Ultima modifica: 15 maggio 2018

English publications by Nicolina A. Malara (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 (pp. 2940-2947) Dublino, Irlanda: DCU Institute of Education and ERME.
  3. Malara. N.A., Navarra, G. (to appear). Teachers’ difficulties on approaching early algebra: Interferences between new conceptions declared and change in didactical action. 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. Band_ESP Malara, N.A. (2016). Early Algebra and Teachers Education: the case of the ArAl Project. In Castro, E. et al. (eds), (2016), Investigatión in Educación Matemática. Homenaje al profesor Luis Rico.
  6. Cusi, A., Malara, N.A. (2015). The intertwining between theory and practice: influences on ways of teaching and teachers’ education, in English, L. & Kirshner, D. (Eds.), Handbook of International Research in Mathematics Education, Third Edition (pp. 504-522) London: Taylor & Francis group.
  7. 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.
  8. Cusi, A., Malara, N.A. (2016). Which algebraic learning can a teacher promote when her teaching does not focus on interpretative processes? 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. 405-411). Prague, Czech Republic: Charles University in Prague, Faculty of Education and ERME.
  9. 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.
  10. Arzarello, F., Cusi , A., Garuti, R, Malara, N.A., Martignone, F., Robutti, O., Sabena, C.. (2014). Meta-didactic transposition: a theoretical model for teachers’ education programs. In Clark-Wilson, A., Robutti, O., Sinclair N. (Eds.), The Mathematical Teacher in the Digital Era. Berlin: Springer, pp 347-372. ISBN 978-94-007-4637-4
  11. Cusi, A., Malara, N.A.. (2013). A theoretical construct to analize the teacher’s role during introducing activities to algebraic modelling. In Ubuz, B. et al. (eds.), CERME 8. Proceedings of the eigth congress of the European Society of Research in Mathematics Education. Antalya, Turkey. February 6‒10. 3015-3024. Ankara: Middle East Technical University ISBN 978-975-429-315-9.
  12. Malara, N.A. (2012). Generalization Processes in teaching/learning of algebra: students difficulties and teacher role, in Maj Tatsis, B. & Tatsis, C. (Eds), Generalization in Mathematics at all educational level, Rzeszow: University of Rzeszow, 57-90. ISBN 978 -83-7338-780-5.
  13. Cusi, A., Malara, N.A. (2012). Educational processes to promote, among teachers and in the classes, a linguistic approach to algebra: behaviours, difficulties and awareness emerged in teachers, In Coulange, L., Drouhard, J.-P., Dorier, J.-L., Robert, A. (Eds.) Recherches en Didactique des Mathématiques, Numéro spécial hors-série, Enseignement de l’algèbre élémentaire: bilan et perspectives (pp.299-319). Grenoble: La Pensée Sauvage. ISSN 0246 – 9367.
  14. 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, 483-507, ISBN 978-3-642-17734-7.
  15. Cusi, A., Malara, N.A. (2011). Analysis of the teacher’s role in an approach to algebra as a tool for thinking: problems pointed out during laboratorial activities with perspective teachers, in Pytlak, M., Swoboda, E. (eds.) CERME 7 proceedings, University of Rzezsow, Polonia, 2619-2629, ISBN 978-83-7338-683-9.
  16. 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.
  17. Santos, L., Berg, C.V., Malara, N.A., Potari D., Tuner, F., 2011, From a study of teaching practices to issues in teacher education, in Pytlak, M., Swoboda, E. (eds.) CERME 7 proceedings, Università di Rzezsow, Polonia, 2533-2538
  18. 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.
  19. Malara , N.A., Tortora, R. (2010). A European Project for professional development of teachers through a research based methodology: the questions arisen at international level, the Italian contribution, the knot of the teacher-researcher identity, In Durand-Guerrier, V. et Al. (eds) CERME 6 proceedings, Lione, 1801-1810, Institut National de Recherche Pédagogique. ISBN 978-2-7342-1190-7