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Dipartimento di Filosofia e Scienze dell'Educazione

Corso di laurea magistrale a ciclo unico in
Scienze della Formazione Primaria

Cristina Sabena

Professore/Professoressa associato/a

Contatti

Presso

  • Dipartimento di Filosofia e Scienze dell'Educazione
  • Corso di laurea magistrale a ciclo unico in
    Scienze della Formazione Primaria
  • PhD in Pure and Applied Mathematics

Curriculum vitae

  • Curriculum Vitae (0.3 MB)

    • Pubblicazioni

    Tutti i miei prodotti della ricerca

    Pubblicazioni selezionate

    Tutti i miei prodotti della ricerca.

    Libri

    Sabena, C., Ferri, F., Martignone, F., Robotti, E. (2019) Insegnare e apprendere matematica nella scuola dell’infanzia e primaria. Mondadori Università.

    Riviste

    Soldano, C., Sabena, C. (2019). Fostering critical thinking in primary school within dynamic geometry environments. In: B. Di Paola, Y. Aberkane, F. Cerquetti (Eds.), Mathematics and living together: social process and didactic principle, Proceedings of CIEAEM 70, Mostaganem 15-19 July 2018, Quaderni di Ricerca in Didattica, special issue 3, 73-79. ISSN 1592-4424.

    Sabena, C. (2018). Multimodality and the semiotic bundle lens: a constructive resonance with the theory of objectification. PNA. Revista de Investigación en Didáctica de la Matemática, vol 12, n° 4, pp. 185-208. ISSN: 1887-3987.

    Cusi, A., Morselli, F., and Sabena, C. (2017). Promoting formative assessment in a connected classroom  environment: design and implementation of digital resources. ZDM Mathematics Education, 49:755–767.  DOI 10.1007/s11858-017-0878-0.

    Panero, M., Arzarello, F. & Sabena, C. (2016). The mathematical work with the derivative of a function: teachers’ practices with the idea of “generic”. In I. M. Gómez-Chacón, L. Vivier (Eds.) Mathematical work: the role of teacher, knowledge and interactions. Boletim de Educação Matemática (BOLEMA), 30(54), 265-286. ISSN: 0103-636X. DOI: http://dx.doi.org/10.1590/1980-4415v30n54a13

    Maffia, A. & Sabena, C. (2015).  Networking of theories as resource for classroom activities analysis: the emergence of multimodal semiotic chains. In C. Sabena, B. Di Paola (eds.), Teaching and learning mathematics: resources and obstables, Proceedings of CIEAEM 67, Quaderni di ricerca didattica, 25-2 (pp. 405-417). Aosta, July 20-24, 2015. ISSN: 1592-4424. http://math.unipa.it/~grim/CIEAEM%2067_Pproceedings_QRDM_Issue%2025_Suppl.2.pdf.

    Aldon, G. & Sabena, C. (2015). Formative assessment in the FaSMEd project: reflections from classroom experiences. In C. Sabena, B. Di Paola (eds.), Teaching and learning mathematics: resources and obstables, Proceedings of CIEAEM 67, Quaderni di ricerca didattica, 25-2 (pp. 83-86). Aosta, July 20-24, 2015. ISSN: 1592-4424. http://math.unipa.it/~grim/CIEAEM%2067_Pproceedings_QRDM_Issue%2025_Suppl.2.pdf

    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. In C. Sabena, B. Di Paola (eds.), Teaching and learning mathematics: resources and obstables, Proceedings of CIEAEM 67, Quaderni di ricerca didattica, 25-2 (pp. 631-641). Aosta, July 20-24, 2015. ISSN: 1592-4424. http://math.unipa.it/~grim/CIEAEM%2067_Pproceedings_QRDM_Issue%2025_Suppl.2.pdf.

    Andrà, C., Lindström, P., Arzarello, F., Holmqvist, K., Robutti, O., Sabena, C. (2015). Reading mathematics representations: an eye-tracking study. International Journal of Science and Mathematics Education, Volume 13, Issue 2, pp 237-259. ISSN: 1571-0068 DOI 10.1007/s10763-013-9484-y.

    Sabena, C. (2015). La concettualizzazione spaziale nel bambino: una sperimentazione con un robottino programmabile. L’insegnamento della matematica e delle scienze integrate, vol. 38 A-B, n°3 (maggio-giugno 2015), pp. 213-234.

    Morselli, F. & Sabena, C. (2014).  Emozioni e risoluzioni di problemi di matematica. Un’indagine sui futuri insegnanti della scuola dell’infanzia e primaria. Pedagogia e Vita, 72(2014), pp. 183-200. ISSN 00313777.

    Giorda, C., Leone, M., Morselli, F., & Sabena, C. (2014). Lo spazio in geografia, fisica e matematica. Un concetto ponte per didattiche interdisciplinari?, Ambiente, società, territorio, LVIV (XIV), pp. 10-15.

    Coppola, C., Di Martino, P., Pacelli, T. & Sabena, C. (2012). Primary teachers’ affect: a crucial variable in the teaching of mathematics. Nordic Studies in Mathematics Education, 17(3-4), 107-123. ISSN 1104-2176 .

    Sabena, C., Robutti, O., Ferrara, F., Arzarello, F. (2012). The development of a semiotic frame to analyse teaching and learning processes: examples in pre- and post-algebraic contexts. In Coulange, L., Drouhard, J.-P., Dorier, J.-L., Robert, A. (Eds.), Recherches en Didactique des Mathématiques, Numéro spécial hors-série, Enseignement de l'algèbre élémentaire: bilan et perspectives (pp. 231-245). Grenoble: La Pensée Sauvage.

    Bazzini, L. & Sabena, C. (2012). Participation in mathematics problem-solving through gestures and narration. In S. Kafoussi, C. Skoumpourdi, F. Kalavasis (Eds.), Hellenic Mathematical Society International Journal for Mathematics in Education, Vol. 4 Special Issue (pp. 107-115).  ISSN: 1791 – 6321. LUOGO: Athens, Greece.

    Holmqvist, K., Andrà, C., Lindström, P., Arzarello, Ferrara, F., Robutti, O. & Sabena, C. (2011). A method for quantifying focused versus overview behavior in AOI sequences. Behavioural Research Methods, 43, 987–998.

    Arzarello, F., Ascari, M., & Sabena, C. (2011). A model for developing students’ example space: the key role of the teacher. ZDM Special Issue on ‘Examples in Mathematical Thinking and Learning from an Educational Perspective’, vol. 43, n° 2, pp. 295-306.

    Sabena, C. (2011). Studiare la multimodalità dell’insegnamento-apprendimento: focus sui gesti. L’insegnamento della matematica e delle scienze integrate, vol. 34 A-B, n° 3, 333-342.

    Arzarello, F., & Sabena, C. (2011). Semiotic and theoretic control in argumentation and proof activities. Educational Studies in Mathematics, Vol. 77(2), pp.189-206.

    Arzarello, F., Paola, D. Robutti, O., & Sabena, C. (2009). Gestures as semiotic resources in the mathematics classroom. Educational Studies in Mathematics, 70(2), 97-109.

    Arzarello, F., Bosch, M., Gascón, J. & Sabena, C. (2008). The ostensive dimension through the lenses of two didactical approaches. In F. Arzarello, M. Bosch, A. Bikner-Ashbas & S. Prediger (Eds.), Special issue of Zentralblatt fuer Didaktik der Mathematik on Comparing, Combining, Coordinating – Networking Strategies for Connecting Theoretical Approaches, 40(20), 179-188.  ISSN 1863-9690 (Print) 1863-9704 (Online).

    Radford, L., Bardini, C. & Sabena, C. (2007). Perceiving the general: The semiotic symphony of students’ algebraic activities. Journal for Research in Mathematics Education, 38(5), 507-530.

    Bardini, C., Sabena, C., & Radford, L. (2005). Corps, symbole et artefact: Trois dimensions de l’objectivation du savoir. Scientia Paedagogica Experimentalis, XLII(2), 255-272.

    Robutti, O. & Sabena, C. (2004). La costruzione di significato di integrale. Parte B. L’insegnamento della matematica e delle scienze integrate, 27B(4), 311-337.

    Robutti, O. & Sabena, C. (2003). La costruzione di significato di integrale. Parte A. L’insegnamento della matematica e delle scienze integrate, 26B(4), 473-498.

    Capitoli di libri

    Cusi A., Morselli F., Sabena C. (2019) The Use of Polls to Enhance Formative Assessment Processes in Mathematics Classroom Discussions. In: G. Aldon & J. Trgalová (eds.) Technology in Mathematics Teaching. Mathematics Education in the Digital Era, vol 13 (pp. 7-30). Springer, Cham. ISBN 978-3-030-19740-7.

    Cusi, A., Morselli, F. and Sabena, C. (2018). The use of digital technologies to enhance formative assessment processes. In D.R. Thompson, M. Burton, A. Cusi, D. Wright (Eds.), Classroom assessment in mathematics. Perspectives from around the globe (pp. 77-92). ICME-13 Monographs. Springer. ISBN 978-3-319-73748-5.

    Sabena, C. (2018). Exploring the contribution of gestures to mathematical argumentation processes from a semiotic perspective. In G. Kaiser, H. Forgasz, M. Graven, A. Kuznia, E. Simmt & B. Xu (Eds.), Invited Lectures from the 13th International Congress on Mathematics Education (pp. 541-559). Springer Open. ISSN 2520-8322/2520-8330, ISBN 978-3-319-72169-9.

    Radford, L., Arzarello, F., Edwards, L., and Sabena, C. (2017). The Multimodal Material Mind: Embodiment in Mathematics Education. In J. Cai (Ed.), Compendium for Research in Mathematics Education (pp. 700-721). Reston, VA: National Council of Teachers of Mathematics. ISBN:

    Sabena, C. (2017). Early child spatial development: a teaching experiment with programmable robots. In G. Aldon, F. Hitt, L. Bazzini & U. Gellert (eds.), Mathematics and technology: a C.I.E.A.E.M. source book (pp. 13-30). Springer Series ‘Advances in Mathematics Education’. ISBN: 978-3-319-51378-2.

    Aldon, G., Cusi, A., Morselli, F., Panero, M & Sabena, C. (2017). Formative assessment and technology: reflections developed through the collaboration between teachers and researchers In Aldon, F. Hitt, L. Bazzini & U. Gellert (eds.), Mathematics and technology: a CIEAEM source book (pp. 551-578). Springer Series ‘Advances in Mathematics Education’. ISBN: 978-3-319-51378-2.

    Bazzini, L. & Sabena, C. (2015). Participation in mathematical problem-solving through gestures and narration. In U. Gellert, J. Giménez, C. Hahn, S. Kafoussi (Eds.), Educational Paths to Mathematics: A C.I.E.A.E.M Sourcebook. Cham: Springer. ISBN 978-3-319-15409-1/hbk; 978-3-319-15410-7/ebook. ISSN: 1869-4918. DOI: 10.1007/978-3-319-15410-7.

    Radford, L. & Sabena, C. (2015) The Question of Method in a Vygotskian Semiotic Approach. In A. Bikner-Ahsbahs, C. Knipping & N. Presmeg (Eds.), Approaches to Qualitative Research in Mathematics Education. Examples of Methodology and Methods (pp. 157-182). Springer: Dordrecht, Heidelberg, New York, London. ISSN 1869-4918  ISBN: 978-94-017-9180-9 (Print) 978-94-017-9181-6 (Online). DOI 10.1007/978-94-017-9181-6.

    Arzarello, F, Robutti, O., Sabena, C., Cusi, A., Garuti, R., Malara, N., Martignone, F. (2014). Meta-didactical transposition: A theoretical model for teacher education programmes. In A. Clark-Wilson, O. Robutti & N. Sinclair (Eds.), The Mathematics Teacher in the Digital Era. An International Perspective on Technology Focused Professional Development (pp. 347-372).  Dordrecht, Olanda: Springer. ISSN: 2211-8136 ISBN: 978-94-007-4638-1; DOI: 10.1007/978-94-007-4638-1.

    Arzarello, F. & Sabena, C. (2014). Analytic-Structural Functions of Gestures in Mathematical Argumentation Processes. In L.D. Edwards, F. Ferrara & D. Moore-Russo (Eds.), Emerging perspectives on gesture and embodiment (pp. 75-103). Charlotte, NC (US): Information Age Publishing, Inc. ISBN: 9781623965532 à IAP non permette l’open access (ho lettera che ho firmato à NON caricare il file)

    Sabena, C. (2008). On the semiotics of gestures. In L. Radford, G. Schumbring & F. Seeger (Eds.), Semiotics in Mathematics Education: Epistemology, History, Classroom, and Culture (pp. 19-38). Rotterdam, Netherlands: Sense Publishers. ISBN 978-90-8790-596-5.

    Atti di convegni

    Soldano, C., Sabena, C. (in print). Exploring non-prototypical configurations of equivalent areas through inquiring-game activities within DGE. In: U. T. Jankvist, M. van den Heuvel-Panhuizen, & M. Veldhuis (Eds.), Proceedings of CERME 11-Eleventh Congress of the European Society for Research in Mathematics Education. Utrecht, the Netherlands: Freudenthal Group & Freudenthal Institute, Utrecht University and ERME. 6-10 febbraio 2019.

    Soldano, C., Sabena, C. (2019). Semiotic potential of inquiring-game activities. In M. Graven, H. Venkat, A.A. Essien & P. Vale (eds.), Proceedings of 43rd Conference of the International Group for the Psychology of Mathematics Education (PME43), Vol 3 (pp. 319-327). Pretoria, South Africa: PME. Pretoria (Sudafrica), 7-12 luglio 2019. http://www.igpme.org

    Sabena (2018) Explorer l’apport des gestes aux processus d’argumentation mathematique dans une perspective semiotique. Actes du 44e Colloque de la COPIRELEM. Manipuler, représenter, communiquer: quelle est la place de la sémiotique dans l’einsegnement et l’apprentissage des mathématiques? (pp. 57-76) IREM de Lorraine, ISBN: 978-2-85406-186-4.

    Cusi, A., Morselli, F., and Sabena, C. (2017). Designing and analysing the role of digital resources in supporting formative assessment processes in the classroom: the helping worksheets. In T. Dooley & G. Guedet, Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10, February 1-5, 2017), pp. 3452-3459. Dublin, Ireland: DCU Institute of Education and ERME. ISBN 978-1-873769-73-7.

    Cusi, A., Morselli, F., and Sabena, C. (2017). Enhancing formative assessment in mathematical class discussion: a matter of feedback. In T. Dooley & G. Guedet, Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10, February 1-5, 2017), pp. 3460-3467. Dublin, Ireland: DCU Institute of Education and ERME. ISBN 978-1-873769-73-7.

    Cusi, A., Morselli, F., and Sabena, C. (2017). A, B, or C? Exploiting polls as a formative assessment tool for mathematics in a connected classroom environment. In G. Aldon & J. Trgalova, Proceedings of the 13th International Conference on Technology in Mathematics Teaching (pp. 52-60). Lyon, France: Ecole Normale Supérieure de Lyon / Université Claude Bernard Lyon 1. 3-6 luglio 2017 https://ictmt13.sciencesconf.org/data/pages/proceedings_compressed_1.pdf.

    Cusi, A., Morselli, F., e Sabena, C. (2017). Valutazione formativa e argomentazione: quale supporto dalle nuove tecnologie? Proposte dal progetto FaSMEd. In O. Robutti, C. Sabena & M. Mosca (eds.), Insegnare e imparare matematica e fisica: insegnanti e student per una didattica inclusiva. Atti del VII Convegno Nazionale di Didattica della Fisica e della Matematica DI.FI.MA. 2015 (pp. 103-116).  Torino: Ledizioni. ISBN: 9788867056224. http://www.ledizioni.it/prodotto/robutti-c-sabena-m-mosca-cura-insegnare-imparare-matematica-fisica/.

    Maffia, A., & Sabena C. (2016). Teacher gestures as pivot signs in semiotic chains. In C. Csikos, A. Rausch, & J. Szitànyi (Eds.), Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education, vol. 3 (pp. 235-242). Szeged, Hungary: PME. ISBN 9781365458521.

    Cusi, A., Morselli, F., and Sabena, C. (2016). Enhancing formative assessment strategies in mathematics through classroom connected technology. In C. Csìkos, A. Rausch & J. Szitànyi  (eds.), Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education, vol. 2 (pp. 195-202). Szeged, Hungary: PME. ISBN 9781365458521.

    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. In Mathematical Working Space, Proceedings Fourth ETM Symposium - ISBN: 978-84-606-9475-5.

    Coppola, C., Di Martino, P., Pacelli, T & Sabena, C. (2015). Crucial events in pre-service primary teachers’ mathematical experience. In K. Beswick, T. Muir, J. Wells. (Eds.), Proceedings of PME39, Vol 2 (pp. 193-200). Hobart, Australia: PME. ISSN 0771-100X. ISBN 978-1-86295-829-6.

    Morselli, F. & Sabena, C. (2015). “Let’s play! Let’s try with numbers!”: Pre-service teachers’ affective pathways in problem solving. In K. Krainer & N. Vondrova (Eds.), Proceedings of CERME9 (pp. 1231-1237). Prague: Charles University in Prague, Faculty of Education and ERME. ISBN: 978-80-7290-844-8. https://hal.archives-ouvertes.fr/CERME9

    Bikner-Ahsbahs, A., Sabena, C., Arzarello, F., Krause, C. (2014). Semiotic and theoretic control within and across conceptual frames. In P. Liljedahl, C. Nicol, S. Oesterle, & D. Allan (Eds.). Proceedings of the Joint Meeting of PME 38 and PME-NA 36, Vol. 2, pp. 153-160. Vancouver, Canada: PME. ISBN 978-0-86491-362-3. ISSN 0771-100X. http://www.pme38.com/

    Martignone, F. & Sabena, C. (2014). Analysis of argumentation processes in strategic interaction problems. In P. Liljedahl, C. Nicol, S. Oesterle, & D. Allan (Eds.). Proceedings of the Joint Meeting of PME 38 and PME-NA 36, Vol. 1, pp. 218-223. Vancouver, Canada: PME. ISBN 978-0-86491-362-3. ISSN 0771-100X

    Sabena, C. (2014). Early childhood spatial development through a programmable robot. In G. Aldon, B. Di Paola, C. Fazio (2015). Mathematics and reality, Proceedings of CIEAEM 66, Quaderni di Ricerca in didattica, 24(1), pp. 265-278. ISSN 1592-4424. http://math.unipa.it/~grim/quaderno24_suppl_1.htm

    Coppola, C., Di Martino, P., Pacelli, T., & Sabena, C. (2013). Primary teachers’ beliefs and emotional disposition towards mathematics and its teaching. In B. Di Paola (Ed), Quaderni di ricerca in didattica (mathematics), Issue 23.1, pp. 217-226 . Torino, July 22-26, 2013. [su ugov risulta come Atti di convegno su rivista, Codice rivista: E211581; è open access quindi ho caricato file]. ISSN on-line 1592-4424.

    Aldon, G., Arzarello, F., Cusi, A., Garuti, R., Martignone, F., Robutti, O., Sabena, C., Soury-Lavergne, S. (2013). The Meta-didactical transposition: A model for analysing teacher education programs. In A. M. Lindmeier & A. Heinze (Eds.), Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education (vol 1, pp. 97-124). Kiel, Germany: PME. ISSN 0771-100X. ISBN 978-3-89088-287-1.

    Coppola, C., Di Martino, P., Mollo, M., Pacelli, T., & Sabena, C. (2013). Pre-service primary teachers’ emotions: the math-redemption phenomenon. In A. M. Lindmeier & A. Heinze (Eds.), Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education (vol 2, pp. 225-232). Kiel, Germany: PME. ISSN 0771-100X. ISBN 978-3-89088-287-1.

    Coppola, C., Di Martino, P., Pacelli, T., & Sabena, C. (2013). Inside teachers’ affect: teaching as an occasion for math-redemption. In M. S. Hannula, P. Portaankorva-Koivisto, A. Laine & L. Näveri (Eds.) Proceedings of MAVI 17 Conference (pp. 203-215). Helsinki, Finland: Finnish Research Association for Subject Didactics. ISSN 1799-9596; ISBN 978-952-5993-08-0.

    Arzarello, F. & Sabena, C. (2011). Meta-cognitive unity in indirect proofs. In M. Pytlak, T. Rowland & E. Swoboda (Eds.), Proceedings of the 7th Congress of the European Society for Research in Mathematics Education (pp. 99-109), Rzeszów, University of Rzeszów, Poland. ISBN 978-83-7338-683-9

    Arzarello, F., Ascari, M., Baldovino, C., & Sabena, C. (2011). The teacher’s activity under a phenomenological lens. In U. Behiye (Ed.), Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education (vol. 2, pp. 49-56), Ankara, Turkey: PME. ISSN: 0771-100X; ISBN: 978-975-429-296-1.

    Di Martino, P. & Sabena, C. (2011). Elementary pre-service teachers’ emotions: Shadows from the past to the future. In K. Kislenko (Ed.), Proceedings of MAVI 16 Conference: Current State of Research on Mathematical Beliefs XVI (pp.  89-105). Tallin, Estonia: Tallinn University of Applied Sciences. ISBN 978-9949-463-79-4.

    • Arzarello, F., Bazzini, L., Politano, L., Sabena, C. (2010). Multimodal processes in teaching and learning mathematics: A case study in primary school. In G. Pérez-Bustamante, K. Phusavat, F. Ferreira (Eds.) Proceedings of the IASK International Conference Conference (pp. 286-292). Siviglia: IASK. ISBN: 978-989-8295-02-6.

    Bazzini, L., Sabena, C. & Strignano, C. (2010). Imagining a mysterious solid: the synergy of semiotic resources. In B. Maj, E. Swoboda, K. Tatsis (Eds.), Motivation via Natural Differentiation in Mathematics (pp. 159-168). Rzeszów: Wydawnictwo Uniwersytetu Rzeszowskiego. ISBN: 978-83-7338-561-0.

    Sabena, C. (2010). Are we talking about graphs or tracks? Potentials and limits of ‘blending signs’. In M.M.F. Pinto & T.F. Kawasaki (Eds.), Proceedings of the 34th Conference of the International Group for the Psychology of Mathematics Education (vol. 4, pp. 105-112), Belo Horizonte, Brazil: PME. ISSN: 0771-100X.

    Di Martino, P. & Sabena, C. (2010). Teachers’ beliefs: The problem of inconsistency with practice. In M.M.F. Pinto & T.F. Kawasaki (Eds.), Proceedings of the 34th Conference of the International Group for the Psychology of Mathematics Education (vol. 2, pp. 313-320), Belo Horizonte, Brazil: PME. ISSN: 0771-100X.

    Arzarello, F., Bikner, A. & Sabena, C. (2010). Complementary networking: Enriching understanding. In V. Durand-Guerrier, S. Soury-Lavergne, F. Arzarello (Eds.), Proceedings of the 6th Congress of the European Society for Research in Mathematics Education (pp. 1545-1554), January 28th-February 1st 2009, Lyon France: INRP, www.inrp.fr/editions/cerme6. ISBN 978-2-7342-1190-7

    Bikner-Ahsbahs, A., Dreyfus, T., Kidron, I., Arzarello, F. Radford, L., Artigue, M. & Sabena, C. (2010). Networking of theories in mathematics education (Research Forum). In M.M.F. Pinto & T.F. Kawasaki (Eds.), Proceedings of the 34th Conference of the International Group for the Psychology of Mathematics Education (vol. 1, pp. 145-175), Belo Horizonte, Brazil: PME. ISSN: 0771-100X.

    Andrà, C., Arzarello, F., Bazzini, L., Ferrara, F., Merlo, D., Sabena, C., Savioli, K., Villa, B., (2010). Sketching primary school teachers’ profiles. Proceedings of MAVI 15 (Mathematical Views) Conference (pp. 79-87).Genova: Dipartimento di Matematica, Università di Genova. ISBN/ISSN: 978-88-904930-0-3.

    Bazzini, L., Sabena, C. & Villa, B. (2009). Meaningful context in mathematical problem solving: a case study. Proceedings of the 3rd International Conference on Science and Mathematics Education (pp. 343-351). Penang, Malaysia: CoSMEd. ISBN 967-930-017-8

    Sabena, C., Yoon, C., Arzarello, F., Dreyfus, T., Paola, D. & Thomas, M. (2009). Relationships and control within semiotic bundles. In M. Tzekaki, M. Kaldrimidou & C. Sakonidis (Eds.). Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education (vol. 5, pp. 33-40). Thessaloniki, Greece: PME.

    Maffei, L., Sabena, C. & Mariotti, M.A. (2009). Exploiting the feedback of the Aplusix CAS to mediate the equivalence between algebraic expressions. In M. Tzekaki, M. Kaldrimidou & C. Sakonidis (Eds.). Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education (vol. 4, pp. 65-72). Thessaloniki, Greece: PME.

    Andrà, C., Arzarello, F., Ferrara, F., Holmqvist, K., Lindström, P., Robutti, O. & Sabena, C. (2009). How students read mathematical representations: An eye tracking study. 2009. In M. Tzekaki, M. Kaldrimidou & C. Sakonidis (Eds.). Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education, (vol. 2, pp. 49-56). Thessaloniki, Greece: PME.

    Arzarello, F., Paola, D. & Sabena, C. (2009). Proving in early calculus.  In F.-L. Lin, F.-J. Hsieh, G. Hanna & M. de Villiers (Eds.), Proceedings of Icmi Study 19 conference: Proof and Proving in Mathematics Education (vol. 1, pp. 35-40). Taipei, Taiwan: Department of Mathematics, National Taiwan Normal University. ISBN 978-986-01-8210-1.

    Arzarello, F., Paola, D. & Sabena, C. (2009). Logical and semiotic levels in argumentation. In F.-L. Lin, F.-J. Hsieh, G. Hanna & M. de Villiers (Eds.), Proceedings of Icmi Study 19 conference: Proof and Proving in Mathematics Education (vol. 1, pp. 41-46). Taipei, Taiwan: Department of Mathematics, National Taiwan Normal University. ISBN 978-986-01-8210-1.

    Arzarello, F., Robutti, O. & Sabena, C. (2007). Ostensives through the lenses of two theoretical frameworks. In D. Pitta & G. Philippou (Eds.), Proceedings of the Fifth Conference of the Society for Research in Mathematics Education (pp. 1628-1637). Larnaca, Cyprus: University of Cyprus. ISBN - 978-9963-671-25-0.

    Radford, L., Bardini, C. & Sabena, C. (2006). Rhythm and the grasping of the general. In J. Novotná, H. Moraová, M. Krátká, & N. Stehlíková (Eds.), Proceedings of the 30th Conference of the International Group for the Psychology of Mathematics Education (vol. 4, 393-400). Prague, CZ: Charles University, PME.

    Arzarello, F., Bazzini, L., Ferrara, F., Robutti, O., Sabena, C., & Villa, B. (2006). Will Penelope choose another bridegroom? Looking for an answer through signs. In J. Novotná, H. Moraová, M. Krátká & N. Stehlíková (Eds.), Proceedings of the 30th Conference of the International Group for the Psychology of Mathematics Education (vol. 2, pp 73-80). Prague, CZ: Charles University, PME.

    Ferrara, F., Robutti, O., & Sabena, C. (2006). Different perspectives on computer-based graphs and their meaning. In M. Bosch (Ed.), Proceedings of the 4th Congress of the European Society for Research in Mathematics Education (pp. 1359-1369). Barcellona, Spagna : FUNDEMI IQS, Universitat Ramon Llull. http://cerme4.crm.es/Papers%20definitius/11/Ferrara%20Robut.pdf. ISBN 84-611-3282-3.

    Radford, L., Bardini, C. & Sabena, C. (2006). Perceptual semiosis and the microgenesis of algebraic generalizations. In M. Bosch (Ed.), Proceedings of the 4th Congress of the European Society for Research in Mathematics Education (pp. 684-695). Barcellona, Spagna : FUNDEMI IQS, Universitat Ramon Llull. http://cerme4.crm.es/Papers%20definitius/6/radford.pdf. ISBN 84-611-3282-3.

    Sabena, C., Radford, L. & Bardini, C. (2005). Synchronizing gestures, words and actions in pattern generalizations. Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education (vol. 4, pp. 129-136). Melbourne, Australia: University of Melbourne, PME.

    Radford, L., Bardini, C., Sabena, C., Diallo, P. & Simbagoye, A. (2005). On embodiment, artifacts, and signs: A semiotic-cultural perspective on mathematical thinking. In H. L. Chick & J. L. Vincent (Eds.), Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education (vol. 4, 113-120). Melbourne, Australia: University of Melbourne, PME.

    Bardini, C., Radford, L. & Sabena, C. (2005). Struggling with variables, parameters, and indeterminate objects or how to go insane in mathematics. Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education (vol 2, pp. 129-136). Melbourne, Australia: University of Melbourne, PME.

    Arzarello, F. Ferrara, F., Paola, D., Robutti, O. & Sabena, C. (2005). Shaping a multi-dimensional analysis of signs. (Research Forum). In H. L. Chick & J. L. Vincent (Eds.), Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education (vol. 1, pp. 126-130). Melbourne, Australia: University of Melbourne, PME.

    Sabena, C. (2004). The role of gestures in conceptualisation: An exploratory study on the integral function. In M. J. Høines & A. B. Fuglestat (Eds.), Proceedings of the 28h Conference of the International Group for the Psychology of Mathematics Education (vol. 4, pp. 145-152). Bergen, Norway: University of Bergen, PME.

    Relazioni al Seminario Nazionale di Ricerca in Didattica della Matematica

    Sabena, C., Krause, C. & Maffia, A. (2016). L'analisi semiotica in ottica multimodale: dalla costruzione di un quadro teorico al networking con altre teorie. Relazione al XXXIII Seminario Nazionale di ricerca in didattica della matematica Giovanni Prodi, Rimini 28-30 Gennaio 2016. http://www.airdm.org/sem_naz_2016_25.html.

    Arzarello, F., Cusi, A., Garuti, R., Malara, N., Martignone, F., Robutti, O., & Sabena, C., (2012). Vent’anni dopo: Pisa 1991 – Rimini 2012. Dalla ricerca in didattica della matematica alla ricerca sulla formazione degli insegnanti. Relazione al XXIX Seminario Nazionale di ricerca in didattica della matematica Giovanni Prodi, Rimini 26-28 Gennaio 2012.

     

     

    Corsi di insegnamento

    Temi di ricerca

    • Analisi semiotica in ottica multimodale dei processi di insegnamento-apprendimento della matematica, con particolare attenzione al ruolo dei gesti; vorrei approfondire in tal senso il ruolo delle risorse semiotiche per i processi di visualizzazione, in vista di ICME-14.
    • Promuovere processi argomentativi, con particolare attenzione alla scuola primaria e dell’infanzia.
    • Apprendere la matematica tra aspetti empirici e teorici: il ruolo dei segni e degli strumenti. Collaborazione con Carlotta Soldano, attualmente assegnista di ricerca.
    • Processi argomentativi, tecnologia e valutazione formativa: porto avanti questo tema, avviato con il progetto europeo (concluso) FaSMEd, soprattutto in riferimento alla formazione dei futuri insegnanti di scuola primaria, con l’uso della funzione “workshop” di Moodle.
    • Apprendimento della matematica in contesti informali.

    Coordinamento di progetti di ricerca

    Principal Investigator per l’unità italiana del progetto europeo FaSMEd (FP7, project number 612337) - Formative Assessment in Science and Mathematics Education (1/01/2014-31/12/2016) sui temi dell’utilizzo delle nuove tecnologie per attuare pratiche di valutazione formativa al fine di migliorare l’apprendimento della matematica e delle scienze.

    Coordinamento di progetti di terza missione

    Responsabile scientifico per la matematica, Progetto Proud of You Pilot finanziato dal Fondo di Beneficenza opere a carattere sociale e culturale di Intesa Sanpaolo (1/1/2018 – 31/12/2018), con l’obiettivo del recupero delle competenze di base e la lotta alla dispersione scolastica nel territorio di Scampia a Napoli.

    Partecipazione a progetti di ricerca

    Collaboratore scientifico per il progetto “Teaching-Learning Mathematics of Change in an Environment that Stimulates Scientific Inquiry Using Augmented Reality Technology”, Ben Gurion University (1.10.2018 – 30.9.2021, responsabilità scientifica di Osama Swidan e Michael Fried). Obiettivo del progetto è progettare e validare un dispositivo (prototipo) di realtà aumentata che possa permettere a studenti di scuola secondaria di esplorare in maniera multimodale ed enattiva fenomeni di cambiamento, in particolare di movimento, e le loro rappresentazioni matematiche (grafici, tabelle).

    Incarichi internazionali

    • Team Member del Topic Study Group 37: Theoretical Issues in Mathematics Education al Convegno ICME-12, Seoul 8-15 luglio 2012.
    • Board Member dell'ERME (European Society for Research in Mathematics Education), dal 2013 al 2019.
    • Membro della CIEAEM (Commission Internationale pour l'Etude et l'Amélioration de l'Enseignement des Mathématiques), dal 2013 e Segretario dal luglio 2017.
    • Membro dell’International Scientific Committee per il convegno ICTMT11, Bari 8-12 luglio 2013.
    • Membro del Comitato locale per il convegno CIEAEM65, Torino 22-26 luglio 2013.
    • Membro dell’International Program Committee per CIEAEM66, Lyon 23-27 luglio 2014.
    • Membro dell’International Program Committee per CERME10, Dublin 1-5 febbraio 2017.
    • Incaricata del ruolo di Chair per il Topic Study Group 23 – Visualization in the Teaching and Learning of Mathematics, per il convegno internazionale ICME-14 (14th International Congress on Mathematics Education), Shanghai, 2020.
    • Membro dell’International Program Commission per il Convegno ICTMT 14, Essen 22-25 luglio 2019. https://www.uni-due.de/didmath/veranstaltungen/tagungen/ictmt14/home.php.

    Incarichi nazionali

    • Dal 29/11/2018 Presidente dell’Associazione Subalpina Mathesis, finalizzata alla divulgazione scientifica e alla formazione docenti sul territorio piemontese.

    Dal gennaio 2019, membro del Consiglio Direttivo dell’AIRDM (Associazione Italiana di Ricerca in Didattica della Matematica).

    Editorial Boards e reviews

    • Da ottobre 2016 membro dell’Editorial Board della rivista Educational Studies in Mathematics.
    • Reviewer per le seguenti riviste:
      • Internatioal Conference PME - Psychology of Mathematics Education (dal 2007)
      • Journal for Research in Mathematics Education (da ottobre 2008)
      • Educational Studies in Matematics (da novembre 2010)
      • International Journal of Science and Mathematics Education (da febbraio 2013)
      • Gesture (da novembre2016).
    • Attività di revisione di progetti scientifici nazionali:
      • Da gennaio 2019 iscritta a REPRISE (albo degli esperti scientifici istituito presso il MIUR) per la sezione ‘Ricerca di base’
      • Referatore per ISF-Israel Science Foundation (sezione ‘Personal Research Grants’).

    Attività in agenda

    Consulta la mia agenda

    Organi

    Terza missione

    Ricevimento studenti

    ATTENZIONE! In questo periodo di sospensione di attività in presenza a causa del Corona-virus, il ricevimento studenti avviene tramite modalità online (email con correzione di testi digitali, skype, google meet, ecc).

    In questo periodo di sospensione di attività in presenza a causa del Corona-virus, il ricevimento studenti avviene tramite modalità online (email con correzione di testi digitali, skype, google meet, ecc).

    Si prega di inviare email.

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