Ultima modifica: 8 luglio 2016

Publications of Giancarlo Navarra

Guida al blog

  1. 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).
  2. 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).
  3. 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.
  4. 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.
  5. 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.
  6. 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.
  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 Clarke, B. Grevholm, B., Millman, R. (Eds). Tasks in Primary Mathematics Teacher Education. Springer, Berlin. 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. & 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.
  10. Gimenez J., Navarra G. (2008e). Part 4: Case studies of teaching-research (coord). In Czarnocha B. (Ed.), Handbook of Mathematics Teaching Research: Teaching Experiment, A tool for Teacher Researchers. Output of the PDTR Project. University of Rzeszów (PL). Out of stock.
  11. 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.
  12. Navarra G., Giacomin A. (2005). The achievement of the equivalence of representations of the distributive law with young pupils. In Proc. SEMT. Praha. Univerzita Karlova v Praze. Pedagogickà fakulta. 235-243.
  13. 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.
  14. Navarra G., Giacomin A. (2005). Unit 8: Toothpicks, belts & other things: explorations searching for correspondence laws.
  15. Navarra G., Giacomin A. (2005). Unit 7 Search for reguliarities: from friezes to arithmetic sequences.
  16. Navarra G., Visto-Yu Catherine P. (2004). DG 18 ‘Corrent problems and challenges in primary mathematics education’. ICME 10 (Copenhagen).
  17. Navarra G., Pope S. (2003). Pop-up workshop. In Rogers L., Novotná J. (Eds), Effective Learning and Teaching of Mathematics from Primary to Secondary School (ELTMAPS Comenius Project). Pitagora editrice Bologna. 97-113.
  18. Navarra G., Giacomin A. (2003). Unit 6: From the Scales to the Equations.
  19. Navarra G., Giacomin A. (2003). Unit 5: Regularities: Frames and Necklaces.
  20. Navarra G., Giacomin A. (2003). Unit 4A: Cards for Matematòca & other Mathematical Games.
  21. Navarra G., Giacomin A. (2003). Unit 4: Matematòca & other Mathematical Games.
  22. Navarra G., Giacomin A. (2003). Unit 3: Numbers Pyramids.
  23. Navarra G., Giacomin A. (2003). Unit 2: Numbers Grids.
  24. Navarra G., Giacomin A. (2003). Unit 1: Brioshi and the approach to algebraic code.
  25. Malara N.A., Navarra G. (2003). The Theoretical Frame and The Glossary.
  26. Malara N, Navarra G. (2003). Influences of a procedural vision of arithmetics in algebra learning. In Proc. CERME. Bellaria (I). 2003.
  27. 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.
  28. 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.
  29. 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.
  30. 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.
  31. Navarra G. (1999). Explorative itineraries in the pop-up geometry. Proc. of SEMT 99. Praha. Univerzita Karlova v Praze. Pedagogickà fakulta. 96-99.
  32. Navarra G. (1998). Itineraries through Logics for potentiating linguistic and argumentative skills. In Steinbring H, Bartolini Bussi M., Sierpinska A. (Eds.). WG7 “Language and Communications in the Classroom”. ICME 7. Reston, Virginia. National Council of teachers of mathematics. 17-23. 303-316.
  33. Navarra G. (1997). On some aspects of the assessment of pupils involved in the solution of non standard metacognitive word problems. In Milan H., Novotna J. (Eds.), Proc. of SEMT 97. Prague. Prometeus Publishing House. 116-118.
  34. Navarra G. (1995). On the interpretative difficulties of texts of standard problems: some aspects of an experimental research with children 10 years old. In Proc of SEMT. Prague. 106-109.
  35. Navarra G., De Cian S. (1994b). De los frisos gràficos a los frisos musicales. 1 Uno Revista de Didàctica de las Matemàticas. 2, octubre. 43-56.

Pubblicato il 22 giugno 2016 da giancarlonavarra
Contenuto in: Articoli