Peer-reviewed publications
(to 2023)
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
Baccaglini-Frank, A., Baldacci, F., Da Pozzo, E., Di Martino, P., Martini, C., & Maestri, M. (2022). Sonno e Matematica: un progetto interdisciplinare. Archimede, 4, 217–221.
Baccaglini-Frank, A. (2022). Designing inclusive mathematics activities for primary school: the case of the PerContare Project. In Proceedings of the Encontro de Investigação em Educação Matemática (EIEM2022) "Desenvolvimento curricular", November 19, Lisbon.
Baccaglini-Frank, A. & Mariotti, M.A. (2022). "Doing well" in the Teaching for Robust Understanding approach revealed by the lens of the semiotic potential of tasks with the GGBot. In J. Hodgen, E. Geraniou, G. Bolondi & F. Ferretti (Eds.), Proceedings of the Twelfth Congress of the European Research Society in Mathematics Education (CERME12), (pp. 2658–2665). Free University of Bozen-Bolzano and ERME. https://hal.archives-ouvertes.fr/hal-03748421
Baccaglini-Frank, A., Finesilver, C., Tabach, M., & O’Brien, K. (2022). Introduction to the papers of TWG24: Representation in mathematics teaching and learning. In J. Hodgen, E. Geraniou, G. Bolondi & F. Ferretti (Eds.), Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12), (pp. 4206–4209). Free University of Bozen-Bolzano and ERME.. https://hal.archives-ouvertes.fr/hal-03808805
Baccaglini-Frank, A. (2022). Big Questions in Mathematics Education: A “Representations in Mathematics Teaching and Learning” Perspective. In J. Hodgen, E. Geraniou, G. Bolondi & F. Ferretti (Eds.), Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12), (pp. 62–64). Free University of Bozen-Bolzano and ERME. https://hal.archives-ouvertes.fr/hal-03861418
Lisarelli, G., Baccaglini-Frank, A., & Poli, F. (2022). Didattica della matematica inclusiva. Un percorso di ricerca-azione per la scuola secondaria di primo grado. Ricercazione 14(1), 225–228.
Baccaglini-Frank, A. (2022). Shifts from teaching mathematics with technology to teaching mathematics through technology: a focus on mathematical discussion. In U.T. Jankvist, R. Elicer, A. Clark-Wilson, H.-G. Weigand, & M. Thomsen (Eds.), Proceedings of the 15th International Conference on Technology in Mathematics Teaching (ICTMT 15) (pp. 116–127). Aarhus University.
Baccaglini-Frank, A., Finesilver, C., & Tabach, M. (2022). Representations in mathematics education - a shift in perspectives. EMS Magazine, 123, 45–51. https://doi.org/10.4171/MAG-74
Lisarelli, G., Baccaglini-Frank, A. & Di Martino, P. (2021). From how to why: a quest for the common mathematical meanings behind two different division algorithms. Journal of Mathematical Behavior, 63, 100897. https://doi.org/10.1016/j.jmathb.2021.100897
Lew, H-C., & Baccaglini-Frank, A. (2021). Creating constructive interference between the 4th Industrial Revolution (+ COVID 19) and the teaching and learning of mathematics. In Inprasitha, M., Changsri, N., Boonsena (Eds.). Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (pp. 76–84). Khon Kaen, Thailand: PME.
Miragliotta, E. & Baccaglini-Frank, A. (2021). Enhancing the skill of geometric prediction using dynamic geometry. Mathematics, 9(8), 821. https://doi.org/10.3390/math9080821
Baccaglini-Frank, A. (2021). To tell a story, you need a protagonist: how dynamic interactive mediators can fulfil this role and foster explorative participation to mathematical discourse. Educational Studies in Mathematics, 106(2), 291-312. http://doi.org/10.1007/s10649-020-10009-w Listen to the MathEdPodcast.com episode 2101: an interview about this paper.
Baccaglini-Frank, A., Santi, G., Del Zozzo, A., & Frank, E. (2020). Teachers’ perspectives on the intertwining of tangible and digital modes of activity with a drawing robot for geometry. Education Sciences, 2020 10(12), 387. http://doi.org/10.3390/educsci10120387
Signorini, G., Tocchet, M., & Baccaglini-Frank, A. (2020). From synthetic geometry to dynamic geometry and back: the case of circular inversion. Klein vignette for http://blog.kleinproject.org/
Gregersen, M.R., & Baccaglini-Frank, A. (2020). Developing an analytical tool of the processes of justificational mediation. In Proceedings of the 10th ERME Topic Conference MEDA 2020, (pp. 451–458). ISBN 978-3-9504630-5-7
Baccaglini-Frank, A., Karagiannakis, G., Girelli, L., Pini, C., & Termine, C. (2020). Identificare profili di apprendimento matematico di bambini tra 6 e 12 anni: la standardizzazione italiana della batteria MathPro. Ricerc@zione, 12(1), 19–51. http://doi.org/10.32076/RA12109
Baccaglini-Frank, A. (2020). Matematica, la scienza esatta è un retaggio del passato. Intervista per la rivista Exagère.
Baccaglini-Frank, A., Carotenuto, G., & Sinclair, N. (2020). Eliciting preschoolers’ number abilities using open, interactive environments. ZDM Mathematics Education, 52(4), 779–791. http://doi.org/10.1007/s11858-020-01144-y.
Lisarelli, G., Poli, F. e Baccaglini-Frank, A. (2020). Progettare attività didattiche inclusive: un esempio di percorso sulle frazioni. RicercAzione, 11(1), 169–189. http://doi.org/10.32076/RA11109
Antonini, S., Baccaglini-Frank, A., & Lisarelli, G. (2020). From experiences in a dynamic environment to written narratives on functions. Digital Experiences in Mathematics Education, 6, 1–29. http://doi.org/10.1007/s40751-019-00054-3
Baccaglini-Frank, A. (2019). Dragging, instrumented abduction and evidence in processes of conjecture generation in a DGE. ZDM Mathematics Education, 51(5), 779–791. http://doi.org/10.1007/s11858-019-01046-8
Lisarelli, G., Antonini, S. & Baccaglini-Frank, A. (2019). Capturing ‘time’: characteristics of students’ written discourse on dynagraphs. Paper presented at CERME 11. https://hal.archives-ouvertes.fr/hal-02435285v1
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. http://doi.org/10.1007/s40751-018-0039-2
Baccaglini-Frank, A. e Robotti, E. (2018). Disturbi specifici dell'apprendimento: verso una didattica per diversi profili di apprendimento in matematica. In L. Giacardi, M. Oggero, e C. Sabena (Eds.), Conferenze e seminari 2017-2018 Associazione Subalpina Mathesis (pp. 157–174). L'Artistica Editrice.
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.
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. http://doi.org/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
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. (2015). Buone pratiche didattiche per prevenire falsi positivi nelle diagnosi di discalculia: Il progetto PerContare. Form@re, 15(3), 170–184. https://oaj.fupress.net/index.php/formare/article/view/3567 http://dx.doi.org/10.13128/formare-17182
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). From 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. (2015). Problemi di costruibilità in geometria dinamica. Archimede, 3/2015, 125–131.
Candeloro, A., Del Zozzo, A., Bettini, P., Poli, F., & Baccaglini-Frank, A. (2015). Possibili effetti dell’apprendimento in geometria mediato da un software di geometria dinamica nella scuola secondaria di primo grado: Risultati del progetto “Muoviamo le Proprietà Geometriche”. Difficoltà in Matematica, 12(1), 29–47.
Baccaglini-Frank A. (2015). Preventing low achievement in arithmetic through the didactical materials of the PerContare project. In: X. Sun, B. Kaur & J. Novotná (eds.). ICMI Study 23 Conference Proceedings. Macau – China: University of Macau, pp. 169–176. Proceedings available here.
Antonini, S. e Baccaglini-Frank, A. (2015). Il trascinamento di mantenimento nella formulazione di congetture in ambienti di geometria dinamica. Numero speciale di L’Insegnamento della Matematica e delle Scienze Integrate, 38 A-B N.3, 258–278.
Baccaglini-Frank, A. & Maracci, M. (2015). Multi-touch technology and preschoolers' development of number-sense. Digital Experiences in Mathematics Education, 1, 7-27. DOI: 10.1007/s40751-015-0002-4.
Santi, G. & Baccaglini-Frank, A. (2015). Forms of generalization in students experiencing mathematical learning difficulties. (Guest Editor Luis Radford). PNA, 9(3), 217-243.
Bartolini Bussi, M.G. & Baccaglini-Frank, A. (2015). Geometry in early years: sowing the seeds towards a mathematical definition of squares and rectangles. ZDM Mathematics Education, 47(3), 391-405. DOI 10.1007/s11858-014-0636-5
Karagiannakis, G. & Baccaglini-Frank, A. (2014). The DeDiMa Battery: A Tool for Identifying Students’ Mathematical Learning Profiles. Health Psychology Review, 2(4), DOI: 10.5114/hpr.2014.46329
Brunelli, F. & Baccaglini-Frank, A. (2014). Intervista a Keith Devlin. Archimede, 4/2014, 192-197. DOI: 10.1400/232416.
Poli, F., e Baccaglini-Frank, A. (2014). Il progetto di potenziamento “Imparare la matematica nel biennio delle superiori”. Difficoltà in Matematica, 11(1), 31-51.
Baccaglini-Frank, A., Hoyles, C. & Noss, R. (2014). From notable occurrences to situated abstractions: a window for analysing learners’ thinking-in-change in a microworld. In Proceedings of the 12th International Conference of The Mathematics Education into the 21st Century Project The Future of Mathematics Education in a Connected World. Montenegro, 21-26 September, 2014.
Baccaglini-Frank, A., Antonini, S., Robotti, E. & Santi, G. (2014). Juggling reference frames in the microworld Mak-Trace: the case of a student with MLD. Research Report in Nicol, C., Liljedahl, P., Oesterle, S., & Allan, D. (Eds.) Proceedings of the Joint Meeting of PME 38 and PME-NA 36,Vol. 2, pp. 81-88. Vancouver, Canada: PME.
Bartolini, M.G, Baccaglini-Frank, A., & Ramploud, A. (2014). Intercultural dialogue and the geography and history of thought. For the Learning of Mathematics, 34(1), 31-33.
Karagiannakis, G., Baccaglini-Frank, A. & Papadatos, Y. (2014). Mathematical learning difficulties subtypes classification. Frontiers in Human Neuroscience, 8:57. doi: 10.3389/fnhum.2014.00057
Baccaglini-Frank, A., Bettini, P., Brazzolotto, M., Caviola, S., Perona, M., & Poli, F. (2014). Le Prove ABCA 14-16. Difficoltà in Matematica, 10(2), 151-166.
Baccaglini-Frank, A. (2014). Trattamento dello zero nel progetto PerContare. L'Insegnamento della Matematica e delle Scienze Integrate, 37(3A), 3, 257-282.
Baccaglini-Frank, A. & Scorza, M. (2013). Il Progetto PerContare – pratiche per una “buona didattica” e metodi per la rilevazione di bambini con difficoltà in matematica. In B. D'Amore e S. Sbaragli (Eds.) La didattica della matematica come chiave di lettura delle situazioni d'aula. Atti del Convegno "Incontri con la Matematica" n.27, Castel S. Pietro Terme, novembre 2013. ISBN 88-371-1717-5. Bologna: Pitagora Editrice.
Bianchin, B. & Baccaglini-Frank, A. (2013). Il b.abaco: analisi cognitiva di uno strumento fra l’abaco ed il suan pan cinese. In B. D'Amore e S. Sbaragli (Eds.) La didattica della matematica come chiave di lettura delle situazioni d'aula. Atti del Convegno "Incontri con la Matematica" n.27, Castel S. Pietro Terme, novembre 2013. ISBN 88-371-1717-5. Bologna: Pitagora Editrice.
Baccaglini-Frank, A. (2013) Tecnologia touch e multi-touch per migliorare l’apprendimento della matematica: due interventi. In Atti del II workshop internazionale Un futuro per la dislessia: metodologie didattiche alternative per la costruzione di un ambiente facilitante per i disturbi dell’apprendimento, Roma, 27-28 settembre.
Baccaglini-Frank, A., Martignone, F. & Mellone, M. (2013). Judging "as much as" before formal instruction to measure. In J. Effland & M. Schulte-Ostermann (Eds.), Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education, v. 5, (p. 126). Keil, Germany.
Leung, A., Baccaglini-Frank, A. & Mariotti, M.A. (2013). Discernment in dynamic geometry environments. Educational Studies in Mathematics, 84(3), 439–460. DOI: 10.1007/s10649-013-9492-4
Baccaglini-Frank, A. (2013). Analisi delle Potenzialità di Applicazioni Multi-Touch per la Costruzione del Significato di Numero Naturale. Insegnamento della Matematica e delle Scienze Integrate, 36 A N.3, 237-262.
Baccaglini-Frank, A, & Robotti E (2013). Gestire gli Studenti con DSA in Classe Alcuni Elementi di un Quadro Comune. In C. Cateni, C. Fattori, R. Imperiale, B. Piochi, e P. Vighi, Quaderni GRIMeD n. 1, 75-86. ISBN 8837118813.
Baccaglini-Frank, A, Martignone F, Mellone M (2013). “Tanto quanto” a cavallo tra discreto e continuo. In Atti del GRIMeD18. In C. Cateni, C. Fattori, R. Imperiale, B. Piochi, e P. Vighi, Quaderni GRIMeD n. 1, 65-74. ISBN 8837118813.
Baccaglini-Frank, A., & Scorza, M. (2013). Gestire gli studenti con DSA in classe uso delle mani e della linea dei numeri nel progetto PerContare. In C. Cateni, C. Fattori, R. Imperiale, B. Piochi, e P. Vighi, Quaderni GRIMeD n. 1, 183-190. ISBN 8837118813.
Baccaglini-Frank, A., Antonini, S., Leung, A., & Mariotti, M.A. (2013) Reasoning by Contradiction in Dynamic Geometry. In PNA, Revista de Investigaciòn en Didàctica de la Matemàtica, Universidad de Granada, España, 7(2), 63-73. ISSN: 1886-1350. Pdf available here or here.
Baccaglini-Frank, A., Lucatello, B., Micheletto, L., Perona, M., Tubertini, M. (2013). Il Potenziamento in Matematica di Studenti del Biennio Superiore: il successo di particolari strategie cognitive. Difficoltà in Matematica, 9(2), 157-174. ISSN 1123-928X.
Baccaglini-Frank, A, Lucangeli, D., Lucatello, B., Micheletto, L., Perona, M., Tubertini, M. (2013). Un Percorso di Potenziamento in Matematica per Studenti del Biennio Superiore, Nuova Secondaria, Editrice La Scuola, n. 9, 49-56.
Baccaglini-Frank, A. (2012). Micromondi e "Mathematical Habits of Mind". In Notiziario della Unione Matematica Italiana, marzo 2012, anno XXXIX, N. 3, 6-13. ISSN 0393-0998
Baccaglini-Frank, A. (2012) Potenzialità Didattiche di Alcune Attività in Geometria Dinamica. Insegnamento della Matematica e delle Scienze Integrate, 35B N.1, 27-50.
Baccaglini-Frank, A. (2012). Dragging and Making Sense of Invariants in Dynamic Geometry. Mathematics Teacher, 105 (8), 616-620.
Baccaglini-Frank, A., Antonini, S., Leung, A., & Mariotti, M.A. (2011) Reasoning by Contradiction in Dynamic Geometry. In Proceedings of the 35rd Conference of the International Group for the Psychology of Mathematics Education. v. 2, 81-88. ISBN 978-975-429-262-6 (Volume 2 ISBN 978-975-429-296-1). Also published in PNA, 7(2), 63-73. ISSN: 1886-1350. Pdf available here or here.
Mariotti, M.A. & Baccaglini-Frank (2011). Making conjectures in dynamic geometry: the potential of a particular way of dragging. New England Mathematics Journal, vol. XLIII, 22-33. pdf here
Baccaglini-Frank, A. (2011). Abduction in Generating Conjectures in dynamic Geometry through Maintaining Dragging. In M. Pytlak, T. Rowland, E. Swoboda (eds.), Proceedings of the 7th Congress of the European Society for Research in Mathematics Education, 9th-13th February, 2011, Rzeszow, Poland. ISBN 978-83-7338-683-9 (paper)
Baccaglini-Frank, A. (2010). The maintaining dragging scheme and the notion of instrumented abduction. In P. Brosnan, D. Erchick, & L. Flevares (Eds.), Proceedings of the 10th Conference of the PME-NA, v. 6, 607-615, Columbus, OH. ISBN: 92-990027-9-7
Baccaglini-Frank, A. (2010). A Model for Developing Conjectures through Dragging in Dynamic Geometry. Paper for the Fifth YERME Summer School, August 18-25, Palermo (Italy).
Baccaglini-Frank, A., & Mariotti, M.A. (2010) Generating Conjectures in Dynamic Geometry: the Maintaining Dragging Model. International Journal of Computers for Mathematical Learning, 15(3), 225-253. DOI: 10.1007/s10758-010-9169-3.
Baccaglini-Frank, A. (2009). Differenze Finite. Archimede, vol. 3, p. 121-128, ISSN: 0390-5543. DOI: 10.1400/165155
Baccaglini-Frank, A. (2009). Conjecturing and Proving in Dynamic Geometry after an Introduction of the Dragging Schemes. In Proceedings of the 10th International Conference of the Mathematics into the 21st Century Project, Dresden, Germany, September 2009, pp. 31-36. ISBN: 83-919465-9-2.
Baccaglini-Frank, A., Mariotti, M. A., & Antonini, S. (2009). Different Perceptions of Invariants and Generality of Proof in Dynamic Geometry. In Tzekaki, M., & Sakonidis, H. (Eds.), Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education, Vol. 2, pp. 89-96. Thessaloniki, Greece: PME. ISBN: 978-960-243-652-3.
Baccaglini-Frank, A., & Mariotti, M.A. (2009). Conjecturing and Proving in Dynamic Geometry: the Elaboration of Some Research Hypotheses. In V. Durand-Guerrier, S. Soury-Lavergne & F. Arzarello (Eds.), Proceedings of the 6th Conference on European Research in Mathematics Education, pp. 231-240. Lyon, France. ISBN 978-2-7342-1190-7.
Baccaglini-Frank, A., & Cuoco, A. (2007) The CME Project. In Proceedings of at the 9th International Conference of the Mathematics Education into the 21st Century Project, September 7-12, Charlotte, NC, USA.ISBN: 83-919465-8-4.
Books and Book Chapters
(to 2023)
Baccaglini-Frank, A., & Lisarelli, G. (2023). Book review: The Mathematics Teacher in the Digital Era - second edition. Research in Mathematics Education. http://doi.org/10.1080/14794802.2023.2243250
Baccaglini-Frank, A. (2022). Book Review: Rina Zazkis, John Mason, Igor' Kontorovich, (2021). The learning and teaching of number. Paths less travelled through well-trodden terrain. Routledge (IMPACT series). 228 pp. Mathematical Thinking and Learning, 24(4), 357–362. http://doi.org/10.1080/10986065.2022.2129139
Gregersen, M.R. & Baccaglini-Frank, A. (2022). Lower secondary students' reasoning competency in a digital environment: the case of instrumented justification. In U.T Jankvist & E. Geraniou, Mathematical Competencies in the Digital Era, (pp. 119–138). Mathematics Education in the digital era, vol. 20. Springer Cham.
Baccaglini-Frank, A., Di Martino, P., Mellone, M., Munarini, R. & Ramploud, A. (2021). Il bruco matematico. Erickson. Webinar di presentazione del libro (27 aprile 2021).
Baccaglini-Frank, A., & Di Martino, P. (2021). Cultural differences and sensitivities in the mathematics classroom. In D. Lucangeli (Ed.), Understanding Atypical Development: Dyscalculia, (pp. 120-149). Routledge. ISBN:978-1-138-38987-8.
Baccaglini-Frank, A. (2021). Pratiche didattiche del progetto PerContare per prevenire difficoltà (gravi) di apprendimento in aritmetica. In R. Troncon et al. (Eds.), Partire bene per andare lontano . La scuola primaria fra tradizione, ricerca e innovazione. Atti del convegno, (pp. 287–308). IPRASE
Mellone, M., Baccaglini-Frank, A., & Martignone, F. (2020). Measuring rice in early-childhood education activities: a bridge across discrete and continuous magnitudes. In M. Carlsen, I. Erfjord, and P. S. Hundeland (Eds.), Mathematics Education in the Early Years, (pp. 161-176). Springer, Cham. http://doi.org/10.1007/978-3-030-34776-5_10
Baccaglini-Frank, A. & Di Martino, P. (2019). Mathematical Learning Difficulties and Dyscalculia. In S. Lerman (eds), Encyclopedia of Mathematics Education. Springer, Cham. ISBN:978-3-319-77487-9, https://doi.org/10.1007/978-3-319-77487-9.
Bartolini Bussi, M.G., Baccaglini-Frank, A. , & Stefanelli, S. (2019). Apprendimento della matematica: considerazioni cognitive e didattiche. In G. Stella, M. Zoppello & M. Scorza (Eds.), DSA: Identificazione, valutazione e trattamento. Indicazioni per gli operatori, (pp. 58–73). Franco Angeli.
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. http://doi.org/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 primary 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-constructability Tasks 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 early primary school classroom. In L. English & D. Kirshner (Eds.), Handbook of International Research in Mathematics Education: Third Edition (pp. 662-686). Taylor and Francis. http://doi.org/10.4324/9780203448946
Baccaglini-Frank, A. e Poli, F. (2015). Migliorare l'Apprendimento. Percorso per l'insegnamento in presenza di BES al primo biennio della scuola secondaria di secondo grado. Novara: DeAgostini Scuola. Disponibile come risorsa per l'insegnante insieme ai corsi "Multimath" e "Matematica in Pratica". ISBN: 9788853806192. Ora nella forma di risorse online.
Baccaglini-Frank, A. e Poli, F. (2015). Migliorare l'Apprendimento. Percorso per l'insegnamento in presenza di BES al secondo triennio della scuola secondaria di secondo grado. Novara: DeAgostini Scuola.Disponibile come risorsa per l'insegnante insieme ai corsi "Multimath" e "Matematica in Pratica". ISBN: 9788853806208. Ora nelle forme di risorse online.
Baccaglini-Frank, A. (2015). Nel profondo ...della matematica. Cosa ci mostrano le neuroscienze. In Vorrei Star Bene a Scuola: riflessioni e suggestioni sulla qualità della vita (Cap. 4, pp. 107-112). Firenze: Libriliberi
Baccaglini-Frank, A. e Antonini, S. (2015). Congetturare e Dimostrare in Ambienti di Geometria Dinamica. Per il XXXII Seminario Nazionale di Didattica della Matematica "Giovanni Prodi", 22-24 gennaio 2015, Rimini.
Baccaglini-Frank, A. e Gamberini, F. (2014). Guida alle attività per la matematica classe prima. Disponibile online presso l’indirizzo www. percontare.it
Baccaglini-Frank, A. e Gamberini, F. (2014). Guida alle attività per la matematica classe seconda. Disponibile online presso l’indirizzo www.percontare.it
Baccaglini-Frank, A. (2014). La discalculia: riflessioni intorno al tema. In Comune di Reggio Emilia Officina Educativa (Ed.), [shùxué] matematica, sguardi (d)alla Cina, (pp.18-25). Reggio Emilia: LABLearning.
Baccaglini-Frank, A. (2014) How might multi-touch technology be a powerful aid for preschoolers’ development of numerical abilities? In T. Ramiro-Sánchez, M. T. Ramiro & M. Paz Bermúdez (Eds.), Avances en Ciencias de la Educación y del Desarrollo, 2013 (pp. 520-525). Granada: Asociación Española de Psicología Conductual (AEPC). available here
Maffia, A. & Baccaglini-Frank, A. (2014). Imparare con il Tubò Pitagorico. Esercizi e strategie per l'uso delle tabelline nel calcolo delle moltiplicazioni e divisioni. Trento: Erickson. ISBN 978-88-590-0552-0.
Baccaglini-Frank, A. (2013). Interazioni con la Tecnologia per Sviluppare ilSenso del Numero/Interacting with technology to develop number sense. o qui
Baccaglini-Frank, A., Bettini, P., Caviola, S., Lucangeli, D., Perona, M. (2013). ABCA 14-16. Prove di Abilità di Calcolo Avanzato per la Scuola Secondaria di Secondo Grado. Edizioni Erickson. ISBN 978-88-590-0405-9. Errata corrige delle schede ricreate
Bartolini Bussi, M.G., Baccaglini-Frank, A. & Ramploud, A. (2013). Aritmetica in Pratica. Erickson Editore. ISBN 978-88-590-0328-1.
Baccaglini-Frank, A. (2013). Cap. 13, L’uso di ambienti digitali per l’apprendimento. In Elisabetta Genovese, Enrico Ghidoni, Giacomo Guaraldi (a cura di), Discalculia nei giovani adulti Indicazioni e strumenti per uno studio efficace. (153 -158) Erickson Editore. ISBN 978-88-590-0345-8.
Baccaglini-Frank, A. (2013). Cap. 14, Agevolare la costruzione di significati matematici con l'uso di software. In Elisabetta Genovese, Enrico Ghidoni, Giacomo Guaraldi (a cura di), Discalculia nei giovani adulti Indicazioni e strumenti per uno studio efficace. (159-190). Erickson Editore. ISBN 978-88-590-0345-8.
Baccaglini-Frank, A. (2013). How might multi-touch technology be a powerful aid for preschoolers’ development of numerical abilities? In T. Ramiro-Sànchez & M.P. Bermùdez (eds.), Libro de Actas I Congreso Internacional de Ciencias de la Educatiòn y des Desarrollo (p. 446). Granada: Universidad de Granada.
Baccaglini-Frank, A., Ramploud, A. & Bartolini Bussi, M.G. (2012). Informatica Zero: un percorso formativo per insegnanti di scuola dell’infanzia e primaria, EduTouch. ISBN: 9788897899112 (scaricabile anche da qui o da qui)
Bergamini, Trifone, Barozzi (nuova edizione 2012). Contributi ai corso base Verde, Rosso, Bianco, Azzurro di Matematica (Maths Talk, lezioni alla LIM).
Baccaglini-Frank, A. & Mariotti, M.A. (2011). Conjecture-generation through Dragging and Abduction in Dynamic Geometry. In A. Méndez-Vilas (ed.), Education in a technological world: communicating current and emerging research and technological efforts. Formatex, Spain, pp. 100-107. ISBN: 978-84-939843-3-5.
Baccaglini-Frank, A. (2010). Conjecturing in Dynamic Geometry: A Model for Conjecture-generation through Maintaining Dragging. Doctoral dissertation, University of New Hampshire, Durham, NH. Published by ProQuest ISBN: 9781124301969.
Cuoco, A., Baccaglini-Frank, A., Benson, J., Antonellis D'Amato, N., Erman, D., Harvey, B., Harvey, W., Kerins, B., Kilday, D., Matsuura, R., Maurer, S., Sword, S., Ting, A., & Waterman, K. (2008). The CME Project. NSF grants: No. ESI-0242476, No. ESI-9252952, No. ESI-9617369. Published by Pearson. (Geometry ISBN-10: 0133500179).
Baccaglini-Frank, A. (2005) Alcuni Punti Notevoli del Trapezio, undergraduate thesis, the University of Padova (Italy), July 2005 advisor: Prof. Scimemi. Published at www.matematicamente.it
Posters
(2020). Maagaard Gregersen, R., Baccaglini-Frank, A., & Jankvist, U.T. The processes of justificational mediation - developing an analytical model. Poster presented at Matematikdidaktikkens dag 2020: Algebra!, March 6, 2020, Aarhus University, Denmark.
(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.
(2014). Anna Baccaglini- Frank, Giulia Capacci, Elisa Werlich, Silvia Girardi, "ATTIVAMENTE: Toccare e Contare per imparare la matematica", XXXI Convegno Nazionale CNIS, Roma, 11-12 aprile.
(2013) Baccaglini-Frank, A. How might multi-touch technology be a powerful aid for preschoolers’ development of numerical abilities? In T. Ramiro-Sànchez & M.P. Bermùdez (eds.), Libro de Actas I Congreso Internacional de Ciencias de la Educatiòn y des Desarrollo (p. 446). Granada: Universidad de Granada.
(2013). Baccaglini-Frank, A. & Scorza, M. Preventing Learning Difficulties in Early Arithmetic: The PerContare Project. In T. Ramiro-Sànchez & M.P. Bermùdez (eds.), Libro de Actas I Congreso Internacional de Ciencias de la Educatiòn y des Desarrollo (p. 341). Granada: Universidad de Granada. ISBN: 978-84-695-9145-1. abstract
(2013) Baccaglini-Frank A, & Frati L. La Valutazione di Studenti con DSA nella Scuola Superiore. In Atti del XXX Congresso Nazionale CNIS.
(2013) Baccaglini-Frank A, & Scorza M. Gestire gli Studenti con DSA in Classe Uso delle Mani e della Linea dei Numeri nel Progetto PerContare. In Atti del GRIMeD14.
Baccaglini-Frank, A. & Bartolini Bussi, M.G (2012). The PerContare Project:Proposed Teaching Strategies and Some Developed Materials. In F. Dellai, I.C. Mammarella & A.M. Re (Eds.), International Academy for Research on Learning Disabilities 36th Annual Conference (pp. 194-196). Trento: Erickson.
(2012) Si possono affrontare difficoltà visuo-spaziali programmando in Mak-Trace?, poster al XXIX Congresso Nazionale CNIS, Quando Educare è più difficile – Ricerca, Scuola e Genitori, Vicenza, 30-31 marzo.
(2012) Potenziamento in matematica: un percorso per studenti della scuola secondaria, Lucatello B., Tubertini M., Perona M., Baccaglini-Frank A., Micheletto L., & Lucangeli D., poster al XXIX Congresso Nazionale CNIS, Quando Educare è più difficile – Ricerca, Scuola e Genitori, Vicenza, 30-31 marzo.
(2012) The PerContare Project:Proposed Teaching Strategies and Some Developed Materials, with M.G. Bartolini, poster at the 36th AnnualIARLD Conference, Padova (Italy), June 7-9. publication here
(2012) Si possono affrontare difficoltà visuo-spaziali programmando in Mak-Trace?, poster al XXIX Congresso Nazionale CNIS, Quando Educare è più difficile – Ricerca, Scuola e Genitori, Vicenza, 30-31 marzo.
(2012) Potenziamento in matematica: un percorso per studenti della scuola secondaria, Lucatello B., Tubertini M., Perona M., Baccaglini-Frank A., Micheletto L., & Lucangeli D., poster al XXIX Congresso Nazionale CNIS, Quando Educare è più difficile – Ricerca, Scuola e Genitori, Vicenza, 30-31 marzo.
(2011) Benefici per studenti con discalculia di un ambiente informatico per capire il linguaggio dell’algebra, con Perona M., Bettini P., Lucangeli D., poster al XX Congresso Nazionale AIRIPA, Disturbi dell'Apprendimento, Prato, 21-22 ottobre. Abstract
(2011) Alcuni Tipi di Trascinamento nella Geometria Dinamica, with M.A. Mariotti, poster at the XXVIII Congresso C.N.I.S. nazionale “Quando educare è più difficile: ricerca scientifica e scuola insieme”, Padova, April 2011. (video)
(2010) Producing Conjectures Using Maintaining Dragging: Instrumented Abduction. Poster at the Research Pre-Session of the Annual Meeting of the NCTM, San Diego, 2010.