Unstructured Citation

Maffia, A., Giberti, C. (2016), “Didattica della matematica e PISA: strade percorse e nuovi sentieri da battere”, in L. Palmerio (a cura di), PISA 2012. Contributi di approfondimento. Milano: FrancoAngeli, pp. 190-200.

Unstructured Citation

Maffia, A., Mariotti, M.A. (2018), “Intuitive and Formal Models of Whole Numbers Multiplication: Relations and Emerging Structures”, For the Learning of Mathematics, 38 (3), pp. 30-36.

Unstructured Citation

Mullis, I.V.S., Martin, M.O., Foy, P., Hooper, M. (2016), TIMSS 2015 International Results in Mathematics. Boston: TIMSS & PIRLS International Study Center.

Unstructured Citation

OECD (2013), PISA 2012 Results: Excellence Through Equity: Giving Every Student the Chance to Succeed (Volume II). Paris: OECD Publishing.

Unstructured Citation

OECD (2016), PISA 2015 Results (Volume I): Excellence and Equity in Education. Paris: OECD Publishing.

Unstructured Citation

Ongaki, N.M., Musa, F.W. (2014), “Enhancing Socio-Economic Equity in Accessing Quality Education: A Case of Form One Selection Policy in KISII County, Kenya”, The International Journal of Business & Management, 2 (11), p. 157.

Unstructured Citation

Pajares, F. (2005), “Gender Differences in Mathematics Self-efficacy Beliefs”, in A. Gallagher, J. Kaufman (eds), Gender Differences in Mathematics: An Integrative Psychological Approach. New York: Cambridge University Press, pp. 294-315.

Unstructured Citation

Pizmony-Levy, O., Torney-Purta, J. (2018), “How Journalists and Researchers Communicate Results of International Large-Scale Assessments”, Cadmo. Giornale Italiano di Pedagogia sperimentale. An International Journal of Educational Research, 26, 1, pp. 51-65.

Unstructured Citation

Rasch, G. (1960), Probabilistic Models for Some Intelligence and Attainment Tests. Copenhagen: Danish Institute for Educational Research.

Unstructured Citation

Riegle-Crumb, C. (2005), “The Cross-national Context of the Gender Gap in Math and Science”, in L. Hedges, B. Schneider (eds), The Social Organization of Schooling. New York: Russell, pp. 227-243.

Unstructured Citation

Ryan, J., Williams, J. (2007), Children’S Mathematics 4-15: Learning from Errors and Misconceptions: Learning from Errors and Misconceptions. Maidenhead (UK): McGraw-Hill Education.

Unstructured Citation

Sbaragli, S. (2012), “Il ruolo delle misconcezioni nella didattica della matematica”, in G. Bolondi, M.I. Fandiño Pinilla (a cura di), I quaderni della didattica. Metodi e strumenti per l’insegnamento e l’apprendimento della matematica. Napoli: EDISES, pp. 121-139.

Unstructured Citation

Sfard, A. (2005), “What could be more Practical than Good Research?”, Educational Studies in Mathematics, 58 (3), pp. 393-413.

Unstructured Citation

Winkelmann, H., van den Heuvel-Panhuizen, M., Robitzsch, A. (2008), “Gender Differences in the Mathematics Achievements of German Primary School Students: Results from a German Large-scale Study”, ZDM – The International Journal on Mathematics Education, 40 (4), pp. 601-616.

Unstructured Citation

Wößmann, L., Schütz, G. (2006), “Efficiency and Equity in European Education and Training Systems”, Analytical Report for the European Commission prepared by the European Expert Network on Economics of Education. Bruxelles: European Commission.