Ultima modifica: 11 gennaio 2018

English publications of Giancarlo Navarra (2009-2000)

  1. 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. Berlin. 235-262.
  2. 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.
  3. 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.
  4. 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.
  5. 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.
  6. Navarra G., Visto-Yu Catherine P. (2004). DG 18 ‘Corrent problems and challenges in primary mathematics education’. ICME 10 (Copenhagen).
  7. 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.
  8. Navarra G., Giacomin A. (2003). Unit 6: From the Scales to the Equations.
  9. Navarra G., Giacomin A. (2003). Unit 5: Regularities: Frames and Necklaces.
  10. Navarra G., Giacomin A. (2003). Unit 4A: Cards for Matematòca & other Mathematical Games.
  11. Navarra G., Giacomin A. (2003). Unit 4: Matematòca & other Mathematical Games.
  12. Navarra G., Giacomin A. (2003). Unit 3: Numbers Pyramids.
  13. Navarra G., Giacomin A. (2003). Unit 2: Numbers Grids.
  14. Navarra G., Giacomin A. (2003). Unit 1: Brioshi and the approach to algebraic code.
  15. Malara N.A., Navarra G. (2003). The Theoretical Frame and The Glossary.
  16. Malara N, Navarra G. (2003). Influences of a procedural vision of arithmetics in algebra learning. In Proc. CERME. Bellaria (I). 2003.
  17. 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.
  18. 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.
  19. 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.
  20. 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 12 luglio 2016 da giancarlonavarra
Contenuto in: Articoli