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Nome e cognome Monica Panero

Dipartimento/Scuola/Unità Centro competenze didattica della matematica
Bachelor DFA

Email monica.panero@supsi.ch

Ufficio Stabile B
Piazza San Francesco 19, 6600 Locarno

Articolo di un giornale scientifico 3 Elementi

Prodromou, T., Robutti, O.& Panero, M. (2018) Making sense out of the emerging complexity inherent in professional development. Mathematics Education Research Journal, vol. 30 (4) pp.445-473. » in dettaglio Panero, M.& Aldon, G. (2016) How teachers evolve their formative assessment practice when digital tools are involved in the classroom. Digital Experiences in Mathematics Education, vol. 2 (1) pp.70-86. » in dettaglio Panero, M., Arzarello, F.& Sabena, C. (2016) mathematical work with the derivative of a function: Teachers' practices with the idea of "generic", The. Boletim de educação matemática (BOLEMA), vol. 30 (54) pp.265-286. » in dettaglio

Articolo di un giornale/rivista 1 Elemento

Aldon, G.& Panero, M. (2016) Une classe tablette au collège. Une expérience d'évaluation formative avec la technologie. Bulletin de l'Association des Professeurs de Mathématiques de l'Enseignement Public, 521, pp.525-537. » in dettaglio

Articolo in documento di una conferenza 10 Elementi

Panero, M. (2018) Les pratiques enseignantes concernant la dérivée dans le secondaire. In Actes du séminaire national de didactique des mathématiques 2016, pp.304-324. IREM de Paris Diderot. » in dettaglio Aldon, G., Arzarello, F., Panero, M., Robutti, O., Taranto, E.& Trgalová, J. (2017) MOOC for mathematics teacher training: design principles and assessment. In Proceedings of the 13th International Conference on Technology in Mathematics Teaching – ICTMT 13, pp.200-207. ENS, Lyon. » in dettaglio Panero, M., Aldon, G., Trgalová, J.& Trouche, L. (2017) Analysing MOOCs in terms of their potential for teacher collaboration: the French experience., pp.2446-2453. » in dettaglio Prodromou, T., De Simone, M., Panero, M.& Robutti, O. (2016) Understanding the emerging complexity of professional development., pp.222-222. International Group for the Psychology of Mathematics Education. » in dettaglio Aldon, G., Cusi, A., Morselli, F., Panero, M.& Sabena, C. (2015) Which support technology can give to mathematics formative assessment? The FaSMEd project in Italy and France., pp.631-641. » in dettaglio Panero, M. (2015) Teaching the derivative in the secondary school., pp.507-516. » in dettaglio Panero, M.& Aldon, G. (2015) How can technology support effectively formative assessment practices?., pp.293-302. » in dettaglio Panero, M., Arzarello, F.& Sabena, C. (2015) Practices of Italian teachers with the derivative concept: a problematic meeting between Algebra and Analysis in secondary school.., pp.605-617. Gómez-Chacón, Mª I., Escribano, J., Kuzniak A., Richard, P. » in dettaglio Bardelle, C., Beltramino, S., Berra, A., Dalé, M., Ferrando, E., Gentile, E., Idrofano, C., Mattei, M., Panero, M., Poli, L., Robutti, O.& Trinchero, G. (2014) How a street lamp, paper folding and GeoGebra can contribute to teachers' professional development., pp.354-358. » in dettaglio Panero, M. (2013) Teachers' practices with the derivative concept: A problematic meeting of Algebra and Calculus in secondary school., pp.389-399. Benedetto di Paola. » in dettaglio

Libro 2 Elementi

Derouet, C.& Panero, M. (2014) Etude comparative sur l'enseignement des fonctions dans le secondaire en France et en Italie, IREM de Paris Diderot. » in dettaglio Robutti, O., Bibbona, E., Boggiatto, P., Carypis, E., De Simone, M.& Panero, M. (2014) Gare e giochi matematici: studenti all'opera, Ledizioni srl. » in dettaglio

Tesi 1 Elemento

Panero, M. (2015) Teaching practices with the derivative concept. A problematic meeting between Algebra and Calculus in secondary school.. Università degli Studi di Torino. » in dettaglio

Progetti di cui è membro

MathemaTheatre (Voucher) » in dettaglio Communicating Mathematics Education » in dettaglio Evoluzione degli atteggiamenti verso la matematica e il suo insegnamento » in dettaglio

 
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