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Featured researches published by N. Malara.


Archive | 2014

Meta-Didactical Transposition: A Theoretical Model for Teacher Education Programmes

Ferdinando Arzarello; Ornella Robutti; Cristina Sabena; Annalisa Cusi; Rossella Garuti; N. Malara; Francesca Martignone

We propose a new model for framing teacher education projects that takes both the research and the institutional dimensions into account. The model, which we call Meta-didactical Transposition, is based on Chevallard’s anthropological theory and is complemented by relevant elements that focus on the specificity of both researchers’ and teachers’ roles, while enabling a description of the evolution of their praxeologies over time. The model is illustrated with examples from different Italian projects, and it is discussed in light of current major research studies in mathematics teacher education.


Archive | 2011

Theoretical Issues and Educational Strategies for Encouraging Teachers to Promote a Linguistic and Metacognitive Approach to Early Algebra

Annalisa Cusi; N. Malara; Giancarlo Navarra

After an overview of the studies which led to the rise of the study of early algebra, we sketch our vision of this disciplinary area and of its teaching from a linguistic and socio-constructive point of view. We take into account the teacher’s role in the socio-constructive teaching process and stress the importance of reflecting upon the teaching and learning processes in order to reshape the teacher’s ways of being in the classroom. We dwell upon the strategies enacted and describe the tools we have shaped: theoretical, for the enculturation of early algebra teachers, and methodological, which aim at promoting their awareness and control of their action. We conclude with some considerations about the value of the tools and modalities we have used, as well as on the factors which determine their efficacy.


North-holland Mathematics Studies | 1986

On the Maximal Number of Mutually Orthogonal F-Squares

Consolato Pellegrino; N. Malara

In this paper we prove that the upper bound, given by Mandeli and Lee and Federer [3] for the number t of orthogonal F 1 (n; λ 2 ), F t (n; λ 2 ), …, F t (n; λ t ) squares, also holds for the number t of orthogonal F 1 (n; λ 1,1 , λ 1,2 , …,λ 1 ,m 1 ), F 2 (n; λ 2,1 , λ 2,2 ,…,λ 2 ,m 2 ), …, F t (n;λ t,1 ,λ t,2 ,…,λ t,m t )


Research in Mathematics Education | 2012

CERME7 Working group 17: From a study of teaching practices to issues in teacher education

Leonor Santos; Claire Vaugelade Berg; Laurinda C Brown; N. Malara; Despina Potari; Fay Turner

We report on a pilot project that has investigated the hypothesis that, in addition to subject and pedagogical knowledge, much of what experienced teachers know is what we call attention-dependent knowledge, and that it is this knowledge that enables them to respond effectively to what happens during lessons. A study of mathematics lessons taught by six teachers has led to some further conjectures about the role of attention-dependent knowledge in teaching, and about the interplay between different knowledge sources in planning and teaching.From a study of teaching practices to issues in teacher education : Introduction to the the papers and posters of WG17


Archive | 2018

New Words and Concepts for Early Algebra Teaching: Sharing with Teachers Epistemological Issues in Early Algebra to Develop Students’ Early Algebraic Thinking

N. Malara; Giancarlo Navarra

We present the ArAl project, conceived as an integrated system of teacher education and classroom innovation, aiming at renewing the teaching of arithmetic in an early algebra perspective, guiding pupils towards the discovery of letters to express generalities. We focus on some theoretical key points (KP) and on the main language constructs (LC). Through excerpts of class-discussions, we show the incidence of KP and LC on the progressive construction and refinement of pupils’ early algebraic thinking. Finally we discuss the difficulties met by teachers at the K–8 levels when they reflect upon their knowledge, beliefs, attitudes, and ways of relating with the pupils.


Annali online della Didattica e della Formazione Docente | 2012

Processi di generalizzazione nell’insegnamento-apprendimento dell’algebra

N. Malara

In questo lavoro e affrontato il tema della generalizzazione nell’insegnamento e apprendimento della matematica. In particolare, si introducono dapprima alcuni studi teorici sui processi di generalizzazione in campo algebrico. Sono quindi considerati alcuni studi in cui sono analizzati e teorizzati i comportamenti degli studenti nella esplorazione di successioni figurali, richiamando brevemente il ruolo dell’insegnante e sottolineando la necessita di una sua adeguata preparazione. -------------------------------------------------------------- Studies on the generalisation processes in the field of algebra This paper deals with the question of generalization in the teaching and learning of mathematics. In particular, a few theoretical works on generalisation processes in the field of algebra are introduced, after which some studies concerning the students’ behaviour and the role of the teacher in dealing with the exploration of figural sequences are analysed and theorized. The need for an adequate teachers’ education in the teaching of this kind of task is stressed.


International Group for the Psychology of Mathematics Education | 2003

Dialectics Between Theory and Practice: Theoretical Issues and Aspects of Practice from an Early Algebra Project.

N. Malara


Archive | 2008

The Complex Interplay between Theory and Practice: Reflections and Examples

N. Malara; R. Zan


PNA. Revista de Investigación en Didáctica de la Matemática | 2009

Improving awareness about the meaning of the principle of mathematical induction

Annalisa Cusi; N. Malara


Archive | 2009

The Analysis of Classroom-Based Processes as a Key Task in Teacher Training for the Approach to Early Algebra

N. Malara; Giancarlo Navarra

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Giancarlo Navarra

University of Modena and Reggio Emilia

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Annalisa Cusi

University of Modena and Reggio Emilia

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Fay Turner

University of Cambridge

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Alberto Cavicchioli

University of Modena and Reggio Emilia

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Carlo Benassi

University of Modena and Reggio Emilia

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