Anna Baccaglini-Frank's Research

Position

Assistant Professor (RTD-B) at the Department of Mathematics of the University of Pisa

email: anna.baccaglinifrank (at) unipi.it

ORCID: orcid.org/0000-0002-8116-5370

Current Research

My main research interest is technology-enhanced learning that I began studying in 2007 under the guidance of M.A. Mariotti. In particular I have studied and continue to be interested in conjecture-generation in dynamic geometry environments.

I am interested in how mathematical learning can occur through interactions with technological tools, at all schools levels (from preschool to high school), as well as in benefits for students manifesting persistent difficulties in mathematics learning that software like dynamic geometry environments can have in algebra and geometry.

Peer-Reviewed Publications

(recent, since 2016)

Miragliotta, E. & Baccaglini-Frank, A. (2018). You see (only) what you predict: the power of geometric prediction. In Bergqvist, E., Österholm, M., Granberg, C., & Sumpter, L. (Eds.), Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (Vol. 3), (pp. 387-394). Umeå, Sweden: PME.

Baccaglini-Frank, A., Di Martino, P. & Sinclair, N. (2018). Elementary school teachers' implementation of dynamic geometry using model lesson videos. In Bergqvist, E., Österholm, M., Granberg, C., & Sumpter, L. (Eds.), Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (Vol. 2), (pp. 99-106). Umeå, Sweden: PME.

Baccaglini-Frank, A.,Antonini, S., Leung, A., Mariotti M.A. (2018). From pseudo objects in dynamic explorations to proof by contradiction. Digital Experiences in Mathematics Education. DOI: 10.1007/s40751-018-0039-2

Dello Schiavo, L. e Baccaglini-Frank, A. (2017). La quantità del nulla. Ithaca: Viaggio nella scienza X, 95-108.

Di Martino, P. & Baccaglini-Frank, A. (2017). Beyond performance results: analyzing the informational and the developmental potentials of standardized mathematics tests. For the Learning of Mathematics, 37(3), 6-11.

Sfard, A. (2017). Traduzione a cura di Anna Baccaglini-Frank. Metafore nel pensiero matematico e nella ricerca sul pensiero matematico: un ausilio o una trappola? Archimede, 2017(3), 135-143.

Baccaglini-Frank, A. (2017). Preventing learning difficulties in arithmetic: the approach of the PerContare project. Mathematics Teaching, 258, 14-18.

Miragliotta, E., Baccaglini-Frank, A., & Tomasi, L. (2017). Apprendimento della geometria e abilità visuo-spaziali: un possibile quadro teorico e un’esperienza didattica (seconda parte). L'Insegnamento della Matematica e delle Scienze Integrate, 40B(4), 463-488.

Miragliotta, E., Baccaglini-Frank, A., & Tomasi, L. (2017). Apprendimento della geometria e abilità visuo-spaziali: un possibile quadro teorico e un’esperienza didattica (prima parte). L'Insegnamento della Matematica e delle Scienze Integrate, 40B(3), 339-360.

Baccaglini-Frank, A. & Sinclair, N. (2017). Surprise-driven abductions in DGEs. In Proceedings of ICTMT13, Lyon. https://ictmt13.sciencesconf.org/150402/document

Karagiannakis, G., Baccaglini-Frank, A. & Roussos, P. (2017). Detecting strengths and weaknesses in learning mathematics through a model classifying mathematical skills. Australian Journal of Learning Difficulties, 21(2), 115-141. DOI: 10.1080/19404158.2017.1289963 Link all'articolo del Corriere della Sera.

Miragliotta, E. & Baccaglini-Frank, A. (2017). Visuo-spatial abilities and geometry: a first proposal of a theoretical framework for interpreting processes of visualization. Paper at TWG24 of the 10th Congress of European Research in Mathematics Education, Dublin, 2017.

Baccaglini-Frank, A. (2016). How I stumbled upon a new (to me) construction of the inverse of a point. Digital Experiences in Mathematics Education, 2, 278-287. The final publication is available at Springer via http://dx.doi.org/10.1007/s40751-016-0023-7

Antonini, S. & Baccaglini-Frank, A. (2016). Maintaining dragging and the pivot invariant in processes of conjecture generation. In C. Csíkos, A. Rausch & J. Szitányi, Proceedings of the 40th conference of the International Group for the Psychology of Mathematics Education, Vol.2, (pp. 19-26), Szeged, Hungary: PME.

Baccaglini-Frank, A. & Antonini, S. (2016). F rom conjecture generation by maintaining dragging to proof. In C. Csíkos, A. Rausch & J. Szitányi, Proceedings of the 40th conference of the International Group for the Psychology of Mathematics Education, Vol.2, (pp. 43-50), Szeged, Hungary: PME.

Baccaglini-Frank, A. (2016). Matematica senza paura. Traduzione di "Fluency without fear: Research evidence on the best ways to learn math facts" di Jo Boaler. Archimede, 1 2016, 5-13.

Intervista per il giornale La Repubblica. Intervista radiofonica per Radio Radio.

Terrone, E., Capacci, G., Girardi, S. e Baccaglini-Frank, A. (2016). Imparare i numeri toccando e contando: risultati di un progetto "Attivamente" per la scuola dell'infanzia. Difficoltà in Matematica, 12(2), 145-155.

Robotti, E., Antonini, S. & Baccaglini-Frank, A. (2016). Coming to see fractions on the numberline. In K. Krainer, N. Vondrová (Eds.), Proceedings of the 9th Congress of European Research in Mathematics Education (CERME 9), (pp. 1975-1981) Prague.

Bartolini Bussi, M.G. & Baccaglini-Frank, A. (2016). Using pivot signs to reach an inclusive definition of squares and rectangles. In K. Krainer, N. Vondrová (Eds.), Proceedings of the 9th Congress of European Research in Mathematics Education (CERME 9), (pp. 1891-1897) Prague.

Baccaglini-Frank, A. e Bartolini Bussi, M. (2016). Buone pratiche didattiche per prevenire falsi positivi nelle diagnosi di discalculia: Il progetto PerContare. Form@re, 15(3), 170-184. http://www.fupress.net/index.php/formare/article/view/17182/16622, DOI: http://dx.doi.org/10.13128/formare-17182

see older publications

Books and Book Chapters

(recent, since 2016)

Mariotti, M.A. & Baccaglini-Frank, A. (in press). Developing geometrical exploration skills through dynamic geometry. In S. Carreira, N. Amado and K. Jones (Eds.), Broadening the scope of research on mathematical problem solving: A focus on technology, creativity and affect. Springer.

Baccaglini-Frank, A., Di Martino, P., Natalini, R. & Rosolini, P. (2018). Didattica della matematica. Mondadori Università.

Baccaglini-Frank, A. (2018). What schemes do preschoolers’ develop when using multi-touch applications to foster number sense (and why)? In I. Elia, J. Mulligan, A. Anderson, A. Baccaglini-Frank and C. Benz (Eds.), Contemporary research and perspectives on early childhood mathematics education, ICME-13 Monographs, (pp. 223-243) Springer. https://doi.org/10.1007/978-3-319-73432-3_12

Elia, I., Mulligan, J., Anderson, A., Baccaglini-Frank, A, & Benz C. (2018). Contemporary research and perspectives on early childhood mathematics education, ICME-13 Monographs. Springer. doi:10.1007/978-3-319-73432-3

Elia, I., Mulligan, J., Anderson, A., Baccaglini-Frank, A, & Benz C. (2017). Topic Study Group No. 1: Early Childhood Mathematics Education (Up to Age7). In G. Kaiser (ed.), Proceedings of the 13th International Congress on Mathematical Education, ICME-13 Monographs (pp. 375- 379). Springer. DOI 10.1007/978-3-319-62597-3_28

Verschaffel, L., Baccaglini-Frank, A., Mulligan, J., Van den Heuvel-Panhuizen, M., Xin, Y.P., & Butterworth, B. (in press). Panel on special needs in research and instruction in whole number arithmetic. In Bartolini Bussi & Sun (Eds.) ICMI Study 23, Macau. Springer.

Mulligan, J. & Verschaffel, L., Baccaglini-Frank, A., Coles, A., Gould, P., He, S., Ma, Y., Milinković, J., Obersteiner, A., Roberts, N., Sinclair, N., Wang, Y., Xie, S. & Yang, D.-C. (in press). Whole number thinking, learning and development: neuro-cognitive, cognitive and developmental approaches. In Bartolini Bussi & Sun (Eds.) ICMI Study 23, Macau. Springer

Robotti, E. & Baccaglini-Frank, A. (2017). Using digital environments to address students’ mathematical learning difficulties. In E. Faggiano, F, Ferrara and A. Montone (Eds), Innovation and Technology Enhancing Mathematics Education. Mathematics Education in the Digital Era 10 (pp. 77-106). Springer. ISBN 978-3-319-61487-8 and ISBN 978-3-319-61488-5

Zan, R & Baccaglini-Frank, A. (2017). Avere successo in matematica. Strategie per l'inclusione e il recupero. Formazione docenti UTET.

Baccaglini-Frank, A., Antonini, S., Leung, A. & Mariotti, M.A. (2017). Designing Non-constructabilityTasks in a Dynamic Geometry Environment. In A. Leung & A. Baccaglini-Frank (Eds.), Digital Technologies in Designing Mathematics Education Tasks, Mathematics Education in the Digital Era 8, (pp. 99-120). Springer DOI 10.1007/978-3-319-43423-0_6

Leung, A. & Baccaglini-Frank, A. (Eds.) (2017). Digital Technologies in Designing Mathematics Education Tasks, Mathematics Education in the Digital Era 8. Springer.

Sinclair, N. & Baccaglini-Frank, A. (2016). Digital technologies in the e arly primary school classroom. In L. English & D. Kirshner (Eds.), Handbook of International Research in Mathematics Education: Third Edition (pp. 662-686). Taylor and Francis. DOI: 10.4324/9780203448946

see older publications

Posters

(recent, since 2016)

(2017) Baccaglini-Frank, A., Di Martino, P. & Sinclair, N. Changing the curriculum script: teaching line symmetry in a digital environment. Poster at the Mathematics Education Symposium at the UCL Institute of Education (London) ‘Bringing together research and practice: Critical perspectives and ways forward’. London, December, 14, 2017.

see older publications

Selected Presentations

(recent, since 2016)

(2018) Baccaglini-Frank, A., Mellone, M., Martignone, F. "Measuring rice as a bridge across discrete and continuous". A Mathematics Education Perspective on early Mathematics Learning – POEM 2018, Kristiansand, Norway 29-30 May 2018.

(2018) Baccaglini-Frank, A. e Poli, F. "Incontro: La didattica della matematica nelle scuole superiori". PLS Università di Padova, 13 aprile, 2018.

(2018) Baccaglini-Frank, A. e Robotti, E. "Disturbi specifici dell’apprendimento: verso una didattica per diversi profili di apprendimento della matematica". Mathesis Torino, 12 aprile 2018.

(2017) Baccaglini-Frank, A. "Considerazioni teoriche e pratiche per prevenire e affrontare difficoltà di apprendimento in matematica di studenti con BES o DSA". Seminario all'Università degli Studi di Napoli Federico II, 1 dicembre, 2017.

(2017) Baccaglini-Frank, A. "The delicate balance of instrumented abduction between evidence and argumentation in a DGE". Interdisciplinary workshop "Mathematical Evidence and Argument. Historical, philosophical & educational perspectives". University Bremen, March 16-18, 2017.

(2017) Baccaglini-Frank, A. "Proposte innovative per superare difficoltà di apprendimento: un percorso sulla nozione di funzione". Convegno DeAgostini "Motivare, Coinvolgere, Divertire", 15 febbraio, 2017, Verona. Domande da intervista studenti.

(2016) Baccaglini-Frank, A. Workshop: "Usare "artefatti intelligenti" nella didattica della matematica nei primi anni della scuola primaria." Convegno Internazionale Erickson "Didattiche.2016", Rimini, 11-13 novembre 2016. slide scheda

(2016) Baccaglini-Frank, A. e Robotti, E. Plenaria: "Le difficoltà in matematica di studenti con profili di tipo BES e DSA", XXXIII Convegno UMI-CIIM "Criticità per l'insegnamento della matematica nella scuola di oggi", 7-9 Ottobre, Pavia.

(2016) Baccaglini-Frank, A. e Brunelli, F. Traduzione della plenaria di A. Sfard "Tenere a mente il parlare, parlando della mente", XXXIII Convegno UMI-CIIM "Criticità per l'insegnamento della matematica nella scuola di oggi", 7-9 Ottobre, Pavia.

(2016) Baccaglini-Frank, A. Intervento su invito: "(Alcune) risorse digitali per affrontare difficoltà di apprendimento in matematica". Pisa Internet Festival 2016, 6 Ottobre.

(2016) Team member of the Topic Study Group TSG1: Early Childhood mathematics education (up to grade 7) per il “13th International Congress on Mathematics Education (ICME 13)”. Baccaglini-Frank, A. (2016). E ducational multi-touch applications, numbersense, and the homogenizing role of the educator. Proceedings of 13th International Congress on Mathematical Education, Hamburg, 24-31 July 2016. (invited paper)

(2016) Seminario presso il Dipartimento di Matematica dell'Università di Pisa, 21 aprile 2016: "Prime difficoltà di apprendimento in aritmetica: basi scientifiche e proposte concrete per prevenirle e/o affrontarle in modo adeguato" (slide)

see older presentations

Vai ai corsi di formazione (teacher training)