Anna Baccaglini-Frank's Research

Position

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

curriculum vitae titolarità di corsi dall'a.a. 2013/14

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 2017)

Antonini, S., Baccaglini-Frank, A., & Lisarelli, G. (under review). From experiences in a dynamic environment to written discourse on functions: snapshots, live-photos and scenes. Digital Experiences in Mathematics Education.

Baccaglini-Frank, A. (2019). Dragging, instrumented abduction and evidence in processes of conjecture generation in a DGE. ZDM Mathematics Education. DOI: 10.1007/s11858-019-01046-8

Lisarelli, G., Antonini, S. & Baccaglini-Frank, A. (2019). Capturing ‘time’: characteristics of students’ written discourse on dynagraphs. In online papers presented at CERME 11.

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.

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. In Dooley, T., & Gueudet, G. (Eds.), Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10, February 1-5, 2017) (pp. 3952-3959). Dublin, Ireland: DCU Institute of Education and ERME (pp.3952-3959). ISBN: 978-1-873769-73-7

see older publications

Books and Book Chapters

(recent, since 2017)

Baccaglini-Frank, A. & Di Martino, P. (2019). Mathematical Learning Difficulties and Dyscalculia. In S. Lerman (Ed.), Encyclopedia of Mathematics Education Living Edition. Cham: Springer. ISBN:978-3-319-77487-9, DOI:10.1007/978-3-319-77487-9.

Mariotti, M.A. & Baccaglini-Frank, A. (2018). 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 (pp. 153-176). Cham: Springer. DOI: 10.1007/978-3-319-99861-9_7

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

Verschaffel, L., Baccaglini-Frank, A., Mulligan, J., Van den Heuvel-Panhuizen, M., Xin, Y.P., & Butterworth, B. (2018). Panel on special needs in research and instruction in whole number arithmetic. In Bartolini Bussi & Sun (Eds.) Building the foundation: whole numbers in primary grades. 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. (2018). Whole number thinking, learning and development: neuro-cognitive, cognitive and developmental approaches. In Bartolini Bussi & Sun (Eds.) Building the foundation: whole numbers in primaruy grades. ICMI Study 23, Macau. Springer.

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

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.

see older publications

Posters

(recent, since 2017)

(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 2017)

(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.

see older presentations

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