Peer-Reviewed Publications
(recent, since 2023)
Poli, F., Baccaglini-Frank, A. & Geraniou, E. (under review). Teaching challenges in fostering students' discursive shifts to explorative participation in mathematics through remedial interventions: the case of linear equations. Paper submitted for ICTMT17.
Poli, C., Lisarelli, G., & Baccaglini-Frank, A. (2025). Mapping routines for analyzing tutor-students interactions. In C. Cornejo, P. Felmer, D. M. Gómez, P. Dartnell, P. Araya, A. Peri, & V. Randolph (Eds.), Proceedings of the 48th Conference of the International Group for the Psychology of Mathematics Education: Research Reports, Vol. 2 (pp. 187–194). PME
Baccaglini-Frank, A., Sinclair, N., Macchioni, E., Bonadiman, C., & Poli, C. (in press). Re-enacting a digital environment tutoring episode: New insights. Proceedings of CERME 14.
Macchioni, E., & Baccaglini-Frank, A. (2025). Macchioni, E., Baccaglini-Frank, A. When the whole is greater than the sum of its parts: towards a characterization of students’ mathematics discourse participation profiles. Educational Studies in Mathematics. https://doi.org/10.1007/s10649-025-10410-3
Lisarelli, G., Nannini, B., Baccaglini-Frank, A., & Antonini, S. (2025). Superare le difficoltà in matematica. La Ricerca, 28, 67-73. Loescher.
Baccaglini-Frank, A., Carotenuto, G., Funghi, S., Lisarelli, G., & Miragliotta, E. (2024). Digital artifacts in Mathematics Education: How can we study the learning processes they promote? Bollettino dell'Unione Matematica Italiana. https://doi.org/10.1007/s40574-024-00439-2
Karagiannakis, G., Noël, M-P., Baccaglini-Frank, A., & Termine, C. (2024). Mathematical skills classification through primary education. Discover Education, 3, 174. https://dx.doi.org/10.1007/s44217-024-00267-8
Weingarden, M., Lisarelli, G., & Baccaglini-Frank, A. (2024). Exploring mathematics learning opportunities afforded by a balanced scale digital activity. Digital Experiences in Mathematics Education. https://link.springer.com/article/10.1007/s40751-024-00147-8
Baccaglini-Frank, A., Geraniou, E., Hoyles, C., & Noss, R. (2024). How learning to speak the language of a computer-based digital environment can plant seeds of algebraic generalisation: The case of a 12-year-old student and eXpresser. Education Sciences, 14(4), 409. https://dx.doi.org/10.3390/educsci14040409
Baccaglini-Frank, A., Funghi, S., & Miragliotta, E. (2024). The notion of angle and the GGBot as a tool-to-think-with...or without. In T. Lowrie, A. Gutiérrez, & F. Emprin (Eds.), Pre-Proceedings of the 26th ICMI Study Conference (Advances in Geometry Education) (pp. 319-326). ICMI. Available in the pre-proceedings here.
Finesilver, C., Baccaglini-Frank, A., Miragliotta, E., O'Brien K.C. (2024). Introduction to TWG24: Representations in mathematics teaching and learning. In P. Drijvers, C. Csapodi, H. Palmér, K. Gosztonyi, E. Herendiné-Kónya (Eds.), Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13). Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13), (pp. 4381-4384), Alfréd Rényi Institute of Mathematics and ERME, 2023, 978-963-7031-04-5.
Macchioni, E., Lisarelli, G., Miragliotta, E., & Baccaglini-Frank, A. (2024). Sense-making in algebraic mathematizing discourse: The profiles of Bea and Nico. In P. Drijvers, C. Csapodi, H. Palmér, K. Gosztonyi, E. Herendiné-Kónya (Eds.), Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13). Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13), (pp. 4451-4458), Alfréd Rényi Institute of Mathematics and ERME, 2023, 978-963-7031-04-5.
Elia, I., Baccaglini-Frank, A., Levenson, E., Matsuo, N., Feza, N., & Lisarelli, G. (2023). Early childhood mathematics education research: Overview of latest developments and looking ahead. Annales de didactique et de sciences cognitives, 28, 75–129. https://journals.openedition.org/adsc/3113#text
Palatnik, A., Abrahamson, D., Baccaglini-Frank, A., Ng, O.L., Shvarts, A., & Swidan, O. (2023). Theory and practice of designing embodied mathematics learning. In M. Ayalon, B. Koichu, R. Leikin, L. Rubel., & M. Tabach (Eds.). (2023). Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education, (Vol. 1, pp. 159-189). University of Haifa.
Funghi, S., Baccaglini-Frank, A., & Antonini, S. (2023). Gioele’s attempt to incorporate the “solve it” ritual in his meaningful discourse on equations. In M. Ayalon, B. Koichu, R. Leikin, L. Rubel., & M. Tabach (Eds.). (2023). Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education, (Vol. 2, pp. 339-346). University of Haifa.
Baccaglini-Frank, A., Finesilver, C., Geraniou, E., & Mavrikis, M. (2023). Introduction to the Special Issue “Supporting Transitions Within, Across and Beyond Digital Experiences for the Teaching and Learning of Mathematics”. Digital Experiences in Mathematics Education. https://doi.org/10.1007/s40751-023-00125-6
De Felice, M., Germelli, L, Piccarducci, R., Da Pozzo, E., Baccaglini-Frank, A., & Martini, C. (2023). Intermittent hypoxia treatments cause cellular priming in human microglia. Journal of Cellular and Molecular Medicine. https://doi.org/10.1111/JCMM.17682
Baccaglini-Frank, A., Funghi, S., Maracci, M., & Ramploud, A. (2023). Learning about multiplication by comparing algorithms: “One times one, but actually they are ten times ten”. The Journal of Mathematical Behavior, 70, 101024. https://doi.org/10.1016/j.jmathb.2022.101024
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