Fulvia Furinghetti
Informazioni generali e contatti
Dipartimento: DIMAUfficio: 921Orario di ricevimento: dopo le lezioni e su appuntamentoTelefono: (+39) 010353 - 6921Email: Questo indirizzo e-mail è protetto dallo spam bot. Abilita Javascript per vederlo. Homepage: http://www.dima.unige.it/~furinghe/Curriculum
CURRICULUM VITAE DI FULVIA FURINGHETTI - Professore ordinario del SSD MAT/04 presso la Facoltà di Scienze Matematiche, Fisiche e Naturali dell'Università di Genova.- Autore di circa 250 pubblicazioni nazionali e internazionali, negli anni iniziali della carrier concernenti il settore della geometria proiettivo-differenziale e successivamente l’educazione matematica e la storia dell'educazione matematica.- Attuali interessi di ricerca: Uso della storia nell'insegnamento della matematica, convinzioni di insegnanti e studenti, immagine della matematica, dimostrazione e problem solving, strategie di formazione degli insegnanti, storia dell'educazione matematica.- Presidente dal 2000 al 2004 dell’International Study Group on the Relation Between History and Pedagogy of Mathematics (HPM) affiliato a ICMI, subcommission of IMU, ora membro dell’ Advisory Board http://www.clab.edc.uoc.gr/HPM/.- Membro del comitato di redazione delle riviste italiane La Matematica e la sua Didattica (cessata nel 2009), L’Educazione Matematica, Quaderni del GRIM.- Membro (attualmente o in precedenti mandati) del comitato di redazione delle riviste internazionali Themes in Education, For the learning of Mathematics, Educational Studies in Mathematics, Mathematical Thinking and Learning, Revista Brasileira de História da Matemática, International Journal for the History of Mathematics Education, RIPEM. International Journal for Research in Mathematics Education, Far East Journal of Mathematical Education. - Reviewer delle riviste: Journal for Research in Mathematics Education, Journal of Mathematics Teacher Education, International Journal of Mathematical Education in Science and Technology, The Mathematical Gazette, L’Insegnamento della Matematica e delle Scienze Integrate, Annual Review Series of the Finnish Graduate School of Mathematics, Physics, and Chemistry Education, Journal of Teacher Education, ZDM. The International Journal on Mathematics Education, International Journal of Science and Mathematics Education, Science and Education, Science and Education.- Organizzatore e membro dei comitati scientifici di convegni nazionali e internazionali.- Membro del comitato scientifico della prima (1993), seconda (1996), terza (1999), quarta (2004), quinta (2007), sesta (2010), settima (20140 European Summer University ‘History and epistemology in Mathematics Education’. Nella terza European Summer University (tenuta insieme al Satellite Meeting di ICME) è stata anche organizzatore. - Organizzatore e membro del Comitato Scientifico di “Symposium on the occasion of the 100th anniversary of ICMI”, editor dei relativi Atti pubblicati dall’Istituto della Enciclopedia Italiana. (Rome, 5–8 Marzo 2008 ) http://www.unige.ch/math/EnsMath/Rome2008/welcome.html - Coordinatore del TSG 23 a ICME-11 (Monterrey, Mexico). - Organizzatore e membro del comitato scientifico del convegno "On-going research in the History of Mathematics Education" presso University of Iceland – School of Education, Reykjavik (20-24 Giugno 2009) e editor dei relativi atti, della Second International Conference on the History of Mathematics Education presso Faculdade de Ciências e Tecnologia, Universidade Nova de Lisboa ( 2-5 Ottobre 2011) e editor dei relativi atti, della Third International Conference on the History of Mathematics Education presso Blåsenhus, Università di Uppsala ( 4-7 Settembre 2013) e editor dei relativi atti - Organizzatore del convegno "MAVI-15 Ongoing research on mathematical beliefs" al Dipartimento di Matematica dell’Università di Genova (8-11 Settembre 2009). - Autore con Livia Giacardi del sito sulla storia di ICMI http://www.icmihistory.unito.it/ - Invitata al Centro Matematico di Oberwolfach (Mathematisches Forschungsinstitut Oberwolfach http://www.mfo.de/):- 9947b (21-27 Novembre 1999): Mathematical Beliefs and their Impact on Teaching and Learning of Mathematics- 0746, (11-17 November 2007): Professional Development of Mathematics Teachers, Research and Practice from an International Perspective - Organizzatore al Centro Matematico di Oberwolfach (Mathematisches Forschungsinstitut Oberwolfach http://www.mfo.de/):0618c (30 aprile-6 giugno 2006) Mini-Workshop: Studying Original Sources in Mathematics Education. - Invitata agli Study ICMI: 1994 ‘ICMI Study 7 “Towards a gender equity in mathematics education’, 1998 ‘ICMI Study 10 “History in mathematics education’, 1998 ‘ICMI Study 11 “On the teaching and learning of mathematics at university level’, 2001 ‘ICMI Study 12 “The teaching and learning of algebra’, 2009 ‘ICMI Study 19 “Proof and proving in mathematics education’.- Ho tenuto conferenze plenarie a convegni internazionali, ho curato Gruppi di discussione e di lavoro, Panel in convegni nazionali e internazionali (UMI-CIIM, ICME, PME, European Summer University, CERME, IFIP). - Su invito della British Society for the History of Mathematics (BSHM) ho tenuto una conferenza al Gonville and Caius College di Cambridge dal titolo ‘”Italian mathematics in the late 19th century” (Meeting ‘European mathematics 1848-1939, 11-13 Settembre 1992) http://www.bshm.org/ - Ho organizzato convegni nazionali e internazionali.- Docente o correlatore di tesi nelle scuole di dottorato delle Università di Uppsala (Svezia), Helsinki, Turku, Juvaskyla (Finlandia), Duisburg, Ludwidgsburg (Germania), Taichung (Taiwan), Kristiansand (Norvegia), Roskilde (Danimarca), Nantes (Francia), Oslo (Norvegia).- Membro della CIIM (Commissione Italiana per l’Insegnamento della Matematica) dal 2009 al 2012 - Membro dei gruppi di studio internazionali HPM (International Study Group on the Relation Between History and Pedagogy of Mathematics), PME (International Study Group on Psychology in Mathematics Education) affiliati a ICMI http://www.mathunion.org/ICMI/. - Membro del Research Unit DEMI (Developing Mathematics Instruction, University of Helsinki, 1998).- Coordinatore locale del progetto First Chance School (FCS).- National correspondent di Operation “Success Stories” ( IFIP TC-3).- Coordinatore dell'indirizzo scientifico della Scuola di Specializzazione per l'Insegnamento Secondario dell'Università di Genova dall’anno accademico 2003-2004 alla chiusura della Scuola.- Responsabile del Gruppo Ricerca Educazione Matematica finanziato da CNR e MIUR presso il Dipartimento di Matematica (Università di Genova) dal 1987.- Responsabile locale di progetti Cofin and Prin.- Fondatore e membro del consiglio direttivo di ALIMA (Associazione Ligure per l’Insegnamento della Matematica).
CURRICULUM VITAE OF FULVIA FURINGHETTI - Full Professor of Mathematics Education at the Faculty of Sciences of the University of Genoa (Department of Mathematics).- I am author of about 250 national and international publications.- Present research interests: Use of history in teaching mathematics, approaches to proof, teachers' and students' beliefs, teacher education, views of mathematics, history of mathematics education.- In the years 2000 to 2004, Chairperson of the International Study Group on the Relations between History and Pedagogy of Mathematics (HPM) affiliated to ICMI, now member of the Advisory Board.- Present or past member of the editorial board of the Italian Journals: La Matematica e la sua Didattica (ceased in 2009), L'educazione Matematica, Quaderni del GRIM and of the international journals: Themes in Education, For the learning of Mathematics, Educational Studies in Mathematics, Mathematical Thinking and Learning, Revista Brasileira de História da Matemática, International Journal for the History of Mathematics Education, RIPEM. International Journal for Research in Mathematics Education, Far East Journal of Mathematical Education. - Referee of the journals: Journal for Research in Mathematics Education, Journal of Mathematics Teacher Education, International Journal of Mathematical Education in Science and Technology, The Mathematical Gazette, L’Insegnamento della Matematica e delle Scienze Integrate, Annual Review Series of the Finnish Graduate School of Mathematics, Physics, and Chemistry Education, Journal of Teacher Education, ZDM. The International Journal on Mathematics Education, International Journal of Science and Mathematics Education, Science and Education.- Member of CIIM (Commissione Italiana per l'Insegnamento della Matematica), commission of UMI (Italian Mathematical Union) in the years 2009-2011.- Plenary Speaker, Panelist and Coordinator of Discussion and Working Groups in national and international conferences (ICME, PME, CERME, IFIP, European Summer Universities).- Member of the scientific committee of the first (1993), second (1996), third (1999), fourth (2004, also organizer), fifth (2007), sixth (2010), seventh (2014) European Summer Universities ‘History and epistemology in Mathematics Education'. The 2004 ESU was organized jointly with the ICME Satellite Meeting. - Organizer and member of Scientific Committee of the International Symposium “One Hundred Years of L’Enseignement Mathématique: Moments of Mathematics Education in the 20th Century” (Geneva, 20–22 ottobre 2000). Editor of the Proceedings published as a monograph issue of the journal L’Enseignement Mathématique http://www.unige.ch/math/EnsMath/EM-ICMI/welcome.html- Organizer and member of Scientific Committee of the “Symposium on the occasion of the 100th anniversary of ICMI”. Editor of the Proceedings published by Istituto della Enciclopedia Italiana. (Rome, 5–8 March 2008) http://www.unige.ch/math/EnsMath/Rome2008/welcome.html- Organizer and member of Scientific Committee of the conference "On-going research in the History of Mathematics Education", University of Iceland – School of Education, Reykjavik (20-24 June 2009), of the Second International Conference on the History of Mathematics Education at Faculdade de Ciências e Tecnologia, Universidade Nova de Lisboa ( 2-5 Ottobre 2011) and editor of the proceedings, of the Third International Conference on the History of Mathematics Education at Blåsenhus, Università di Uppsala ( 4-7 Settembre 2013) and editor of the proceedings - Organizer and member of Scientific Committee of the conference "MAVI-15 Ongoing research on mathematical beliefs" al Dipartimento di Matematica dell’Università di Genova (8-11 September 2009)- Author with Livia Giacardi of the website in the IMCI's history http://www.icmihistory.unito.it/- Invited at the Mathematical Center of Oberwolfach (Mathematisches Forschungsinstitut Oberwolfach http://www.mfo.de/):- 9947b (21-27 November 1999): Mathematical Beliefs and their Impact on Teaching and Learning of Mathematics- 0746, (11-17 November 2007): Professional Development of Mathematics Teachers - Research and Practice from an International Perspective- Organizer at the Mathematical Center of Oberwolfach (Mathematisches Forschungsinstitut Oberwolfach http://www.mfo.de/):0618c (30 aprile-6 giugno 2006) Mini-Workshop: Studying Original Sources in Mathematics Education- Invited at the ICMI Studies: 1994 ‘ICMI Study 7 “Towards a gender equity in mathematics education’, 1998 ‘ICMI Study 10 “History in mathematics education’, 1998 ‘ICMI Study 11 “On the teaching and learning of mathematics at university level’, 2001 ‘ICMI Study 12 “The teaching and learning of algebra’, 2009 ‘ICMI Study 19 “Proof and proving in mathematics education’.- Plenary Speaker, Panelist and Coordinator of Discussion and Working Groups in national and international conferences (ICME, PME, CERME, IFIP, European, Summer Universities).- Plenary speaker to the following International Conferences: first Mediterranean conference, ‘Mathematics - Education and applications' (1997), ‘One hundred years of L'Enseignement Mathématique (2000)’, ‘VII Simposio SEIEM (2003)’, ‘Asia-Pacific HPM 2004 Conference: History, culture and mathematics education in the new technology era (2004)’, ‘História do ensino da Matemática (2005)’, ‘4th International Colloquium on the Didactics of Mathematics (2005). ESU 6 (2009).- Teacher at the Doctoral Schools of the Universities of Uppsala (Sweden), Helsinki, Turku, Taichung (ROC), Ludwisburg (Germany), Juvaskyla (Finland), Kristiansand (Norway), Roskilde (Denmark), Nantes (France), Oslo (Norway).- Member of the international study Groups HPM (International Study Group on the Relation Between History and Pedagogy of Mathematics), and PME Psychology in mathematics education).- Member of the Research Unit DEMI (Developing Mathematics Instruction, University of Helsinki in 1998).- Leader of the Research Group in Mathematics education research "GREMG" in the department of Mathematics of the University of Genoa.- Local coordinator of the Project First Chance School (FCS in 1998).- National correspondent of the Operation "Success Stories" supported by IFIP TC-3. Coordinator of the scientific area of the Genoa University School for Specializing in Secondary Teaching (SSIS).- Responsible of the Group of Research in Mathematics Education funded by Grant CNR (National Research Council) and MIUR (Ministry of Instruction, University and Research) at the Department of Mathematics of the University of Genoa.- Charter member of ALIMA (Associazione Ligure per l’Insegnamento della Matematica).
Pubblicazioni
Publications by Fulvia Furinghetti
1. Casazza, E. & Furinghetti, F. (1968). Qualche osservazione sugli spazi biproiettivi. Le matematiche, 23(2), 20-27.
2. Furinghetti, F. (1970). Sul significato geometrico dell’invariante proiettivo di certe coppie di elementi differenziali misti del primo ordine, Atti dell’Accademia Ligure di Scienze e Lettere, 26, 187-194.
3. Furinghetti, F. (1972). Monoidi del quarto ordine di S3. Atti dell’Accademia Ligure di Scienze e Lettere, 28, 75-80.
4. Furinghetti, F. (1973). Punti tripli delle superficie di S3. Atti dell’Accademia Ligure di Scienze e Lettere, 29, 110-114.
5. Boero, P., Forcheri, P., Furinghetti, F., Lemut, E. & Molfino, M. T. (1979). Analisi di una sperimentazione nella scuola secondaria superiore. In Sunti delle comunicazioni. XI Congresso dell'Unione Matematica Italiana (pp. 284-285).
6. Furinghetti, F. (1980). Coppie di trasformazioni puntuali fra due piani proiettivi. I. Atti dell’Accademia Ligure di Scienze e Lettere, 36, 242-247.
7. Boero, P., Forcheri, P., Furinghetti, F., Lemut, E. & Molfino, M. T. (1980). Possible contributions of mathematics teaching for technological and social education. In R. Winterburn & Evans, L. (Eds.), Aspects of educational technology, v. XIV. Educational technology to the Year 2000, (pp. 111-115). London: Kogan Page.
8. Furinghetti, F., Parenti, L., & Pedemonte, O. (1980). Possibili interventi con strumenti di calcolo nei corsi di Istituzioni di Matematiche. In Atti del 2__MCE_ITEM____MCE_ITEM__° incontro nazionale sulle applicazioni degli elaboratori nella didattica (Sorrento 10-12 settembre). (pp. 143-147).
9. Furinghetti, F. (1981). Relazione sull’insegnamento della logica al VII Convegno UMI sull’insegnamento della Matematica. NUMI (Notiziario dell'Unione Matematica Italiana), 8 supplemento al n. 7, 49-54.
10. Forcheri, P., Furinghetti, F. & Molfino, M.T. (1981). Nouveaux moyens pour vieux sujets: la représentation des objets. In M. Pellerey (Ed.), Proceedings of the 33rd CIEAEM’s meeting (Processes of geometrisation and visualization, Pallanza, Italy) (pp. 163-174). Rome: Tipografia Leberit.
11. Boero, P., Furinghetti, F., Parenti, L., & Pedemonte, O. (1982). An introduction to programming for students in sciences. Computers & Education, 6, 199-207.
12. Furinghetti, F. (1982). Coppie di trasformazioni puntuali tra due piani proiettivi. II. Atti dell’Accademia Ligure di Scienze e Lettere, 38, 353-358.
13. Furinghetti, F. (Ed.). (1983). Il ruolo della geometria nella cultura e nella scuola. Genova: Tilgher.
14. Furinghetti, F. (1983). Sviluppo storico della geometria. In F. Furinghetti (Ed.), Il ruolo della geometria nella cultura e nella scuola. (pp. 7-28). Genova: Tilgher.
15. Furinghetti, F. (1984). Motivazioni all’introduzione di strumenti di calcolo nei corsi di Istituzioni di Matematiche (relazione su invito al Convegno sull’insegnamento della Matematica nei corsi di Laurea in Scienze Biologiche, Geologiche, Naturali e in Chimica). NUMI, 11(7), 7-13.
16. Bottino, R. M., Forcheri, P., Furinghetti, F., & Molfino, M. T. (1985). Tra il dire e il fare ... L’Insegnamento della Matematica e delle Scienze Integrate, 8(2), 68-82.
17. Furinghetti, F. (1985). Relazione al IX Convegno UMI sull’insegnamento della Matematica: l’aggiornamento. NUMI, XII, supplemento al n. 5, 133-138.
18. Bottino, R. M., Forcheri, P., Furinghetti, F., & Molfino, M. T. (1986). Calcolatore e informatica nel corso di matematica: proposte del gruppo superiori di Genova. NUMI, XIII, supplemento al n. 7, 188-192.
19. Borga, M. & Furinghetti, F. (Eds.) (1986). ll problema dei fondamenti della matematica. Genova: ECIG.
20. Furinghetti, F. (1986). Il movimento ottocentesco del rigore. In M. Borga & . F. Furinghetti (Eds.), Il problema dei fondamenti della matematica (pp. 9-30). Genova: ECIG.
21. Furinghetti, F. (1987). Ipotesi per una biblioteca di area matematica. NUMI, 14, supplemento al n. 11, 45-52.
22. Bottino, R. M., Forcheri, P., Furinghetti, F., & Molfino, M. T. (1987). An attempt to integrate mathematics and computer science in high school. In P. Bowie (Ed.), Proceedings of the 38th CIEAEM’s meeting (Mathematics for those between 14 and 17, is it really necessary?, Southampton, 1986) (pp. 115-120). Eynsham (Oxford): The Cotswold Press.
23. Furinghetti, F. (Ed.) (1988). Ipotesi per una biblioteca di area matematica per studenti della scuola secondaria superiore. Genova: ECIG.
24. Forcheri, P., Furinghetti, F., & Molfino, M.T. (1988). Integration between Mathematics and Computer Science: reflections and realizations. In B. Cornu, B. H. Hodgson, A. Holme, & D. C. Johnson (Eds.), The effects of technology and of computer science on a maths curriculum for the future, Preparatory papers of Theme Group 2 ICME-6 Budapest (pp.59-667 Grenoble: Institut Joseph Fourier.
25. Furinghetti, F. & Paola, D. (1988). Wrong beliefs and misunderstandings about basic concepts of Calculus (age 16-19). In C. Goupille, L. Thérien & al. (Eds.), Proceedings of the 39th CIEAEM’s meeting (The role errors play in the learning and teaching of Mathematics, Sherbrooke, 1987) (pp. 173-177). Sherbrooke: Les éditions de l’Université de Sherbrooke.
26. Fenaroli, G., Furinghetti, F., Garibaldi, A. C., & Somaglia, A. M. (1989). Collezioni speciali esistenti nella biblioteca matematica dell’Università di Genova. In F. Barbieri & F. Cattelani Degani (Eds.), Atti del convegno “Pietro Riccardi (1828-1898) e la storiografia delle matematiche in Italia” (Modena, 1987) (pp. 219-230). Modena: Dipartimento di matematica dell’Università.
27. Furinghetti, F. (1989). Un questionario per insegnanti di matematica della scuola secondaria superiore’, NUMI, a. XVI, supplemento al n. 7, 140-153.
28. Forcheri, P., Furinghetti, F., & Molfino, M.T. (1990). Integration of Computer Science and Mathematics in upper secondary school: reflections and realizations. Computers & Education, 14, 325-333.
29. Chiarugi, I., & Furinghetti, F.(1990). La matematica nei bienni: nuovi programmi e vecchi problemi. Presentazione di un questionario di indagine. In F. Furinghetti (Ed.), Matematica oggi. Dalle idee alla scuola (pp. 36-46). Milano: B. Mondadori.
30. Furinghetti, F. (Ed.) (1990). Matematica oggi. Dalle idee alla scuola. Milano: B. Mondadori.
31. Bottino, R. M. & Furinghetti, F. (1990). Computer science in basic education: curricular issues and school pratice prospects. In A. McDougall & C. Dowling (Eds.), Computer in Education. Proceedings of IFIP TC 3world conference on Computers in Education - WCCE 90 (Sydney) (pp. 25-30). Amsterdam: Elsevier.
32. Chiarugi, I., Fracassina, G., & Furinghetti, F. (1990). Learning difficulties behind the notion of absolute value. In G. Booker, P. Cobb & T. N. De Mendicuti (Eds.), Proceedings of the 14th Conference of the International Group for the Psychology of Mathematics Education, Oaxtepec (Vol. 3, pp. 231-238). Mexico: Program Committee.
33. Fenaroli, G., Furinghetti, F., Garibaldi, A. C., & Somaglia, A. M. (1990). Women and mathematical research in Italy during the period 1887-1946. In L. Burton (Ed.), Gender and mathematics. An international perspective (pp. 144-155). London: Cassell.
34. Forcheri, P., Furinghetti, F, & Molfino, M. T. (1991). Teacher training in computer science: an example of realization. In R. Winterburn (Ed.), Aspects of educational technology, XXIV Realizing human potential (pp. 136-140). London: Kogan Page.
35. Bottino, R. M. & Furinghetti, F. (1991). A large-scale teacher training programme in informatics: chances and limits. In R. Winterburn (Ed.), Aspects of educational technology, XXIV Realizing human potential (pp. 140-145). London: Kogan Page.
36. Fenaroli, G., Furinghetti, F. & Somaglia, A. M. (1991). Lavori relativi al calcolo delle probabilità pubblicati su periodici italiani tra la fine dell’Ottocento ed i primi del Novecento. In M. Galuzzi (Ed.), Giornate di storia della matematica (Cetraro, 1988). (pp. 105-141). Commenda di Rende: EditEl.
37. Furinghetti, F. & Paola, D. (1991). The construction of a didactic itinerary of calculus starting from the students’ concept images (age 16-19). In A. Warbecq (Ed.), Proceedings of the 41st CIEAEM’s meeting (Role and conception of mathematics curricula, Bruxelles, 1989) (pp. 167-177). Bruxelles: Le Comité organizateur.
38. Furinghetti, F. & Paola, D. (1991). The construction of a didactic itinerary of calculus starting from the students’ concept images (age 16-19). International Journal of Mathematical Education in Science and Technology, 22, 719-729.
39. Bottino, R. M. & Furinghetti, F. (1991). Computer science and mathematics education in upper secondary school. In A. Warbecq (Ed.), Proceedings of the 41st CIEAEM’s meeting (Role and conception of mathematics curricula, Bruxelles, 1989) (pp. 333-341). Bruxelles: Le Comité organizateur.
40. Furinghetti, F. & Paola, D. (1991). On some obstacles in understanding mathematical texts. In F. Furinghetti (Ed.), Proceedings of the 15th Conference of the International Group for the Psychology of Mathematics Education, Assisi (Vol. 2, 56-63). Genova: Istituto di Matematica dell’Università.
41. Furinghetti, F. (Ed.) (1991). Proceedings of the 15th Conference of the International Group for the Psychology of Mathematics Education, Assisi, 3 volumes, introduction by F. Furinghetti (pp. ii-iv). Genova: Istituto di Matematica dell’Università.
42. Barra, M., Fasano, M., Ferrari, M., Furinghetti, F., Malara, N. A., & Speranza, F. (Eds.) (1991). Some Italian contributions in the domain of the Psychology of Mathematics Education. Genova: Dipartimento di Matematica dell’Università.
43. Furinghetti, F. (1991). Che cosa resta e che cosa dovrebbe restare della matematica quando si è dimenticata la matematica. In C. Marchini (Ed.), Quaderni del Dipartimento di matematica dell’Università di Lecce, Q.1 (pp. 86-118). Lecce: Università di Lecce
44. Bottino, R. M., Chiarugi, I., & Furinghetti, F. (1991). Teachers’ opinions about maths teaching at ages 14-16. In Ciosek, M. (Ed.), Proceedings of the 42nd CIEAEM’s meeting (The teacher of mathematics in the changing world, Szczyrk, 1990) (pp. 178-190). Cracow: Pedagogical University, Institute of Mathematics, Department of Mathematics Education.
45. Furinghetti, F. & Somaglia, A. (1992). Giornalismo matematico ‘a carattere elementare’ nella seconda metà dell’Ottocento. L’insegnamento della Matematica e delle Scienze Integrate, 15, 815-852.
46. Furinghetti, F. (1992). The ancients and the approximated calculation: some examples and suggestions for the classroom. The Mathematical Gazette, 76(475), 139-142.
47. Furinghetti, F. (1992). Le colline sul lato oscuro della luna. Donne in matematica. Epsilon, 5(1), 57-63.
48. Bottino, R. M. & Furinghetti, F. (1992). The problem of student evaluation in changed curricula. In N. Estes, & M. Thomas (Eds.), Proceedings of the ninth International Conference on Technology and Education (Paris) (Vol. 3, pp. 1637-1639). Austin, TX: The University of Texas at Austin, College of Education.
49. Furinghetti, F. (Ed.) (1992). La bellezza della matematica. Proposte di letture di area matematica per una biblioteca comunale. Modena: Edizioni del Comune di Modena.
50. Barra, M., Ferrari, M., Furinghetti, F., Malara, N. A. & Speranza, F. (Eds.) (1992). Italian research in mathematics education: common roots and present trends, Quaderno TID - CNR, serie FMI, n.12. Modena: Università di Modena.
51. Furinghetti, F. (1992). Insegnare matematica in una prospettiva storica. In B. D’Amore & C. Pellegrino (Eds.), Convegno per i sessanta anni di Francesco Speranza, (pp. 67-75). Dipartimento di Matematica dell’Università di Bologna: Bologna.
52. Dapueto, C. & Furinghetti, F. (1992). Lettura critica dei programmi di matematica per il biennio. Insegnare, 3(11-12), 38-40.
53. Furinghetti, F. (1992). Luci ed ombre nell’approccio “intuitivo”. In F. Furinghetti (Ed.), Definire argomentare, dimostrare. Atti del secondo internucleo scuola secondaria superiore (Genova, 1991), Quaderno TID - CNR, serie FMI, n. 13 (pp. 83-96). Genova: Dipartimento di Matematica.
54. Furinghetti, F. (Ed.) (1992). Definire argomentare, dimostrare. Atti del secondo internucleo scuola secondaria superiore (Genova 1991), Quaderno TID - CNR, serie FMI, n. 13. Genova: Dipartimento di Matematica.
55. Chiarugi, I., Furinghetti, F., Martini, D., & Paola, D. (1992). Geometria nel biennio: modi diversi di avvicinarsi al problema. In C. Marchini, F. Speranza, & P. Vighi (Eds.), Atti del terzo incontro internuclei matematici della scuola secondaria superiore (Parma) (pp. 12-20. Parma: Università di Parma.
56. Furinghetti, F. (1993). Che cosa resta e che cosa dovrebbe restare della matematica quando si è dimenticata la matematica. La matematica e la sua didattica, n. 3, 302-328.
57. Furinghetti, F. (1993). Insegnare matematica in una prospettiva storica. L’educazione matematica, s. 3, 4, 123-134.
58. Furinghetti, F. (1993). Images of mathematics outside the community of mathematicians: evidence and explanations’, For the Learning of Mathematics, 13(2), 33-38.
59. Bottino, R. M., Forcheri, P., Furinghetti, F. & Molfino, M. T. (1993). Computer science in mathematics curriculum: what after the first elements of literacy?. In A. Knierzinger, & M. Moser (Eds.), Informatics and changes in learning. proceedings od the IFIP open conference (Gmunden), part VIII, 1-4.
60. Furinghetti, F. (1993). Educazione matematica e storia. Lettera PRISTEM, n. 9, 38-39.
61. Furinghetti, F. (1994). Informatics technology and mathematics education: past and future of a peculiar relation. In L. Bazzini & H.-G. Steiner (Eds.), Proceedings of the second Italian-German bilateral Symposium on didactics of mathematics (Georgsmarienhütte, 1992) (pp. 221-239). Bielefeld: Institut für Didaktik der Mathematik der Universität Bielefeld, IDM Materialen und Studien Band 39.
62. Bottino, R. M., Forcheri, P., Furinghetti, F. & Molfino, M. T. (1994). Mathematics and computer in upper secondary school: an outlook on experiences and opportunities. In K.-D. Graf, N. A. Malara, N. Zehavi, & J. Ziegenbalg (Eds.), Technology in the service of the mathematics curriculum, Proceedings of Working group 17 at ICME7 (Québec, 1992) (pp. 177-184).
63. Furinghetti, F. & Somaglia, A. (1994). Evaluating the teaching process by the teachers themselves: an example of realization. In L. Grugnetti (Ed.), Proceedings of 45 CIEAEM meeting (Assessment focussed on the student, Cagliari, 1993) (pp. 144-151).
64. Furinghetti, F. (1994). Mathematics teachers and changes in curricula: problems of reshaping beliefs and attitudes. In N. A. Malara & L. Rico (Eds.), Proceedings of the first Italian-Spanish symposium in mathematics education (Modena) (pp. 173-180). Modena Dipartimento di Matematica dell’Università.
65. Bottino, R. M. & Furinghetti, F. (1994). Teaching mathematics and using computers: links between teachers’ beliefs in two different domains. In J. P. da Ponte & J. F. Matos (Eds.), Proceedings of the 18th Conference of the International Group for the Psychology of Mathematics Education, Lisboa (Vol. 2, pp. 112-119). Lisbon: Departamento de Educaçao, Faculdade de Ciências da Universidade de Lisboa.
66. Furinghetti, F. & Paola, D. (1994). Parameters, unknowns and variables: a little difference?. In J. P. da Ponte & J. F. Matos (Eds.), Proceedings of the 20th Conference of the International Group for the Psychology of Mathematics Education, Lisboa (Vol. 2, pp. 368-375). Lisbon: Departamento de Educaçao, Faculdade de Ciências da Universidade de Lisboa.
67. Furinghetti, F. (1994). Una storia infinita: la ricerca di ‘un senso comune’ nell’insegnamento della matematica. In B. D’Amore (ed.), L’apprendimento della matematica: dalla ricerca teorica alla pratica didattica (pp. 37-45). Bologna: Pitagora editrice.
68. Furinghetti, F. (1994). Ghosts in the classroom: beliefs, prejudices and fears. In L. Bazzini (Ed.), Proceedings of SCTP (Grado) (pp. 81-91). Pavia: ISDAF.
69. Furinghetti, F. & Somaglia, A. (1994). Uno studio longitudinale sulla funzione. In B. Piochi (Ed.), Funzioni, limiti, derivate (pp. 63-74). Città di Castello: IRRSAE.
70. Furinghetti, F. (1994). La didattica della matematica nei congressi internazionali (1897-1936). Lettera PRISTEM, n. 13, 24-30.
71. Furinghetti, F. (1995). Panel: ‘History of mathematics in initial teacher training and in-service courses’, in F. Lalande, F. Jaboeuf & Y. Nouazé (Eds.), Proceedings of the First European summer university on ‘History and epistemology in mathematics education’ (Montpellier, 1993), Coordinator of the panel Fulvia Furinghetti. (pp. 453-489). Montpellier: IREM de Montpellier.
72. Chiarugi, I., Fracassina, G., Furinghetti, F. & Paola, D. (1995). Parametri, variabili e altro: un ripensamento su come questi concetti sono presentati in classe. L’Insegnamento della Matematica e delle Scienze Integrate, 18B, 34-50.
73. Furinghetti, F. (1995). Che cosa e per chi i simboli simboleggiano’, La matematica e la sua Didattica, n. 3, 318-327
74. Furinghetti, F. (1995). La commissione internazionale per l’insegnamento matematico. Lettera PRISTEM, n. 15, 30-33.
75. Bottino, R. M., & Furinghetti, F. (1995). Teacher training, problems in mathematics teaching and the use of software tools. In D. Watson & D. Tinsley (Eds.), Integrating information technology into education (pp. 267-270). London: Chapman & Hall.
76. Furinghetti, F., & Robinson, B. (1995). Report of the Focus Group «Teacher education». In D. Watson & D. Tinsley (Eds.), Integrating information technology into education (pp. 306-308). London: Chapman & Hall.
77. Furinghetti, F., & Somaglia, A. (1995). La storia come strumento di lavoro in classe. In E. Gallo, L. Giacardi & C. S. Roero (Eds.), Conferenze e seminari 1994-1995 della Mathesis Subalpina, (pp. 134-145).
78. Furinghetti, F. (1995). Una lettura della letteratura su insegnamento/apprendimento dell’algebra a livello di scuola secondaria superiore. In L. Bazzini (Ed.), La didattica dell’algebra nella scuola secondaria superiore (Atti del V convegno internuclei per la scuola secondaria superiore, Pavia) (pp. 110-123). Pavia: ISDAF.
79. Furinghetti, F., & Somaglia, A. (1995). Nascita del Periodico di Matematica. Periodico di Matematiche, s. VII, 2 (2/3), 5-28.
80. Furinghetti, F. (1995). Il Bollettino della “Mathesis” dal 1909 al 1920. Periodico di Matematiche, s. VII, 2 (2/3), 49-53.
81. Furinghetti, F. (1996). Tendenze della ricerca sull’insegnamento-apprendimento dell’analisi. La matematica e la sua didattica, n. 1, 112-121.
82. Furinghetti, F. & Somaglia, A. (1996). Functions in algebraic and graphical environments. In A. Antibi (Ed.), Proceedings of the 46th CIEAEM’s meeting (Toulouse, 1994) (Vol. 1, pp. 248-255). Toulouse: Université Paul Sabatier.
83. Furinghetti, F. (1996). Il bollettino della “Mathesis” dal 1909 al 1920. In W. di Palma, T. Bovi, & S. Maracchia (Eds.), Cento anni di matematica (pp. 124-133). Roma: Fratelli Palombi editori.
84. Bottino, R. M. & Furinghetti, F. (1996). The emerging of teachers’ conceptions of new subjects inserted in mathematics programs: the case of informatics. Educational Studies in Mathematics, 30, 109-134.
85. Paola, D. & Furinghetti, F. (1996). Students, mathematics, applications: an attempt at linking three different domains through the computer. In C. Keitel, U. Gellert, E. Jablonka, & M. Müller (Eds.), Proceedings of the 47th CIEAEM’s meeting (Mathematics (education) and common sense) (pp. 273-282). Berlin: Freie Universität Berlin.
86. Ciceri, C., Furinghetti, F. & Paola, D. (1996). Analisi logica di dimostrazioni per entrare nella logica della dimostrazione. L’insegnamento della matematica e delle scienze integrate, 19B, 209-234.
87. Furinghetti, F., & Piochi, B. (1996). Teaching and learning calculus in Italy. In N. A. Malara, M. Menghini, & M. Reggiani (Eds.), Italian research in mathematics education (pp. 100-110). Roma: CNR.
88. Bottino, R. M. & Furinghetti, F. (1996). Teachers’ behaviours in teaching with computers. In A. Gutierrez & L. Puig (Eds.), Proceedings of the 20th Conference of the International Group for the Psychology of Mathematics Education, Valencia (Vol. 2, pp. 129-136). Valencia: University of Valencia.
89. Furinghetti, F. (1996). Les mathématiques à l’école supérieure en Italie: une réforme par siècle. In B. Belhoste, H. Gispert & N. Hulin (Eds.), Les sciences au lycée. Un siècle de réformes des mathématiques et de la physique en France et à l’étranger (pp. 259-272). Vuibert - INRP, Paris.
90. Furinghetti, F. (1996). Gli studenti e l’immagine della matematica. Lettera PRISTEM, n. 22, 46-48.
91. De Villiers, M. & Furinghetti, F. (Eds.) (1996). Proceedings of the Topic Group 8 at ICME 8 (Proofs and proving: Why, when and how?) (Sevilla, 1996). AMESA (Association for Mathematics Education of South Africa).
92. Furinghetti, F. & Paola, D. (1996). Presentation of a questionnaire for evaluating the influence of the semantic field in mathematical proof. In M. De Villiers & F. Furinghetti (Eds.), Proceedings of the Topic Group 8 at ICME 8 (Proofs and proving: Why, when and how?) (Sevilla, 1996) (pp. 94-100). AMESA (Association for Mathematics Education of South Africa).
93. Furinghetti, F. (1996). A theoretical framework for teachers’ conceptions, In E. Pehkonen (Ed.), Proceedings of MAVI-3 Workshop (Current state of research on mathematical beliefs III) (pp. 19–25). Helsinki: University of Helsinki. Department of Teacher Education. Research report 170.
94. Furinghetti, F. (1996). History of mathematics education. In M. J. Lagarto, A. Vieira, & E. Veloso (Eds.), História e educação matemática (Vol. 1, pp. 262-263). Braga: Comissão Organizadora do HEM Braga 96.
95. Furinghetti, F. (1996). History, research and teaching mathematics: Case studies for linking different domains education. In M. J. Lagarto, A. Vieira, & E. Veloso (Eds.), História e educação matemática (Vol. 1, pp. 275-276). Braga: Comissão Organizadora do HEM Braga 96.
96. Furinghetti, F. & Somaglia, A. (1997). Storia della matematica in classe. L’educazione matematica, s. 5, 2, 26-46.
97. Furinghetti, F. (1997). On teachers’ conceptions: from a theoretical framework to school practice. In G. A. Makrides (Ed.), Proceedings of the first Mediterranean conference ‘Mathematics - Education and applications’ (Nicosia) (pp. 277-287).
98. Furinghetti, F. (1997). Insegnamento/apprendimento della geometria nella scuola secondaria superiore. Riflessioni su strumenti e prescrizioni a disposizione degli insegnanti. In L’insegnamento della geometria Corso UMI-MPI (Viareggio, novembre 1995 e febbraio-marzo 1996), Quaderni MPI 19/2 (pp. 15-69).
99. Furinghetti, F. (1997). Una lettura della letteratura su insegnamento/apprendimento dell’algebra. In L. Bazzini (Ed.), La didattica dell’algebra nella scuola secondaria superiore (pp. 110-123). Pavia: ISDAF.
100. Furinghetti, F. (1997). History of mathematics, mathematics education, school practice: case studies linking different domains. For the learning of mathematics, 17(1), 55-61.
101. Furinghetti, F. & Paola, D. (1997). Shadows on proof. In E. Pehkonen (Ed.), Proceedings of the 21st Conference of the International Group for the Psychology of Mathematics Education, Lahti (Vol. 2, pp. 273-280). Helsinki: University of Helsinki – Lahti Research and Training Center.
102. Bottino, R. M., Cutugno, P. & Furinghetti, F. (1997). Progettazione e utilizzo di un sistema ipermediale per la storia della matematica. L’Insegnamento della Matematica e delle Scienze Integrate, 20A-B, 839-854.
103. Bottino, R. M., Cutugno, P. & Furinghetti, F. (1997). Un sistema ipermediale per la storia della matematica. In B. D’amore & C. Pellegrino (Eds.), Convegno per i sessantacinque anni di Francesco Speranza (pp. 21-25). Bologna: Pitagora Editrice.
104. Bottino, R. M., Cutugno, P. & Furinghetti, F. (1998). Hypermedia as a means for learning and for thinking about learning. Full paper In T. Ottmann & I. Tomek (Eds.), Proceedings of ED-MEDIA/ED-TELECOM 98 ‘10th World Conferences on Educational Multimedia and Hypermedia and on Educational Telecommunications (Vol. 1, pp. 144-149).
105. Furinghetti, F. (1998). Mathematics teacher education in Italy: a glorious past, an uncertain present, a promising future. Journal of Mathematics Teacher Education, 1, 341-348.
106. Bottino, R. M. & Furinghetti, F. (1998). The computer in mathematics teaching: scenes from the classroom. In D. Tinsley & D. C. Johnson (Eds.), Information and communication technologies in school mathematics (IFIP TC3 / WG3.1) (pp. 131-139). London: Chapman & Hall.
107. Furinghetti, F. (1998). La tradizione italiana nell’insegnamento della geometria. La Matematica e la sua Didattica, n. 2, 176-198.
108. Furinghetti, F. & Paola, D. (1998). Hypermedia: a new scenario for facing the problems of classroom practice. In I. Vakalis, N. Hadjisavvas, & D. Hughes-Hallett (Eds.), Proceedings of the International Conference on the Teaching of Mathematics (Samos) (pp. 113-115).
109. Furinghetti, F. & Paola, D. (1998). Context influence on mathematical reasoning. In A. Olivier & K. Newstead (Eds.), Proceedings of the 22th Conference of the International Group for the Psychology of Mathematics Education, Stellenbosch (Vol. 2, pp. 313-320). Stellenbosch: University of Stellenbosch.
110. Furinghetti, F. & Somaglia, A. (1998). History of mathematics in school across disciplines. Mathematics in School (History of mathematics - Extra special issue), 27(4), 48-51.
111. Furinghetti, F. (1998). Around the term ‘belief’. In M. Hannula (Ed.), Proceedings of MAVI-3 Workshop (Current state of research on mathematical beliefs VII) (pp. 24–29). Helsinki: University of Helsinki. Department of Teacher Education. Research report 198.
112. Furinghetti, F. (1998). Beliefs, conceptions and knowledge in mathematics teaching. In E. Pehkonen & G. Törner (Eds), The state-of-art in mathematics-related belief research: results of the MAVI activities (pp. 11–36). Helsinki: University of Helsinki. Department of Teacher Education. Research report 195.
113. Furinghetti, F. & Paola, D. (1999). Shadows of semantic domains in the students’ mathematical proofs. In L. Lentz & I. Winchester (Eds.), Proceedings of Fourth International Conference The History & Philosophy of Sciences and Science Teaching ‘Towards Scientific Literacy’, Calgary, Alberta (21-24 June 1997), CD-ROM, pp. 272-279.
114. Furinghetti, F. (1999). Vita di classe e immagine della matematica. In L. Corso, E. Capotosto, M. Cerasoli, & S. Innamorati (Eds.), Matematica è/e cultura (Atti del Convegno annuale Mathesis, L’Aquila, 1998) (pp. 157-170). Bologna: Pitagora Editrice.
115. Demattè, A. & Furinghetti, F. (1999). An exploratory study on students’ beliefs about mathematics as a socio-cultural process. In G. Philippou (Ed.), MAVI-8 Proceedings. Eighth European workshop. Research on mathematical beliefs (pp. 38-47). University of Cyprus: Nicosia.
116. Furinghetti, F. & Paola, D. (1999). Exploring students’ images and definitions of area. In O. Zaslavski (Ed.), Proceedings of the 23th Conference of the International Group for the Psychology of Mathematics Education, Haifa (Vol. 2, pp. 345-352). Haifa, Israel: The Technion Printing Center.
117. Bottino, R. M. & Furinghetti, F. (1999). Mathematics teachers, new technologies and professional development: opportunities and problems. In N. Ellerton (Ed.), Mathematics teacher development: Inernational perspectives (pp. 1-11). West Perth: Meridian Press.
118. Furinghetti, F. (1999). Classroom and research in education: theoretical and practical issues linking these domains. In O. Björkqvist (Ed.), Quality aspects of mathematics and science education, Report from the Faculty of Education, Åbo Akademy University (Vasa) n. 5 (pp. 132-142).
119. Furinghetti, F. (1999). A proposito di inter-multi-pluri-disciplinarità: il caso di matematica e letteratura. In B. D’Amore (Ed.), Matematica e didattica: come privilegiare l’apprendimento (pp. 7-12). Bologna: Pitagora editrice.
120. Furinghetti, F. & Pehkonen, E. (1999). A virtual panel evaluating characterizations of beliefs. In E. Pehkonen & G. Töner (Eds.), Pre-Proceedings of Oberwolfach meeting (November 1999) Mathematical beliefs and their impact on teaching and learning of mathematics (pp. 24-30).
121. Furinghetti, F. (2000). The history of mathematics as a coupling link between secondary and university teaching. International Journal of Mathematical Education in Science and Technology (Special issue of the selected papers of the ICMI Study in Singapore), 31, 43-51. A short version with the title ‘History as a coupling ring between secondary and university teaching’ is in Pre-Proceedings of ICMI Study Conference on the teaching and learning of mathematics at university level (NIE, Singapore), 138-142.
122. Fasanelli, F. with Furinghetti, F. et al. (2000). The political context. In J. Fauvel, & J. Van Maanen (Eds.), History in mathematics education: The ICMI Study (Luminy, Marseille, 1998), chapter 1 (part 1) (pp. 1-38). Kluwer: Dordrecht / Boston / London.
123. Jahnke, H. N. with Arcavi, A., Barbin, E., Bekken, O., Furinghetti, F., El Idrissi, A., Silva da Silva, C. M., & Weeks, C. (2000). The use of original sources in the mathematics classroom. In J. Fauvel & J. Van Maanen (Eds.), History in mathematics education: The ICMI Study (Luminy, Marseille, 1998), chapter 9, (pp. 291-328). Dordrecht / Boston / London: Kluwer.
124. Fauvel, J. with Cousquer, é., Furinghetti, F., Heiede, T., Lit, Chi Kai, Smid, H. J., Tomaidis, Y. & Tzanakis, C. (2000). Bibliographic resources. In J. Fauvel & J. Van Maanen (Eds.), History in mathematics education: the ICMI Study (Marseille, 1998), chapter 11 (part 4) (pp. 371-418). Dordrecht-Boston-London: Kluwer.
125. Furinghetti, F. & Paola, D. (2000). Definition as a teaching object: a preliminary study. In T. Nakahara & M. Koyama (Eds.), Proceedings of the 24th Conference of the International Group for the Psychology of Mathematics Education, Hiroshima (Vol. 2, pp. 289-296). Hiroshima, Japan: The Nishiki Print Co.
126. Furinghetti, F. (2000). The long tradition of history in mathematics teaching: an old Italian case. In V. Katz (Ed.), Using history to teach mathematics: An international perspective (pp. 49-58). MAA Notes n. 51. Washington, DC: Mathematical Association of America.
127. Fenaroli, G., Furinghetti, F. & Somaglia, A. M. (2000). Articles, books and treatises concerning probability appeared in Italy in late XIX century and beginning of XX century, adempiuti gli obblighi previsti all’art. 1 del decreto legislativo luogotenenziale 31 agosto 1945. COMUNICAZIONE SU INVITO NEL SYMPOSIUM durante XIX International Congress of History of Science. In M. Hormigon, E. Ausejo & J. Dhombres (Eds.), Proceedings of XIX International congress of history of science (Zaragoza, 1993). Abstracts of Symposia, 52/7.
128. Furinghetti, F. (2000). La storia della matematica, gli insegnanti e l’insegnamento della matematica. NUMI, 27(11), 24-40. (Summary in Atti del XVI Congresso dell’UMI (Napoli, 1999). Invited talk.
129. Furinghetti, F. & Pehkonen, E. (2000). A comparative study on students’ beliefs concerning their autonomy in doing mathematics. NOMAD (Nordic Studies in Mathematics Education), 8(4), 7-26.
130. Furinghetti, F., Olivero, F., & Paola, D. (2000). Watching video-recorded sessions as a support in the construction of a shared classroom culture. In A. Ahmed, H. Williams, & J. M. Kraemer (Eds.), Proceedings of the conference CIEAEM 51 (Cultural diversity in mathematics (education), Chichester, 1999) (pp. 369-375). Chichester: Horwood Publishing.
131. Furinghetti, F., Olivero, F. & Paola, D. (2001). Students approaching proof through conjectures: snapshots in a classroom. International Journal of Mathematical Education in Science and Technology, 32, 319-335.
132. Furinghetti, F. & Somaglia, A. (2001). The method of analysis as a common thread in the history of algebra: reflections for teaching. Themes in Education, 2, 3-14.
133. Furinghetti, F., & Somaglia, A. (2001). The method of analysis in the development of algebra. In H. Chick, K. Stacey, J. Vincent, & J. Vincent (Eds.), Proceedings of the ICMI Study Conference ‘The future of the teaching and learning of algebra’ (Vol. 1, 265-272). Melbourne: The University of Melbourne.
134. Furinghetti, F. (2001). L’immagine della matematica fra non professionisti della matematica. In L. Bazzini (Ed.), Matematica e scuola: facciamo il punto, FrancoAngeli, Milano, 64-73.
135. Furinghetti, F. (2001). Credenze/convinzioni in classe su matematica e dintorni. In B. D’Amore (Ed.), Didattica della matematica e rinnovamento curricolare (pp. 58-69). Bologna: Pitagora Editrice.
136. Pehkonen, E. & Furinghetti, F. (2001). Problems on the use of the concepts “Belief” and “Conception”. In R. Soro (Ed.), Proceedings of MAVI-10 European Workshop (Current state of research on mathematical beliefs X), University of Turku. Department of Teacher Education. Pre-Print n. 2, 47–54.
137. Pehkonen, E. & Furinghetti, F. (2001). An attempt to clarify definitions of the basic concepts: belief, conception, knowledge. In R. Speiser, C. Maher & C. N, Walter (Eds.), Proceedings of the twenty-third Annual Meeting of North-American chapter of the International Group for the Psychology of Mathematics Education. (Vol. 2, pp. 647-655). Columbus OH: Clearing house for Science, Mathematics, and environmental Education.
138. Furinghetti, F. (2002). Il Bollettino della Mathesis dal 1909 al 1920: pulsioni tra temi didattici internazionali e nazionali. PRISTEM/Storia. Note di matematica, Storia, Cultura, n. 5, 31-58.
139. Furinghetti, F. (2002). Matematica come processo socio-culturale. Trento: Studi e ricerche IPRASE Trentino.
140. Furinghetti, F. & Radford, L. (2002). Historical conceptual developments and the teaching of mathematics: rethinking phylogenesis and ontogenesis. In L. English (Ed.) and M. Bartolini Bussi, G. Jones, R. Lesh & D. Tirosh (Ass. Eds.), Handbook of international research in mathematics education (pp. 631-654). Mahwah, NJ: L. Erlbaum Associates.
141. Ferrera, G. & Furinghetti, F. (2002). L’insegnante di fronte alle riviste professionali per l’insegnamento della matematica: stimoli e riflessioni. L’Insegnamento della Matematica e delle Scienze Integrate, 25B, 129-151.
142. Furinghetti, F., Grevohlm, B. & Krainer, K. (Eds.) (2002). Working Group 3 “Theory and practice of teaching for pre-service to in-service teacher education”. In J. Novotná (Ed.), Proceedings of the CERME-2 Conference of European research in mathematics education II, part 1, (pp. 263-321). Prague: Univerzita Karlova v Praze – Pedagogická faculta.
143. Boggiano, B., Furinghetti, F. & Somaglia, A. (2002). La definizione di derivata nella dialettica tra ambito algebrico e ambito geometrico. L’insegnamento della Matematica e delle Scienze Integrate, 25B, 225-246.
144. Furinghetti, F. (2002). On the role of the history of mathematics in mathematics education. In I. Vakalis, D. Hughes Hallett, C. Kourouniotis, D. Quinney & C. Tzanakis (Eds.), Proceedings of ICTM2 (Hersonissos, Crete, Greece), CD-Rom, J. Wiley & Sons. In the book of the Program p. 51.
145. Furinghetti, F. & Paola, D. (2002). Defining within a dynamic geometry environment: notes from the classroom. In A. D. Cockburn & E. Nardi (Eds.), Proceedings of the 26th Conference of the International Group for the Psychology of Mathematics Education, Norwich (Vol. 2, pp. 392-399). Norwich: School of Education and Professional Development, University of East Anglia.
146. Furinghetti, F. (2002). Mathematics teachers’ beliefs as components of their practical knowledge. In P. Di Martino (Ed.), Proceedings of Mavi-XI European Workshop (Research on Mathematical Beliefs) (pp. 30-44). Pisa: Servizio Editoriale Universitario.
147. Furinghetti, F. & Pehkonen, E. (2002). Rethinking characterizations of beliefs. In G. Leder, E. Pehkonen & G. Törner (Eds.), Beliefs: A hidden variable in mathematics education? (pp. 39-57). Dordrecht / Boston / London: Kluwer.
148. Furinghetti, F. & Paola, D. (2003). History as a crossroads of mathematical culture and educational needs in the classroom. Mathematics in School, 37(1), 37-41.
149. Furinghetti, F. & Somaglia, A. (2003). History as a tool for mathematics education and for research in mathematics education. In O. B. Bekken & R. Mosvold (Eds.), Study the masters: The Abel-Fauvel Conference Proceedings (pp. 219-233). Göteborg: NCM (National Centrum för Matematikutbildning).
150. Furinghetti, F. (2003). Nessuno è perfetto. L’Insegnamento della Matematica e delle Scienze Integrate, 26B, 10-17.
151. Furinghetti, F. & Paola, D. (2003). To produce conjectures and to prove them within a dynamic geometry environment: a case study. In N. A. Pateman, B. J. Dougherty, J. T. Zilliox (Eds.), Proceedings of the joint meeting PME 27 and PMENA, Honolulu (Vol. 2, pp. 397-404). Honolulu, Hi: CRGD, College of Education, University of Hawai’i.
152. Furinghetti, F. (2003). Mathematical instruction in an international perspective: the contribution of the journal L’Enseignement M athématique. In D. Coray, F. Furinghetti, H. Gispert, B. R. Hodgson, & G. Schubring (Eds.), One hundred years of L’Enseignement Mathématique, Monographie n. 39 de L’Enseignement Mathématique, 19-46.
153. Coray, D., Furinghetti, F., Gispert, H., Hodgson, B. R., & Schubring, G. (Eds.) (2003). One Hundred Years of L’Enseignement Mathématique, Monographie n. 39 de L’Enseignement Mathématique.
154. Demattè, A. & Furinghetti, F. (2003). Risposte affettive e cognitive al compito “Dipingo la matematica”. La Matematica e la sua Didattica, n. 3, 305-326.
155. Furinghetti, F. (2003). Storia della matematica per insegnanti e studenti. In E. Castro, P. Flores, T. Ortega, L. Rico, & A. Vallecillos (Eds.), Investigación en educación matemática. Séptimo Simposio de la Sociedad Española de la Investigación Matemática (SEIEM) (pp. 87-95). Granada: Universidad de Granada.
156. Furinghetti, F. (2004). History and mathematics education: a look around the world with particular reference to Italy. In W.-H. Horng, Y.-C. Lin, T.-C. Ning & T.-Y. Tso (Eds.), Proceedings of Asia-Pacific HPM 2004 Conference: History, culture and mathematics education in the new technology era (pp. 2-17). (National Taichung Teachers College, Department of Mathematics Education, Taichung, Taiwan).
157. Bagni, G. T., Furinghetti, F., & Spagnolo, F. (2004). History and epistemology in mathematics education. In L. Cannizzaro, A. Pesci & O. Robutti (Eds.), Research and Teacher Training in Mathematics Education in Italy: 2000-2003 (pp. 207-221). Milano: Ghisetti & Corvi.
158. Furinghetti, F., Pesci, A., & Zan, R. (2004). Affect in mathematics learning and teaching. In L. Cannizzaro, A. Pesci & O. Robutti (Eds.), Research and Teacher Training in Mathematics Education in Italy: 2000 - 2003 (pp. 170-192). Milano: Ghisetti & Corvi.
159. Furinghetti, F. (2004). Report by HPM. The International Study Group on the Relations between the History and Pedagogy of Mathematics. HPM Activities 2000-2004. ICMI Bulletin of the International Commission on Mathematical Instruction, n. 54 June, 53-57.
160. Furinghetti, F. (2004). The ASG meetings of HPM in ICME-10 (Copenhagen 2004). HPM Newsletter, n. 57, 2-4.
161. Cartiglia, M., Furinghetti, F. & Paola, D. (2004). Patterns of reasoning in classroom. In M. Johnsen Høines & A. Berit Fuglestad (Eds.), Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education, Bergen (Vol. 2, pp. 287-294). Bergen: Bergen University College.
162. Furinghetti, F. & Morselli, F. (2004). Between affect and cognition: proving at university level. In M. Johnsen Høines & A. Berit Fuglestad (Eds.), Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education, Bergen (Vol. 3, pp. 369-376). Bergen: Bergen University College.
163. Furinghetti, F., Kaijser, S. & Vretblad, A. (Eds.) (2004). Proceedings of The HPM Satellite meeting and Fourth European Summer University. Uppsala, Sweden: University of Uppsala.
164. Furinghetti, F. (2004). Riflessioni sulla professione di insegnante di matematica. In G. Bellò, P. Floris & S. Pressa (Eds.), Il mestiere di insegnante. Analisi dell’azione docente, Collana à prendre, n. 1 (pp. 37-54). Aosta: Assessorato all’Istruzione e Cultura, Direzione delle Politiche Educative, Ufficio Ispettivo Tecnico.
165. Furinghetti, F. (2004). Mathematics instruction unbound: the contribution of journal L’enseignement mathématique. In H. Fujita, Y. Hashimoto, B. R. Hodgson, P.Y. Lee, S. Lerman & T. Sawada (Eds.), Proceedings of ICME 9 (Tokyo/Makuhari, 2000) (pp. 128-130). Kluwer Academic Publishers. (Also in Abstracts of plenary lectures and regular lectures, 48-49).
166. Furinghetti, F. (2004). Lost and found in ICME-10. For the Learning of Mathematics, 24(3), 25-26.
167. Furinghetti, F. (2004). Insegnanti, studenti, matematica: verso un’ecologia della matematica. In M. A. Scanu (Ed.), Atti del Seminario regionale per il personale docente “Matematica? No problem” (Alghero) (pp. 23-36). Alghero: Pubblicazione dell’I. T. Roth di Alghero.
168. Furinghetti, F. (2004). The ASG meetings of HPM in ICME-10 (Copenhagen 2004). HPM Newsletter, n. 57, 2-4.
169. Furinghetti, F. (2004). Quattro anni di impegno internazionale su storia e didattica: bilanci e prospettive. L’Insegnamento della Matematica e delle Scienze Integrate, 27A-B, 724-743.
170. Furinghetti, F. (2004). History and mathematics education: a look around the world with particular reference to Italy. Mediterranean Journal for Research in Mathematics Education, 3(1, 2), 1-20, (see also Proceedings of Taichung Conference, 2004).
171. Furinghetti, F. (2005). A report on the ICMI Study “The role of the history of mathematics in the teaching and learning of mathematics”. L’Enseignement Mathématique, 51, 365-372. Also in ICMI Bulletin, n. 58, 38-44, 2006.
172. Furinghetti, F. & Somaglia, A. (2005). Emergenza della didattica della matematica nei primi giornali matematici italiani. In D. Moreira & J. M. Matos (Eds.), História do ensino da Matemática em Portugal (pp. 59-78) Beja: Sociedade Portuguesa de Ciências da Educaçao.
173. Furinghetti, F., Morselli, F. & Paola, D. (2005). Interaction of modalities in Cabri: a case study. In H. L. Chick & J. L. Vincent (Eds.), Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education, Bergen, Melbourne (Vol. 3, pp. 9-16). Melbourne: Department of Science and Mathematics Education, University of Melbourne.
174. Furinghetti, F. & Somaglia, A. (2005). The history of mathematics and teacher education in practice: a case study. In M. Kourkoulos, G. Troulis, & C. Tzanakis (Eds.), Proceedings of 4th International Colloquium on the Didactics of Mathematics (The Department of Education of the University of Crete, 22-23 April 2005) (Vol. 2, pp. 107-118). Greek version: Vol. 1, pp. 103-115. Rethymnon: University of Crete, Department of Education.
175. Furinghetti, F. (2006). Due giornali ponte tra ricerca e scuola: la Rivista di Peano e il Bollettino di Loria. In L. Giacardi (Ed.), Da Casati a Gentile. Momenti di storia dell’insegnamento secondario della matematica in Italia (pp. 181-237). Lugano: Lumières internationales.
176. Furinghetti, F., & Morselli, F. (2006). Reflections on creativity: the case of a good problem solver. (In M. Bosch et al. (Eds.), CERME-4 Sant Feliu de Guíxols, Spain – 17 - 21 February 2005 (pp. 184-193). No place is indicated: FUNDEMI IQS – Universitat Ramon Llull. ISBN 84-611-3282-3
177. Furinghetti, F. (2006). Not out of the blue: historical roots of mathematics education in Italy. (In M. Bosch et al. (Eds.), CERME-4 Sant Feliu de Guíxols, Spain – 17 - 21 February 2005 (pp. 59-64). No place is indicated: FUNDEMI IQS – Universitat Ramon Llull. ISBN 84-611-3282-3
178. Furinghetti, F. (2006). Not out of the blue: historical roots of mathematics education in Italy. The Montana Mathematics Enthusiast, 3(1), 99-103. (Revised version of the paper with the same title presented at CERME-4).
179. Furinghetti, F. (2006). Presentazione. In A. Demattè (Ed.), Fare matematica con i documenti storici. Una raccolta per la scuola secondaria di primo e secondo grado, Volume per l’insegnante (pp. 7-17). Trento: IPRASE del Trentino.
180. Furinghetti, F., & Somaglia, A. (2006). La storia della matematica nello sviluppo della “conoscenza per insegnare”. L’Insegnamento della Matematica e delle Scienze Integrate, 29A-B, 371-384; 455-468.
181. Furinghetti, F., Kaijser, S. & Tzanakis, C. (Eds.) (2006). Proceedings HPM 2004 & ESU 4 – Revised edition, Iraklion, Greece: University of Crete, (678 pages in one volume), ISBN 960-88712-8-X.
182. Furinghetti, F., Jahnke, H. N., & van Maanen, J. (organizers) (2006). Mathematisches Forschungsinstitut Oberwolfach Report No. 22/2006 Mini-Workshop on Studying Original Sources in Mathematics Education. (April 30th – May 6th, 2006) Mathematics Subject Classification (2000): 01, 97, 1285-1318.
183. Furinghetti, F. (2007). Snapshots from the 1960s: tensions and synergies in the emerging of new trends in mathematics education. The Montana Mathematics Enthusiast, Monograph 3, 57-69. ISSN 1551-3440
184. Furinghetti, F. (2007). Teacher education through the history of mathematics. Educational Studies in Mathematics, 66, 131-143.
185. Radford, L., Furinghetti, F., & Katz, V. (2007). Introduction. The topos of meaning or the encounter of past and present. Educational Studies in Mathematics, 66, 107-110. DOI 10.1007/s10649-006-9076-7
186. Furinghetti, F., Radford, L., & Katz, V. (2007). The history of mathematics in mathematics education: theory and practice. Special issue of the journal Educational Studies in Mathematics, 66(2), 107-271.
187. Furinghetti, F., & Morselli, F. (2007). For whom the frog jumps: the case of a good problem solver. For the Learning of Mathematics, 27(2), 22-27.
188. Leino, J., & Furinghetti, F. (2007). Synthesis of part II: Mathematics teaching. In E. Pehkonen, M. Ahtee, & J. Lavonen, (Eds.), How Finns learn mathematics and science. Rotterdam: Sense Publishers, 184-188. ISBN 978-90-8790- (paperback) ISBN 978-90-8790- (hardback)
189. Furinghetti, F. (2007). Mathematics education and ICMI in the proceedings of the International Congresses of Mathematicians. Revista Brasileira de História da Matemática Especial no 1 - Festschrift Ubiratan D’Ambrosio - (December) Publicação Oficial da Sociedade Brasileira de História da Matemática, 97-115.
190. Antonini, S., Furinghetti, F., Morselli, F., & Tosetto, E. (2008). University students generating examples in real analysis: Where is the definition?. In D. Pitta-Pantazi & G. Philippou (Eds.), Proceedings of the fifth Congress of the European Society for Research in Mathematics education (CERME-5, Larnaca, Cyprus, 22-26 February 2007) (pp. 2240-2249). Department of Mathematics, University of Cyprus, ISBN 978-9963-671-25-0.
191. Furinghetti, F. (2008). Breve storia di ICMI (International Commission on Mathematical Instruction). Progetto Alice, 25, 117-125.
192. Furinghetti, F. & Radford, L. (2008). Contrasts and oblique connections between historical conceptual developments and classroom learning in mathematics. In L. English (Ed.) and M. Bartolini Bussi, G. A. Jones, R. A. Lesh, B. Sriraman & D. Tirosh (Ass. Eds.), Handbook of international research in mathematics education, Second edition (pp. 630-659). New York – London: Routledge.
193. Furinghetti, F. (2008). Matematica come processo socio-culturale. In G. Baldi & F. Moriani (Eds.), Il piacere di insegnare. Il piacere di imparare la matematica. Atti del convegno (pp. 100-109). Bologna: Pitagora Editrice.
194. Furinghetti, F. (2008). The emergence of women on the international stage of mathematics education. ZDM – The International Journal on Mathematics Education, 40, 529-543. Also in (2010). L. Martignon, I. Pieper-Seier (Hrsg.) Mathematik und Gender: Band zum 20. Jubiläum des Arbeitskreises, Schriftenreihe TRANSFER der Pädagogischen Hochschule Ludwigsburg (Vol. 2, pp. 15-40). Hildesheim: Franzbecker.
195. Antonini, S., Furinghetti, F., Morselli, F., & Tosetto, E. (2008). Costruzione di esempi in analisi matematica da parte di studenti universitari. L’Insegnamento della Matematica e delle Scienze Integrate, 31B, 419-445.
196. Furinghetti, F. (2008). Riflessione e azione nella professione di insegnante, In C. Marchini & P. Vighi (Eds.), Ricordando Francesco Speranza, CD Rom Progetto Lauree Scientifiche. Parma: Dipartimento di Matematica.
197. Furinghetti, F. (2008). Mathematics education in the ICMI perspective. International Journal for the History of Mathematics Education, 3(2), 47-56.
198. Arzarello, F., Furinghetti, F., Giacardi, L., & Menghini, M. (2008). Simposio in occasione del Centenario dell’ICMI (International Commission on Mathematical Instruction) – Roma 5-8 marzo 2008. NUMI.
199. Arzarello, F., Furinghetti, F., Giacardi, L., & Menghini, M. (2008). Symposium celebrating the Centennial of the ICMI (International Commission on Mathematical Instruction) – Rome 5-8 March 2008, Newsletter HPM, 8-10.
200. Arzarello, F., Furinghetti, F., Giacardi, L., & Menghini, M. (2009). Symposium celebrating the Centennial of ICMI (International Commission on Mathematical Instruction), Mathematics Today, 45(1), 14.
201. Menghini, M., Furinghetti, F., Giacardi, L., & Arzarello, F. (Eds.) (2008). The first century of the International Commission on Mathematical Instruction (1908-2008). Reflecting and shaping the world of mathematics education. Rome: Istituto della Enciclopedia Italiana.
Reviews:
Grattan-Guinness, I. (2010). From instruction to didactics: a century of cogitation about mathematics education. The Mathematical Gazette, , .
Jankvist, U. T. (2011). A century of mathematics education: ICMI’s first hundred years. Historia Matematica, 38, 292-302-308.
202. Arzarello, F., Giacardi, L., Furinghetti, F. & Menghini, M. (2008). Celebrating the first century of ICMI: a Symposium, a Website and a Book. In ICME 11 (6-13 July, 2008) Plenaries and Regular Lectures (pp. 16-18). Monterrey: UANL.
203. Furinghetti, F., Menghini, M., Arzarello, F., &, Giacardi, L. (2008). ICMI Renaissance: the emergence of new issues in mathematics education. In M. Menghini, F. Furinghetti, L. Giacardi, & F. Arzarello (Eds.), The first century of the International Commission on Mathematical Instruction (1908-2008). Reflecting and shaping the world of mathematics education (pp. 131–147). Rome: Istituto della Enciclopedia Italiana.
204. Arzarello, F., Furinghetti, F., Giacardi, L., & Menghini, M. (2008). 1908-2008 Centenario della Commissione Internazionale dell’Insegnamento Matematico. L’Enseignement Mathématique, s. 2, 54, 405-411 (In Italian, English, French, German).
205. Furinghetti, F. & Morselli, F. (2009). Leading beliefs in the teaching of proof. In W. Schlöglmann & J. Maaß (Eds.), Beliefs and attitudes in mathematics education: new research results (pp. 59-74). Rotterdam, Taipei: Sense Publishers.
206. Furinghetti, F. & Morselli, F. (2009). Every unsuccessful solver is unsuccessful in his/her own way: affective and cognitive factors in proving. Educational Studies in Mathematics, 70, 71-90.
207. Arzarello, F., Furinghetti, F., Giacardi, L., & Menghini, M. (2009). Symposium Celebrating the Centennial of the ICMI (International Commission on Mathematical Instruction) – Rome 5-8 March 2008. BSHM Bulletin: Journal of the British Society for the History of Mathematics, 24(1), 48-49.
208. Furinghetti, F. & Morselli, F. (2009). Teachers’ beliefs and the teaching of proof. In F.-L. Lin, F.-J. Hsieh, G. Hanna, & M. de Villiers (Eds.), Proof and proving in mathematics education ICMI Study 19 Conference Proceedings (Vol. 1, pp. 166-171). Taipei: The Department of Mathematics, National Taiwan Normal University. 978-986-01-8210-1
209. Arzarello, F., Furinghetti, F., Giacardi, L., & Menghini, M. (2009). Passato, presente e futuro dell’educazione matematica nelle celebrazioni del centenario dell’ICMI. L’Insegnamento della Matematica e delle Scienze Integrate, 32AB, 213-222.
210. Cossu, M., Furinghetti, F., & Morselli, F. (2009). La dimostrazione come specchio delle pratiche di insegnamento. L’Insegnamento della Matematica e delle Scienze Integrate, 32AB, 317-339.
211. Furinghetti, F. (2009). The evolution of the journal L’Enseignement Mathématique from its initial aims to new trends. In K. Bjarnadóttir, F. Furinghetti, & G. Schubring (Eds.), “Dig where you stand”. Proceedings of the conference on “On-going research in the History of Mathematics Education (pp. 31-46). Reykjavik: University of Iceland – School of Education.
212. Bjarnadóttir, K., Furinghetti, F., & Schubring, G. (Eds.) (2009). “Dig where you stand”. Proceedings of the conference on On-going research in the History of Mathematics Education. Reykjavik: University of Iceland – School of Education.
Reviews
Pitombeira de Carvalho Bosco, J. (2011). International Journal for the History of Mathematics Education, 6(1), 66-71.
Katz, V. (2001). Historia Matematica, 38, 303-308.
213. Furinghetti, F. (2009). On-going research in the history of mathematics education. International Journal for the History of Mathematics Education, 4(2), 103-108.
214. Ferrera, G., Furinghetti, F., & Ortica, M. (2010). Alessandro Padoa: un insegnante tra dimensione internazionale e problemi locali. In C. S. Roero (Ed.), Peano e la sua scuola fra matematica, logica e interlingua - Atti del Congresso Internazionale di studi, Torino 6-7 ottobre 2008 (pp. 387-404). Torino: Università degli Studi di Torino, Centro di Studi per la Storia dell’Università - Deputazione Subalpina di Storia Patria.
215. Ferrera, G., Furinghetti, F., & Ortica, M. (2010). Alessandro Padoa: un insegnante tra dimensione internazionale e problemi locali. Bollettino della Società Storica Pinerolese, s. 3, 27, 98-108 (ISSN 2035-5084).
216. Furinghetti, F., Dorier, J.-L., Jankvist, U. T., Van Maanen, J., & Tzanakis, C. (2010), Introduction. In V. Durand-Guerrier, S. Soury-Lavergne, & F. Arzarello (Eds.), Proceedings of the Sixth Congress of the European Society for Research in Mathematics Education. January 28th - February 1st 2009, Lyon (France) (pp. 2679-2681). Lyon: Service des publications, INRP. ISBN 978-2-7342-1190-7. www.inrp.fr/editions/cerme6.
217. Demattè, A., & Furinghetti, F. (2010). Historical pictures for acting on the view of mathematics. In V. Durand-Guerrier, S. Soury-Lavergne, & F. Arzarello (Eds.), Proceedings of the Sixth Congress of the European Society for Research in Mathematics Education. January 28th - February 1st 2009, Lyon (France) (pp. 2722-2731). Lyon: Service des publications, INRP. ISBN 978-2-7342-1190-7. www.inrp.fr/editions/cerme6.
218. Furinghetti, F., & Morselli, F. (Eds.) (2010). MAVI-15: Ongoing research on beliefs IN mathematics education. Genova: Dipartimento di Matematica dell’Università.
219. Furinghetti, F. (2010). Presentazione. In A. Demattè, Vedere la Matematica. Noi con la storia (pp. 7-11). Trento: UNI Service.
220. Furinghetti, F., & Giacardi, L. (2010). People, events, and documents of ICMI’s first century. Actes d’Història de la Ciència i de la Tècnica, nova època, 3(2), 11-50.
221. Furinghetti, F. (2010). Riflessione e azione nella formazione degli insegnanti. In F. Ferrara, L. Giacardi, & M. Mosca (Eds.), Conferenze e seminari 2009-2010 dell’Associazione Subalpina Mathesis (pp. 151-171). Torino: Kim Williams Books.
222. Furinghetti, F. & Morselli, F. (2011). Johnny’s beliefs about proof. In K. Kislenko (Ed.), Current state of research on mathematical beliefs XVI. Proceedings of the MAVI-16 Conference (pp. 106-119). Tallin: Institute of Mathematics and Natural Sciences. ISBN978-0049-463-79-4
223. Furinghetti, F., Morselli, F., & Antonini, S. (2011). To exist or not to exist: example generation in real analysis. ZDM – The International Journal on Mathematics Education, 43(2), 219-232.
224. Furinghetti, F., & Morselli, F. (2011). Beliefs and beyond: hows and whys in the teaching of proof, ZDM – The International Journal on Mathematics Education, 43(5), 587-599.
225. Furinghetti, F. (2011). Riflessione e azione nella formazione degli insegnanti. L’Insegnamento della Matematica e delle Scienze Integrate, 34A-B, 225-254.
226. Arzarello, F., Furinghetti, F., Iaderosa, R. (2011). Relazione della commissione giudicatrice del premio “Giorgio Tomaso Bagni”. L’In Laboratorio di Didattica della Matematica per il Tirocinio Formatico Attivo (Università di Genova)Insegnamenti Esterni