Ultima modifica: 20 ottobre 2016

English publications by Nicolina A. Malara (2009-2000)

WorkInProgress-01

  1. Malara, N.A. (2006). Behaviours of 6th-grade students in front of a problematic situation aimed at approaching the concepts of function and inverse function,   report presented at ICTM3, Istambul, Turchia.
  2. Cusi, A., Malara, N.A. (2007). Proof problems in elementary number theory: analysis of trainee teachers productions, in Pitta Pantazi, D. & Philippou, G. (eds)Proceedings of the 5th Conference of the European Society for Research in Matematics Education, Cipro University, 591-600
  3. Cusi, A., Malara, N.A. (2008). Approaching early algebra: Teachers’ educational processes and classroom experiences, Quadrante, vol. XVI, n.1, 57-80
  4. Cusi, A., Malara, N.A. (2009). The teacher’role in developing proof activities by means of algebraic language, In M. Tzekaki et Al. (a cura di), Proc. PME 33, Thessaloniki, Grecia, vol. 2, 361-368, ISBN 978-960-243-654-7
  5. Cusi A., Malara N.A. (2009). Improving awareness about the meaning of the principle of mathematical induction. PNA Revista de Investigaíion en Didáctica de la Matematica, 4(1), 15-22 e in proc. PME 32, Morelia (Mexico), 2008, vol. 2, 393-399
  6. Cusi, A., Malara, N.A. (2009) Future teachers facing proof problems: games of interpretation, anticipating thought and coordination between verbal and algebraic register, Proceedings of the 5th International Colloquium on the Didactics of Mathematics (2009), vol. II. In M. Kourkoulos e C. Tzanakis (Eds.), Department of Education, University of Crete, Rethymnon, Greece. ISBN 978-960-87898-3-8
  7. Malara, N.A.. Navarra G. (2009). The analysis of classroom-based processes as a key task in teacher training for the approach to early algebra. In B. Clarke, B. Grevholm, and R. Millman (Eds.), Tasks in Primary Mathematics Teacher Education. Springer. Berlino. 235-262.
  8. Malara, N.A., Navarra, G.. (2009). Approaching the distributive law with young pupils, Rivista PNA Revista de Investigaciòn en Didáctica de la Matematica, vol. 3, n.2, 73-85.
  9. Malara, N.A. (2008). Methods and tools to promote a socio-constructive approach to mathematics teaching in teachers, in Czarnocha, B., Handbook of Teaching Research, University of Rzeszów press, Rzeszów, 89-102
  10. Malara N.A, Zan, R. (2008). The Complex Interplay between Theory and Practice: Reflections and Examples, in English, L. (ed) Handbook of International Research in Mathematics Education- II Edition, Routledge, NY. 539-564
  11. Malara N.A. & Navarra G. (2008). An early algebra glossary and its role in teacher education. In Czarnocha, B. (Ed.). Handbook of Mathematics Teaching Research: Teaching Experiment – A tool for Teacher-Researchers. University of Rzeszów (PL). 193-207.
  12. Malara, N.A. (2008). Crossed Critical Reflections as a Way of Promoting Teachers’ Awareness and Improving Their Professional Development, in Menghini, M. & Al. (eds) The first century of the International Commission on Mathematical Instruction (1908-2008). Reflecting and shaping the world of mathematics education, http://www.unige.ch/math/EnsMath/Rome2008, 268-270
  13. Malara N.A., Navarra G. (2007). A task aimed at leading teachers to promoting a constructive early algebra approach. In Pitta Pantazi, D. & Philippou, G. (eds) Proceedings of the 5th Conference of the European Society for research in Matematics Edication. CD-ROM. Larnaka, Cipro. 1925-1934.
  14. Malara, N.A., Navarra G.. (2005). Approaching the distributive law with young pupils. Proc. CERME 4 (Saint Feliu de Guixol, E, February 2005). In print in electronic version.
  15. Malara N, Navarra G. (2003). Influences of a procedural vision of arithmetics in algebra learning. In Proc. CERME. Bellaria (I). 2003.
  16. Malara, N.A., Navarra, G. (2002). ArAl: a Project for an Early Approach to Algebraic Thinking, Proc. Int.Conf. ‘The Humanistic Renaissance in Mathematics Education’, 20-25 Settembre 2002, Terrasini, Palermo, Italy. 228-233.
  17. Malara N.A., Navarra G. (2001). ‘Brioshi’ and other mediation tools employed in a teaching of arithmetic with the aim of approaching algebra as a language. In Proc. ICMI Study on Algebra (Melbourne, Australia, Dicembre 2001). Vol. 2. 412-419.
  18. Malara N.A., Navarra G. (2001). Promoting an early approach to the algebraic thought, in primary and middle school. In Proc. SEMT ’01. Praha. Univerzita Karlova v Praze. Pedagogickà fakulta. 119-121.
  19. Malara N, Navarra G. (2000). Explorative ways to encourage algebraic thinking through problems. Proc. Of 2nd Mediterranean Conference on Mathematics Education, Nicosia. 55-64. Anche versione italiana in L’Educazione Matematica, anno XXVI, serie VI, n.1, vol.2, 7-21.

Pubblicato il 15 luglio 2016 da giancarlonavarra
Contenuto in: Senza categoria
Tag: teacher education theory and practice relationship