-83-7338-683-9.
  10. Navarra, G., Malara, N.A., Ambrus, A. (2010). A problem posed by John Mason as a starting point for a Hungarian-Italian bilateral teaching experiment within the European Project PDTR. CD Room. In Durand-Guerrier, V. et Al. (eds) CERME 6 proceedings. Lione. 2483-2493. Institut National de Recherche Pédagogique. ISBN 978-2-7342-1190-7.