| Norwegian prospective teachers’ MKT when interpreting pupils’ productions on a fraction task A Jakobsen, CM Ribeiro, M Mellone Nordic Studies in Mathematics Education 19 (3-4), 135-150, 2014 | 80 | 2014 |
| Cultural transposition: Italian didactic experiences inspired by Chinese and Russian perspectives on whole number arithmetic M Mellone, A Ramploud, B Di Paola, F Martignone ZDM 51, 199-212, 2019 | 69 | 2019 |
| INTERPRETING STUDENTS'NON-STANDARD REASONING: INSIGHTS FOR MATHEMATICS TEACHER EDUCATION M Ribeiro, M Mellone, A Jakobsen For The learning of mathematics 36 (2), 8-13, 2016 | 48 | 2016 |
| The effect of rewording and dyadic interaction on realistic reasoning in solving word problems M Mellone, L Verschaffel, W Van Dooren The Journal of Mathematical Behavior 46, 1-12, 2017 | 29 | 2017 |
| Mathematics teachers’ interpretative knowledge of students’ errors and non-standard reasoning M Mellone, M Ribeiro, A Jakobsen, G Carotenuto, P Romano, T Pacelli Research in Mathematics Education 22 (2), 154-167, 2020 | 26 | 2020 |
| Prospective teachers’ knowledge in/for giving sense to students’ productions CM Ribeiro, M Mellone, A Jakobsen Proc. 37th Conf. of the Int. Group for the Psychology of Mathematics …, 2013 | 26 | 2013 |
| An experience of cultural transposition of the El’konin-Davydov curriculum M Mellone, A Ramploud, G Carotenuto Educational Studies in Mathematics 106, 379-396, 2021 | 25 | 2021 |
| Additive structure: An educational experience of cultural transposition M Mellone, A Ramploud Proceedings of the 23rd ICMI Study: Primary Mathematics Study on Whole …, 2015 | 25 | 2015 |
| The influence of theoretical tools on teachers’ orientation to notice and classroom practice: a case study M Mellone Journal of Mathematics Teacher Education 14, 269-284, 2011 | 23 | 2011 |
| Ambiguity as a cognitive and didactic resource M Mellone, R Tortora CERME 9-Ninth Congress of the European Society for Research in Mathematics …, 2015 | 18 | 2015 |
| Counting vs. measuring: Reflections on number roots between epistemology and neuroscience D Iannece, M Mellone, R Tortora Proceedings of the 33rd Conference of the International group for the …, 2009 | 18 | 2009 |
| The time is out of joint. Teacher subjectivity during COVID-19 A Ramploud, S Funghi, M Mellone Journal of Mathematics Teacher Education 25 (5), 533-553, 2022 | 16 | 2022 |
| Interpretative knowledge P Di Martino, M Mellone, M Ribeiro Encyclopedia of mathematics education. Cham: Springer. doi 10, 978-3, 2019 | 16 | 2019 |
| Characterizing prospective teachers’ knowledge in/for interpreting students’ solutions CM Ribeiro, M Mellone, A Jakobsen Proceedings of the 37th Conference of the International Group for the …, 2013 | 15 | 2013 |
| Early multiplicative thought: a kindergarten path R Tortora, D Iannece, M Mellone PROCEEDINGS OF THE PME CONFERENCE 3, 121-127, 2010 | 15 | 2010 |
| Conceitualizando tarefas formativas para desenvolver as especificidades do conhecimento interpretativo e especializado do professor M Ribeiro, A Almeida, M Mellone Perspectivas da Educação Matemática 14 (35), 1-32, 2021 | 13 | 2021 |
| Conceptualising tasks for teacher education: from a research methodology to teachers’ knowledge development M Policastro, M Mellone, M Ribeiro, D Fiorentini Eleventh Congress of the European Society for Research in Mathematics Education, 2019 | 11 | 2019 |
| Cultural transposition of a thinking classroom: to conceive possible unthoughts in mathematical problem solving activity M Mellone, T Pacelli, P Liljedahl ZDM–Mathematics Education 53 (4), 785-798, 2021 | 10 | 2021 |
| An introduction to multiple perspectives on Davydov’s approach in the XXI century L Venenciano, E Polotskaia, M Mellone, L Radford Educational Studies in Mathematics 106, 323-326, 2021 | 9 | 2021 |
| PROSPECTIVE TEACHERS’INTERPRETATIVE KNOWLEDGE ON EARLY ALGEBRA R Di Bernardo, G Carotenuto, M Mellone, M Ribeiro | 9 | 2017 |
Arne JakobsenProfessor, University of Stavanger在 uis.no 的电子邮件经过验证
