{"id":159,"date":"2015-01-14T15:28:26","date_gmt":"2015-01-14T15:28:26","guid":{"rendered":"http:\/\/www.famt-l.eu\/?page_id=159"},"modified":"2017-03-20T09:09:37","modified_gmt":"2017-03-20T09:09:37","slug":"publications","status":"publish","type":"page","link":"http:\/\/www.famt-l.eu\/it\/publications\/","title":{"rendered":"Publications"},"content":{"rendered":"

List of publications:<\/p>\n

– <\/b>Paraskevi Michael \u2013 Chrysanthou, Athanasios Gagatsis & Ira Vannini
\nFormative assessment in mathematics: A theoretical model
\n<\/b><\/i><\/span><\/span><\/a><\/span><\/span>Acta Didactica Universitatis Comenianae Mathematics, issue 14, 2014<\/span><\/p>\n

Paraskevi Michael \u2013 Chrysanthou
\n<\/span>\u0397 \u03b4\u03b9\u03b1\u03bc\u03bf\u03c1\u03c6\u03c9\u03c4\u03b9\u03ba\u03ae \u03b1\u03be\u03b9\u03bf\u03bb\u03cc\u03b3\u03b7\u03c3\u03b7 \u03c3\u03c4\u03b7 \u03b4\u03b9\u03b4\u03b1\u03c3\u03ba\u03b1\u03bb\u03af\u03b1 \u03ba\u03b1\u03b9 \u03bc\u03ac\u03b8\u03b7\u03c3\u03b7 \u03c4\u03c9\u03bd \u03bc\u03b1\u03b8\u03b7\u03bc\u03b1\u03c4\u03b9\u03ba\u03ce\u03bd
\n<\/b><\/i><\/span><\/span><\/a><\/span><\/span>(Formative<\/span> assessment<\/span> in Mathematics for teaching<\/span> and<\/span> learning)
\nXII Pedag\u00f3giai \u00c9rt\u00e9kel\u00e9si Konferencia, 2014 <\/span><\/p>\n

– <\/b><\/span>Paraskevi Michael \u2013 Chrysanthou, Athanasios Gagatsis
\n<\/span>Students’ beliefs for formative assessment in Mathematics teaching and Learning
\n<\/a><\/strong><\/em>PPT <\/span><\/span>Presentation<\/span><\/span><\/a><\/span><\/span><\/strong><\/em><\/p>\n

– Laurent Jeannin, Iuliana Rossi, Athanasios Gagatsis, Paraskevi Michael, Ira Vannini, Giorgio Bolondi, Federica Ferretti, Laura Tartufoli, Silvia Sbaragli, Miriam Salvisberg, Rob Velder
\nQuelle \u00e9valuation formative en math\u00e9matique au sein de ces 5 pays : Italie, Chypre, Suisse, Hollande et France : Projet Europ\u00e9en FAMT&L.<\/strong><\/em>
\n<\/a>ADMEE, 2015
\nPPT presentation<\/a><\/p>\n

-Federica Ferretti, Stefania Lovece
\nLa valutazione formativa per la didattica della matematica nell\u2019ambito del progetto FAMT&L. Le concezioni degli studenti di scuola media nei confronti degli strumenti di verifica utilizzati in classe<\/a>,<\/strong><\/em>
\nin Ricerche di Pedagogia e didattica, Vol 10\/2015 No. 2, pp.39-68<\/p>\n

– Paraskevi Michael \u2013 Chrysanthou, Stefania Lovece & Ira Vannini
\nExploring teachers\u2019 beliefs on formative assessment in mathematics teaching and learning in Cyprus and Italy<\/em>
\n<\/strong>Conference \u2013 EAPRL 2015<\/p>\n

– Stefania Lovece, Ira Vannini & Paraskevi Michael-Chrysanthou
\nMethodologies and tools for the video analysis of formative assessment practices in classroom (with students aged from 11 to 16)<\/em>
\n<\/strong>Conference \u2013 EAPRL 2015<\/p>\n

– Giorgio Bolondi, Federica Ferretti, Stefania Lovece and Ira Vannini (University of Bologna), Elena Franchini, Miriam Salvisberg and Silvia Sbaragli (DFA-SUPSI of Locarno)
\nThe formative assessment in mathematics education. First results of an international project<\/em>
\n<\/strong>National Conference \u201cEncounters with Mathematics n. 29\u201d, Castel San Pietro Terme, Bologna (6-7-8 November 2015)<\/p>\n

–\u00a0Bolondi,\u00a0G.,\u00a0Ferretti,\u00a0F.,\u00a0Gimigliano,\u00a0A.; Lovece,\u00a0S.; Vannini,\u00a0I.,\u00a0The Use of Videos in the Training of Math Teachers: Formative Assessment in Math Teaching and Learning<\/i><\/strong>, in: Integrating video into pre-service and in-service teacher training, Hershey PA, IGI Global, in corso di stampa, pp. 128 – 145<\/span><\/p>\n

–\u00a0Vannini, I., La Valutazione Formativa in classe: formare la professionalit\u00e0 degli insegnanti di matematica attraverso la videoanalisi. <\/em><\/strong>Un percorso di ricerca all\u2019interno di un progetto internazionale.<\/strong>
\n<\/i><\/span>Presentation at\u00a0<\/span>International<\/span>\u00a0conference: “Video digitali e formazione egli insegnanti”. Cagliari (Italy)\u00a01 luglio 2016.<\/span><\/p>\n

– \u00a0Lovece,\u00a0S.\u00a0The use of video in a teacher training course to promote the correct use of formative assessment for improving Mathematics teaching and learning<\/em><\/strong>, in: Educating the Best Teachers: a Challenge for Teacher Education Proceedings of the 41st Annual ATEE Conference, Brussels, Belgium, ATEE (Association for Teacher Education in Europe) 2106, \u00a0pp. 106 – 114.<\/span><\/p>\n

–\u00a0Gagatsis, A., Michael \u2013 Chrysanthou, P., Christodoulou, T., & Elia, I. (2016). Formative Assessment in The Teaching And Learning of Mathematics in Cyprus.<\/em> <\/strong>Nicosia: University of Cyprus.<\/span><\/p>\n

–\u00a0Dozio, E., Franchini, E., Salvisberg, M., & Sbaragli, S. (2015). Le convinzioni di docenti e studenti sulla valutazione formativa in matematica.<\/strong><\/em> Scuola ticinese. 3, 27-30.<\/p>\n

– \u00a0Laurent, J., Salvisberg, M., Vannini, I., Sbaragli, S.\u00a0M\u00e9thodologies et outils pour l\u2019analyse vid\u00e9o de pratiques d\u2019\u00e9valuation formative en classe.\u00a0Un projet de recherche internationale<\/em><\/strong>, ADMEE, 2016, Lisbone.<\/p>\n

– \u00a0Michael-Chrysanthou, P., Christodoulou, T., Elia, I., & Gagatsis, A. (2016). Multiple semiotic means in the use of formative assessment in secondary school mathematics. <\/em><\/strong>La matematica e la sua didattica. 24(1-2), 125-144.<\/p>\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"

List of publications: – Paraskevi Michael \u2013 Chrysanthou, Athanasios Gagatsis & Ira Vannini Formative assessment in mathematics: A theoretical model Acta Didactica Universitatis Comenianae Mathematics, issue 14, 2014 Paraskevi Michael \u2013 Chrysanthou \u0397 \u03b4\u03b9\u03b1\u03bc\u03bf\u03c1\u03c6\u03c9\u03c4\u03b9\u03ba\u03ae \u03b1\u03be\u03b9\u03bf\u03bb\u03cc\u03b3\u03b7\u03c3\u03b7 \u03c3\u03c4\u03b7 \u03b4\u03b9\u03b4\u03b1\u03c3\u03ba\u03b1\u03bb\u03af\u03b1 \u03ba\u03b1\u03b9 \u03bc\u03ac\u03b8\u03b7\u03c3\u03b7 \u03c4\u03c9\u03bd \u03bc\u03b1\u03b8\u03b7\u03bc\u03b1\u03c4\u03b9\u03ba\u03ce\u03bd (Formative assessment in Mathematics for teaching and learning) XII…<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-159","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"http:\/\/www.famt-l.eu\/it\/wp-json\/wp\/v2\/pages\/159"}],"collection":[{"href":"http:\/\/www.famt-l.eu\/it\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"http:\/\/www.famt-l.eu\/it\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"http:\/\/www.famt-l.eu\/it\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"http:\/\/www.famt-l.eu\/it\/wp-json\/wp\/v2\/comments?post=159"}],"version-history":[{"count":16,"href":"http:\/\/www.famt-l.eu\/it\/wp-json\/wp\/v2\/pages\/159\/revisions"}],"predecessor-version":[{"id":590,"href":"http:\/\/www.famt-l.eu\/it\/wp-json\/wp\/v2\/pages\/159\/revisions\/590"}],"wp:attachment":[{"href":"http:\/\/www.famt-l.eu\/it\/wp-json\/wp\/v2\/media?parent=159"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}