Embedded Files
Journal Papers
Journal Papers
Bassi, C., & Brunetto, D. (2025). Shared drawings in a mathematical modelling activity: An exploratory study. The Journal of Mathematical Behavior, 78, 101234.◊
Bassi, C., Brunetto, D., Cangiotti, N., Nappo, F. (2024). PiGame 2023: una escape room matematica. DIDATTICA DELLA MATEMATICA, 15, 73-91. https://dx.doi.org/10.33683/ddm.24.15.4
Brunetto D., Dello Iacono U. (2023). Teaching mathematics with digital tools: an Italian high school teachers’ perspective. International Journal for Technology in Mathematics Education, 30(4), 205-212. https://doi.org/10.1564/tme_v30.4.1 ◊
Andrà C., Kontorovich I., Brunetto, D. (2023). Two technology-enthusiastic teachers and two very different lessons. For the learning of mathematics. 43(3), 33-38. ◊
Brunetto D., Bernardi G., Andrà C., Liljedahl P. (2021). Teaching as a System: COVID-19 as a Lens into Teacher Change. Educational Studies in Mathematics. DOI: https://doi.org/10.1007/s10649-021-10107-3 ◊
Andrà C., Brunetto D., Pini A. (2020) Differenze di genere, tecnologie digitali e conoscenza matematica: una fotografia degli studenti immatricolati ai corsi universitari in Ingegneria. NUOVA SECONDARIA, 8, 72-77.
Brunetto D. (2019). Insegnare matematica a scuola attraverso i video. L'insegnamento della matematica e delle scienze integrate. 42A-B(3) (Numero Speciale AIRDM), 282-304.
Iaderosa R., Andrà C., Brunetto D. (2019). Spunti per una “educazione logica” nella formazione matematica pre-universitaria. L'insegnamento della matematica e delle scienze integrate. Vol. 42 B N.1.
Brunetto D., Magli G. (2018). An educational project in archeoastronomy: the POK-Coursera MOOC course. Mediterranean Archaeology and Archaeometry Journal. Vol. 18, No 4, pp. 469-475. DOI: 10.5281/zenodo.1477050 ◊
Brunetto D., Parolini N., Verani M. and Andrà C. (2018) Student interactions during class activities: a mathematical model. Communications in Applied and Industrial Mathematics, 9(2), 91-105. DOI: https://doi.org/10.2478/caim-2018-0011 ◊
Andrà C., Brunetto D., N. Parolini, M. Verani. (2018). Four fundamental modes of participation in mathematics group activities, International Journal of Science and Mathematics Education, 1-21. DOI: https://doi.org/10.1007/s10763-018-09940-5 ◊
Andrà C., Brunetto D., Parolini N., and Verani M. (2018). Una scommessa sulla matematica a scuola. NUOVA SECONDARIA, 10, 34-37.
Andrà, C., Brunetto, D. & Pini, A. (2018). A contribution to understand STEM students’ difficulties with mathematics. In Colllezione dei Quaderni del Dipartimento di Matematica del Politecnico di Milano (QDD231).
Brunetto D., Calderoni F., and Piccardi C. (2017) Communities in criminal networks: A case study. Social Network, Vol. 48, 116-125. DOI: https://doi.org/10.1016/j.socnet.2016.08.003 ◊
Andrà C., and Brunetto D. (2017). The first research paper in Mathematics Education: a beginner and his young mentor talk about their experience. Canadian Journal of Science, Mathematics and Technology Education, 1-8. DOI: https://doi.org/10.1080/14926156.2017.1400130 ◊
Books
Books
Chapters:
Chapters:
Andrà, C., Brunetto, D., Bassi, C., & Pini, A. (2022, September). Students’ Difficulties with Mathematics: Insights from Secondary-Tertiary Transition in a STEM Program. In International Workshop on Higher Education Learning Methodologies and Technologies Online (pp. 184-196). Cham: Springer Nature Switzerland.
Brunetto, D., Andrà, C., Parolini, N., Verani, M. (2021). Mathematics for social integration. In: Magnaghi-Delfino, P., Mele, G., Norando, T. (Eds) Faces of Geometry. II Edition. Springer. DOI: 10.1007/978-3-030-63702-6
Andrà C., Brunetto D. (2021) Experiences of Empowerment in Mathematics. In: Andrà C., Brunetto D., Martignone F. (eds) Theorizing and Measuring Affect in Mathematics Teaching and Learning. Springer, Cham. https://doi.org/10.1007/978-3-030-50526-4_26
Andra, C., Brunetto, D. S., & Kontorovich, I. (2020). Designing mathematics hybrid classrooms in high school: the cases of Nicoletta and Lorenza. In: Howard, J.P. Beyers, J.F. (EdS) Teaching and Learning Mathematics Online. Chapman and Hall/CRC. pp. 61-72 .
Andra, C., Brunetto, D. S., & Kontorovich, I. (2020). Designing mathematics hybrid classrooms in high school: the cases of Valeria. In: Howard, J.P. Beyers, J.F. (EdS) Teaching and Learning Mathematics Online. Chapman and Hall/CRC. pp. 43-60 .
Editor:
Editor:
Theorizing and Measuring Affect in Mathematics Teaching and Learning - Insights from the 25th International Conference on Mathematical Views. Andrà, C., Brunetto, D., Martignone, F. (Editors). Springer International Publishing. (in press).
Teaching and Learning in Maths Classrooms. Andrà, C., Brunetto, D., Levenson, E., Liljedahl, P. (Editors). Springer International Publishing. (2017). DOI: https://doi.org/10.1007/978-3-319-49232-2 ◊
Conference papers
Conference papers
C. Bassi, D. Brunetto & U. Dello Iacono. (in press). Teaching as a system: insights from a Teacher Professional Development program. In The 30th International Mathematical Views Conference (2024, Freiburg, Italy).
Bernardi, G., B.D., & Turconi, G. (2024). The secondary-tertiary transition in mathematics: insight through personal journals in a math class. In The 10th International Conference on Higher Education Advances (HEAd’24). pp. 689-696
Brunetto, D., & Iacono, U. D. (2024). L’uso di strumenti digitali nella progettazione didattica: una prospettiva degli insegnanti di matematica della scuola secondaria di secondo grado. 40 SEMINARIO NAZIONALE DI RICERCA IN DIDATTICA DELLA MATEMATICA “GIOVANNI PRODI”. Rimini, Italy (2024)
Brunetto, D., Elmansuri, M., Mikhail, R. A. A., Campioli, S., & Ma, Y. (in press). Towards Innovative Teaching Methodologies through MOOCs: A Case Study. In The 20th biennial ISATT Conference. Bari, Italy (2023). [extended abstract]
C. Bassi, D. Brunetto & U. Dello Iacono. (2023). Mathematics teachers' views towards desing: An exploratory study in the Italian context. In The 29th International Mathematical Views Conference (2023, Vercelli, Italy). [extended abstract]
Bassi, C., B.D, Dello Iacono, U. (2023). THE INFLUENCE OF A PROFESSIONAL DEVELOPMENT PROGRAM ON TEACHERS’ BELIEFS CONCERNING DESIGNING WITH DIGITAL TECHNOLOGIES. In Digital Tools in Mathematics Education (CADGME 2023). Catania, Italy (2023). [extended abstract]
Bassi, C., Bernardi, G., & B.D. (2023). Design of an online introductory math course for engineering students. In Book of Abstracts of 5th International Conference on Higher Education Learning Methodologies and Technologies Online HELMeTO2023. p. 72-73 (Foggia, Italy, 2022). [extended abstract]
Bassi, C., & Brunetto, D. (2023). Shared drawings in a mathematical modelling activity: an exploratory study. In CERME 13 - Congress of the European Society for Research in Mathematics Education. Budapest, Hungary (2023)
B.D., Bernardi, G., & Bassi, C. (2023). Students experience of blended teaching formats in per-calculus courses. In The 9th International Conference on Higher Education Advances (HEAd’23). pp. 981-988
Andrà, C., B.D., Bassi, C., & Pini, A. (2022). Understanding STEM students' difficulties with mathematics. In Book of Abstracts of 4th International Conference on Higher Education Learning Methodologies and Technologies Online HELMeTO2022. p. 157. (Palermo, Italy, 2022). [extended abstract]
Brunetto, D., Dello Iacono, U. (2022). Teachers' understanding of digital technology. In Digital Tools in Mathematics Education (CADGME 2022). Jerusalem, Israel (2022).
Bassi, C., & Brunetto, D. (2022). The role of enjoyment in mathematical modelling activities. In PME 45 - The 45th conference of the International Group for Psychology in Mathematics Education. Alicante, Spain (2022) [extended abstract]
B.D., & Cangiotti, N. (2022). Online team working with emerging technologies in a university math class. In The 8th International Conference on Higher Education Advances (HEAd’22). pp. 1263-1270
Bassi, C., & Brunetto, D. (2022) Possible strategies to enhance students’ learning and achievement in mathematical modelling teaching experiences. In CERME 12 - Congress of the European Society for Research in Mathematics Education. Bolzan, Italy (2022)
Andrà, C., Magnano, G., Brunetto, D., & Tassone, M. (2022) Mathematical views: a preliminary analysis on undergraduate mathematics students. In CERME 12 - Congress of the European Society for Research in Mathematics Education. Bolzan, Italy (2022)
Brunetto, D., Tassone, M., & Cravero, E., (2022) Community detection for undergraduate mathematical views. In CERME 12 - Congress of the European Society for Research in Mathematics Education. Bolzan, Italy (2022)
Kock, Z.J., Brunetto, D., & Pepin, B. (in press) How university students perceive the importance of resources to study calculus and linear algebra. In The 14th International Congress on Mathematical Education Shanghai ICME-14. (2021)
Brunetto, D., Moura Santos, A. (2021). Designing active Maths for undergraduate STEAM students. In The 7th International Conference on Higher Education Advances (HEAd’21). pp. 1177-1185
Moura Santos, A., Brunetto, D. (2021). Designing Maths Interactive lessons. In 4th International Conference of the Portuguese Society for Engineering Education (CISPEE 2021).
Bernardi, G., Brunetto, D. (2020) TEACHERS’ VIEWS ON DISTANCE LEARNING: AN EXPLORATORY STUDY. In The 26th Conference of mathematical views: DIMAVI26.
Brunetto, D., Marchionna, C., Repossi, E. Supporting deep understanding with emerging technologies in a STEM university math class. In The 6th International Conference on Higher Education Advances (HEAd’20). pp 569 - 577 (2020).
Andrà, C., Brunetto, D., Parolini, N., Verani, M. TEEN-immigrants explore a math mobile app. The 14th International Conference on Technology in Mathematics Teaching. ICTMT14. pp. 237 - 244 (2020)
Bernardi, G., Brunetto, D. Using a mathematical forum in a graduate course: the nature of Rick’s and John’s participation. In Proceedings of 14th International Conference on Technology in Mathematics Teaching. ICTMT14. pp247 - 254. (2020)
Kock, Z.J., Brunetto, D., Pepin, B. Students choice and perceived importance of resources in first-year university calculus and linear algebra. In Proceedings of 14th International Conference on Technology in Mathematics Teaching. ICTMT14. pp 91 - 98. (2020)
Andrà C., Bernardi G., Brunetto D. Teaching with emerging technologies in a STEM university mathclass. The 5th International Conference on Higher Education Advances (HEAd’19). Edited by: Josep Domenech, Paloma Merello, Elena de la Poza, Desamparados Blazquez, Raúl Peña-Ortiz. pp. 963-971 (2019).
Andrà C., Brunetto D., Repossi E. Designing mathematical tasks to promote students’ online interaction. The 1st International Conference of Mathematics Education in Digital Age. Edited by: Hans-Georg Weigand, Alison Clark-Wilson, Ana Donevska, 27. Copenhagen, Denmark (2018).
Andrà C., Brunetto D., Kontorovich I. There is more than one flipped classroom. The 13th International Conference on Technology in Mathematics Teaching. Lyon, France (2017).
Brunetto, D., Hendrickx, J. The optimal strategy to control a non-linear monotone system with unilateral interactions. In 36th Benelux Meeting on systems and control. Spa, Belgium (2017).
Brunetto D., and Kontorovich I. Math lessons: from flipped to amalgamated, from teacher- to learner-centered. Proceedings of 21st Mathematical Views Conference (2015). In Teaching and Learning in Maths Classrooms (pp. 119-129). Springer International Publishing (2017). ◊
Brunetto D. and Andrà C., What is a "good" Massive open online course?. Proceedings of 20th Mathematical Views Conference (2014).
Brunetto D., Andrà C., Parolini N., and Verani M. Teachers' perspective on group dynamics. In CERME 9-Ninth Congress of the European Society for Research in Mathematics Education (pp. 1309-1310).◊
Andrà, C., Brunetto, D., Parolini, N., Verani, M. 'I can-you can': Cooperation in group activities. In CERME 9-Ninth Congress of the European Society for Research in Mathematics Education (pp. 1109-1115).◊
§ invited
Talks & Seminars
Talks & Seminars
B.D., M. Conti (2024). Le derivate in classe: strumenti e risorse digitali per l'insegnamento del calcolo differenziale. Seminari FDS - Department of Mathematics - Politecnico di Milano (Milan, Italy, 2024)
B.D. (2024). Empowerment by STEM - insights from TEEN project. M-CTRAS webinars STEM for Facilitating Effective Instruction in Inclusive Mathematics Classroom for ALL Students. (Long Beach, California, 2024) §
B.D. (2024). Matematica per Scenari. Secondo Convegno Nazionale CARME - "Ricerca in pratica: la ricerca in didattica della matematica per la scuola". (Pistoia, Italy, 2024) [workshop]
B. D., Iacono, U. D. (2024). L’uso di strumenti digitali nella progettazione didattica: una prospettiva degli insegnanti di matematica della scuola secondaria di secondo grado. 40 SEMINARIO NAZIONALE DI RICERCA IN DIDATTICA DELLA MATEMATICA “GIOVANNI PRODI”. (Rimini, Italy, 2024)
B.D., M. Conti (2024). Attivare i processi metacognitivi con l’intelligenza artificiale generativa. In Il ruolo delle tecnologie digitali a supporto della didattica della matematica: esperienze di buone pratiche a livello universitario. Workshop DIGiMATH. (Rome, Italy, 2024)
B.D. (2023). Teaching as a system: a model to understand and describe instructors' behaviour. In UCD MERG-Maths Education Research Group Seminar Series. (Dublin, Ireland, 2023) §
B.D. (2023). Metodi matematici per analisi delle difficoltà in matematica degli studenti di Ingegneria. In Giornata di studio sulla Didattica Universitaria della Matematica. (Torino, Italy, 2023) §
Albano, G., B.D., Telloni, A. (2023). Gruppo DIGiMATH - Verso una cultura digitale. Come la tecnologia cambia, e può migliorare, le relazioni docente-studente. In XXIII Congresso dell’Unione Matematica Italiana. (Pisa, Italy, 2023) §
B.D., Parolini, N., Andrà, C. (2023). Il progetto MATEC. In XXIII Congresso dell’Unione Matematica Italiana. (Pisa, Italy, 2023)
B.D. (2023). Matematica per scenari: oltre il problem-solving c'è la modellistica. In the 2023 edition of the bi-annual congress of the Italian Society of Applied and Industrial Mathematics (SIMAI) - Edu-Simai. (Matera, Italy, 2023) §
B.D., Pacelli, T., Perri, A. (2023). Attività di valutazione formativa in matematica: le potenzialità delle risorse digitali. In Ciclo Webinar 2022-23 - ‘Didattica aumentata’ in corsi universitari: dalla ricerca alle buone pratiche in matematica. Gruppo UMI-DIGiMATH.
B.D. (2023). I problemi del Rally e la modellizzazione matematica: spunti, idee, esperienze. In Incontri di formazione del Rally Matematico Transalpino - Milano. (Milan, Italy, 2023). §
B.D. (2022) Teachers' understanding of digital technology. In Digital Tools in Mathematics Education (CADGME 2022). (Jerusalem, Israel, 2022). [Hybrid]
Andrà, C., B.D., & Scott, C. (2022). The challenge of teaching mathematics "at the frontier". In PME 45 - The 45th conference of the International Group for Psychology in Mathematics Education. (Alicante, Spain, 2022)
B.D., Santos, A. M. (2022). Flipping the class: Analyzing different praxis. In Fost-Wom: Flipped-classroom with gender inclusive STEM MOOCs. (Lisboa, Portugal, 2022)
B.D. StreetMath: Supporting young migrants empowerment. In International Conference on Gamifying Mathematics in CLIL Context. (Cordoba, Spain, 2021). [online]
B.D. Virtual blended classroom in mathematics for undergraduate engineering students. In Lene4life Knowledge Exchange conference. (Dundee, United Kigdom, 2021). [online]
B.D. An Elementary Introduction To Social Network For Mathematics Education Research. In DISMA-Excellence seminars - Department of Mathematics, Politecnico di Torino. (Torino, Italy, 2021). [§ webinar]
B.D. BetOnMath - Scommetti sulla matematica. In Didattica della Matematica course - Università degli studi di Napoli - Federico II (Napoli, Italy, 2020) [§ webinar]
B.D., Parolini, N. - BetOnMath - smontare i giochi d'azzardo. In "I Lincei per una nuova didattica nella scuola: una rete nazionale" (Cagliari, Italy, 2020). [§ online workshop]
B.D. Remote teaching: design, produce and use (math) contents. In Digital Technology and Society course - Politecnico di Milano. (Milano, Italy, 2020). [§ webinar]
B.D. Le sfide della didattica a distanza: progettare, costruire e implementare. Corso di Formazione insegnanti - Mathesis Firenze. (Firenze, Italy, 2020). [§ online workshop]
B.D. La matematica per l'inclusione sociale. In Seminari didattica della matematica. Università degli studi del Piemonte orientale, Alessandria, Italy. [§ webinar]
B.D. Flipped-classroom per i corsi di analisi matematica. In E-learning e matematica nella formazione universitaria e post-universitaria: da buone pratiche a linee di ricerca. Università degli Studi di Salerno, Fisciano. (Fisciano, Italy, 2019)
B.D. The story of the MOOC that became OER. In Open Educational Global Conference 2019, Politecnico di Milano. (Milan, Italy, 2019)
B.D. SOCRATIVE: diversi esempi d'uso per i corsi di matematica. EDUTONIC, Politecnico di Milano. (Milan, Italy, 2019) §
B.D. Uno strumento per la gestione degli interventi durante i lavori di gruppo. GIMAT2019, Università di Palermo. (Palermo, Italy, 2019)
Andrà C., B.D.*, Parolini N., Verani M. StreetMath: La matematica per giovani migranti e non solo. XXI congresso UMI, Università di Pavia. (Pavia, Italy, 2019)
B.D. Design, produce and use (math) contents. PhD-Course: Innovative Teaching of PhD School at Politecnico di Milano (Milan, Italy. 2019) §
B.D. Streetmath: The mathematics for young immigrants. 2Teach seminar at Department of Mathematics, Politecnico di Milano (Milan, Italy. 2018) §
B.D. Design Mathematical Activities for mobile app. Digital Tools and Mathematical Modelling in Mathematics Education. (Wurzuburg, Germany. 2018).
Andrà C., Branchetti L., B.D.* Freshmen engineering students: are they all the same? CERME 10- The tenth Congress of the European Society for Research in Mathematics Education. (Dublin, Ireland. 2017).
B.D. Students interaction during classroom practices: a mathematical model. XII Seminario Nazionale Giovani. (Rimini, Italy. 2017).
Alberti V., Andrà C., B.D*., Lazzati A., Monastirli N., Repossi E., Rezoagli F. Una flipped classroom, tante classi. XXXI Convegno Nazionale Matematica, Didattica e Scuola: fra ricerca e prassi quotidiana. (Castel San Pietro Terme - BO, Italy. 2017).
B.D. Small group students activity: a mathematical model to improve the dynamics. II Workshop Problem in Discrete Dynamics (Arcidosso - GR, Italy. 2017).
B.D. A MOOC Project to Reduce Gap Between High School and University. OEB2014: 20th International Conference on technology supported learning and training. (Berlin, German. 2014).
... in progress
... in progress
Teaching mathematics with technologies - with Umberto dello Iacono
Learners activities on mathematics MOOC - with Giovannina Albano, Eugenia Taranto
Resources in higher education - with Zeger-Jan Kock, Birgit Pepin
OERs in university math class - with Ana Moura Santos
Real-world problems - with Caterina Bassi
Mathematical empowerment in fragile context - with Sofia Galli, Helena Dell'Anna & Francesco Nappo
Virtual blended classroom - with Giulia Bernardi
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