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DEI LINCEI E CORSINIANA$bRM0418 899 $aBiblioteca Del Monumento Nazionale Di Montecassino$bFR0084 899 $aBiblioteca umanistica Giorgio Aprea$bFR0017 $eN 912 $aMIL0257346 950 0$aBiblioteca umanistica Giorgio Aprea$d 52S.L. 850 UTET DEL.V.$e 52FLS0000144455 VMB RS $fC $h20211029$i20211029 977 $a 01$a 04$a 10$a 25$a 52 996 $aOpere di Federico Della Valle$9157606 997 $aUNICAS LEADER 06648nam 22006255 450 001 9910678265203321 005 20251009094712.0 010 $a3-031-05254-4 024 7 $a10.1007/978-3-031-05254-5 035 $a(MiAaPQ)EBC7209179 035 $a(Au-PeEL)EBL7209179 035 $a(CKB)26191946700041 035 $a(DE-He213)978-3-031-05254-5 035 $a(PPN)269094903 035 $a(EXLCZ)9926191946700041 100 $a20230302d2022 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 14$aThe Mathematics Teacher in the Digital Era $eInternational Research on Professional Learning and Practice /$fedited by Alison Clark-Wilson, Ornella Robutti, Nathalie Sinclair 205 $a2nd ed. 2022. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2022. 215 $a1 online resource (447 pages) 225 1 $aMathematics Education in the Digital Era,$x2211-8144 ;$v16 311 08$aPrint version: Clark-Wilson, Alison The Mathematics Teacher in the Digital Era Cham : Springer International Publishing AG,c2023 9783031052538 320 $aIncludes bibliographical references and index. 327 $a1: Introduction -- 2: Designing Professional Development for Teaching Mathematics With Technology: A Multi-Level Approach to Foster Teacher and Facilitator Noticing -- 3: Using Instrumental Orchestration Model for Planning and Teaching Technology-Based Mathematical Tasks as Part of a Restructured Practicum Course -- 4: An Ensemble Approach to Studying the Teaching of Multiplication Using Touchtimes -- 5: Using First- and Second-Order Models to Characterise In-Service Teachers? Video-Aided Reflection on Teaching and Learning with 3D Pens -- 6: Opportunities and Challenges that Silent Video Tasks Bring to the Mathematics Classroom -- Teaching Linear Equations with Technology: A Flipped Perspective -- 7: Tensions and Proximities in teaching and learning activities: Case study of a teacher?s implementation of tablet-based lesson -- 8: Digital Resources in Kindergarten Teachers? Documents and Resource Systems: A Case Study in France -- 9: Analysis of Primary School Teachers? Roles in the Dynamicsof Mathematics Lessons that Integrate Technology Resources in Challenging Socio-Economic Contexts -- 10: Characterising Features of Secondary Teachers? Curriculum Scripts for Geometric Similarity with Dynamic Mathematical Technology -- 11: Instrumental Orchestration of the use of Programming Technology for Authentic Mathematics Investigation Projects -- 12: Researching Professional Trajectories Regarding the Integration of Digital Technologies: The Case of Vera, A Novice Mathematics Teacher -- 13:The Abrupt Transition to Online Mathematics Teaching due to the Covid-19 Pandemic: Listening to Latin American Teachers? Voices -- 14: Meta-Didactical Transposition 2: The Evolution of a Framework to Analyse Teachers' Collaborative Work with Researchers in Technological Settings -- 15:Revisiting Theories that Frame Research on Teaching Mathematics with Digital Technology. 330 $aThis book brings together international research on school teachers?, and university lecturers? uses of digital technology to enhance teaching and learning in mathematics. It includes contributions that address theoretical, methodological, and practical challenges for the field with the research lens trained on the perspectives of teachers and teaching. As countries around the world move to integrate digital technologies in classrooms, this book collates research perspectives and experiences that offer valuable insights, in particular concerning the trajectories of development of teachers? digital skills, knowledge and classroom practices. Via app: download the SN More Media app for free, scan a link with play button and access the videos directly on your smartphone or tablet. Professor Alison Clark-Wilson works at the Institute of Education, University College London. Her research spans aspects of designing, implementing, and evaluating educational digital technologies with a particular interest in mathematics education. More specifically, she researches the more dynamic mathematical technologies alongside teachers? professional trajectories as they come to know and use such technologies. Beyond mathematics, Alison has extensive experience of working with governments, civil society organisations and industry partners on initiatives that aim to bridge research knowledge with educational technology product design and evaluation processes. Professor Ornella Robutti works in the Mathematics department ?G. Peano? at the University of Torino. Her fields of research are students? cognitive processes during mathematical activities; teaching mathematics within technological environments; teachers? work as individuals and in communities, when teaching mathematics, when learning in professional development programs, and when designing tasks for students; meanings of mathematical objects in institutional and social contexts; mathematics students? and teachers? identities; boundary objects and boundary crossing between communities. Professor Nathalie Sinclair is a Distinguished University Professor in the Faculty of Education at Simon Fraser University. She is the founding and current editor of Digital Experiences in Mathematics Education and has written several books, including Mathematics and the Body: Material Entanglements in the Classroom. She directs the Tangible Mathematics Project, which has created multitouch applications TouchCounts and TouchTimes. 410 0$aMathematics Education in the Digital Era,$x2211-8144 ;$v16 606 $aMathematics$xStudy and teaching 606 $aTeachers$xTraining of 606 $aEducational technology 606 $aMathematics Education 606 $aTeaching and Teacher Education 606 $aDigital Education and Educational Technology 615 0$aMathematics$xStudy and teaching. 615 0$aTeachers$xTraining of. 615 0$aEducational technology. 615 14$aMathematics Education. 615 24$aTeaching and Teacher Education. 615 24$aDigital Education and Educational Technology. 676 $a929.374 676 $a510.71 702 $aClark-Wilson$b Alison 702 $aRobutti$b Ornella 702 $aSinclair$b Nathalie 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910678265203321 996 $aThe Mathematics Teacher in the Digital Era$92846007 997 $aUNINA