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Università degli Studi di Torino

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Cristina Sabena

Professore/Professoressa ordinario/a

Contatti

Presso

  • Department of Philosophy and Education Sciences
  • Dipartimento di Filosofia e Scienze dell'Educazione
  • Corso di laurea magistrale a ciclo unico in
    Scienze della Formazione Primaria
  • PhD in Pure and Applied Mathematics

Curriculum vitae

  • Curriculum Vitae (0.3 MB)

    • Prodotti della ricerca

    Tutti i miei prodotti della ricerca

    Prodotti della ricerca selezionati

    Chan, M.C., Sabena, C. & Wagner, D. (2021). Mathematics education in a time of crisis—a viral pandemic. Educational Studies in Mathematics, Volume 108, issue 1-2, pp. 1-13.

    Swidan, O., Sabena, C. & Arzarello, F. (2020). Disclosure of mathematical relationships with a digital tool: a three layer-model of meaning. Educational Studies in Mathematics, 103, 83–101.

    Maffia, A., & Sabena, C. (2020). On the mathematics teacher’s use of gestures as pivot signs in semiotic chains. For the Learning of Mathematics, 40(1), 15-21.

    Cusi, A., Sabena, C. (2020). The role of the teacher in fostering students’ evolution across different layers of generalization by means of argumentation. RECME-Revista Colombiana de Matemática Educativa, 5 (2), pp. 93-105. http://funes.uniandes.edu.co/22718.

    Swidan, O., Schacht, F., Sabena, C., Fried, M., El-Sana, J. & Arzarello, F. (2020). Engaging students in covariational reasoning within an augmented reality environment. In T. Prodromou (ed.), Augmented Reality in Educational Settings (pp. 147-167). Leiden/Boston: Brill|Sense Education.

    De Simone, M. & Sabena, C. (2020). Making choices and explaining them: an experiment with strategy games in kindergarten. In M. Carlsen, I. Erfjord, P.S. Hundeland, (Eds.), A Mathematics Education in the Early Years. Results from the POEM4 Conference, (pp. 143-159). Springer International Publishing. 2018 Kristiansand, Norway 29-30 May 2018.

    Carotenuto, G., Mellone, M., Sabena, C. & Lattaro, P. (2020). Un progetto di educazione matematica informale per prevenire la dispersione scolastica. Matematica, Cultura e Società – Rivista dell’Unione Matematica Italiana, Serie 1, Vol. 5, N° 2, agosto 2020, 157-172.

    Ferri, F., Martignone, E., Robotti, E. & Sabena, C. (2020). Interpretare dati, discutere e riflettere insieme: esperienze didattiche in IV e V primaria. Didattica della matematica. Dalla ricerca alle pratiche d’aula. Online www.rivistaddm.ch, 2020 (8), 82 – 108.

    Sabena, C., Albano, G., Pierri, A. (2020). Formative assessment workshops as a tool to support pre-service teacher education on argumentation. Proceedings of CIEAEM71, Braga 22-26 July 2019, Quaderni di Ricerca in Didattica (Mathematics), special issue 7, 2020, pp. 205-216. http://math.unipa.it/%7Egrim/quaderno_2020_numspec_7.htm.

    Albano, G., Pierri, A. & Sabena, C. (2020). Enhancing formative assessment practices in undergraduate courses by means of online workshops. In B. Barzel, R. Bebernik, L. Göbel, M. Pohl, H. Ruchniewicz, F. Schacht, D. Thurm (eds.), Proceedings of ICTMT 14 (pp. 155-162). Essen, Germany, 22nd to 25th of July 2019.

    Sabena, C., Ferri, F., Martignone, F., Robotti, E. (2019) Insegnare e apprendere matematica nella scuola dell’infanzia e primaria. Milano: Mondadori Università.

    Cusi A., Morselli F., Sabena C. (2019) The Use of Polls to Enhance Formative Assessment Processes in Mathematics Classroom Discussions. In: G. Aldon & J. Trgalová (eds.) Technology in Mathematics Teaching. Mathematics Education in the Digital Era, vol 13 (pp. 7-30). Springer, Cham.

    Soldano, C., Sabena, C. (2019). Fostering critical thinking in primary school within dynamic geometry environments. In: B. Di Paola, Y. Aberkane, F. Cerquetti (Eds.), Mathematics and living together: social process and didactic principle, Proceedings of CIEAEM 70, Mostaganem 15-19 July 2018, Quaderni di Ricerca in Didattica, special issue 3, 73-79. ISSN 1592-4424. http://math.unipa.it/%7Egrim/quaderno_2019_numspec_3.htm.

    Soldano, C., Sabena, C. (2019). Semiotic potential of inquiring-game activities. In M. Graven, H. Venkat, A.A. Essien & P. Vale (eds.), Proceedings of 43rd Conference of the International Group for the Psychology of Mathematics Education (PME43), Vol 3 (pp. 319-327). Pretoria, South Africa: PME. 

    Soldano, C., Sabena, C. (2019). Exploring non-prototypical configurations of equivalent areas through inquiring-game activities within DGE. In: U. T. Jankvist, M. van den Heuvel-Panhuizen, & M. Veldhuis (Eds.), Proceedings of CERME 11 (pp. 2949-2956). Utrecht, the Netherlands: Freudenthal Group & Freudenthal Institute, Utrecht University and ERME.

    Sabena, C. (2018). Multimodality and the semiotic bundle lens: a constructive resonance with the theory of objectification. PNA. Revista de Investigación en Didáctica de la Matemática, vol 12, n° 4, pp. 185-208.

    Sabena, C. (2018). Exploring the contribution of gestures to mathematical argumentation processes from a semiotic perspective. In G. Kaiser, H. Forgasz, M. Graven, A. Kuznia, E. Simmt & B. Xu (Eds.), Invited Lectures from the 13th International Congress on Mathematics Education (pp. 541-559). Springer Open.

    Cusi, A., Morselli, F. and Sabena, C. (2018). The use of digital technologies to enhance formative assessment processes. In D.R. Thompson, M. Burton, A. Cusi, D. Wright (Eds.), Classroom assessment in mathematics. Perspectives from around the globe (pp. 77-92). ICME-13 Monographs. Springer.

    Cusi, A., Morselli, F., and Sabena, C. (2017). Promoting formative assessment in a connected classroom  environment: design and implementation of digital resources. ZDM Mathematics Education, 49:755–767. 

    Cusi, A., Morselli, F., and Sabena, C. (2017). Promuovere strategie di valutazione formativa in Matematica con le nuove tecnologie: l’esperienza del progetto FaSMEd. Annali online della Didattica e della Formazione Docente, Vol 9, N° 14, Strategie e metodologie didattiche in Matematica e nelle Scienze, pp. 91-107.

    Cusi, A., Morselli, F. & Sabena, C. (2017). “Every time I fell down (made a mistake), I could get up (correct)”: affective factors in formative assessment practices with classroom connected technologies. In C. Andrà, D. Brunetto, E. Levenson & P. Liljedal (Eds.), Teaching and Learning in Maths Classrooms: Emerging Themes in Affect-related Research: Teachers' Beliefs, Students' Engagement and Social Interaction (Research in Mathematics Education) (pp. 265-275). Dordrecht, Heidelberg, New York, London: Springer.

    Radford, L., Arzarello, F., Edwards, L., and Sabena, C. (2017). The Multimodal Material Mind: Embodiment in Mathematics Education. In J. Cai (Ed.), Compendium for Research in Mathematics Education (pp. 700-721). Reston, VA: National Council of Teachers of Mathematics.

    Aldon, G., Cusi, A., Morselli, F., Panero, M & Sabena, C. (2017). Formative assessment and technology: reflections developed through the collaboration between teachers and researchers In G. Aldon, F. Hitt, L. Bazzini & U. Gellert (eds.), Mathematics and technology: a CIEAEM source book (pp. 551-578). Springer Series ‘Advances in Mathematics Education’.

    Radford, L., Arzarello, F., Edwards, L., and Sabena, C. (2017). The Multimodal Material Mind: Embodiment in Mathematics Education. In J. Cai (Ed.), Compendium for Research in Mathematics Education (pp. 700-721). Reston, VA: National Council of Teachers of Mathematics.

    Sabena, C. (2017). Early child spatial development: a teaching experiment with programmable robots. In G. Aldon, F. Hitt, L. Bazzini & U. Gellert (eds.), Mathematics and technology: a C.I.E.A.E.M. source book (pp. 13-30). Springer Series ‘Advances in Mathematics Education’.

    Aldon, G. & Sabena, C. (2015). Formative assessment in the FaSMEd project: reflections from classroom experiences. In C. Sabena, B. Di Paola (eds.), Teaching and learning mathematics: resources and obstables, Proceedings of CIEAEM 67, Quaderni di ricerca didattica, 25-2 (pp. 83-86). Aosta, July 20-24, 2015. http://math.unipa.it/~grim/CIEAEM%2067_Pproceedings_QRDM_Issue%2025_Suppl.2.pdf

    Maffia, A., & Sabena C. (2016). Teacher gestures as pivot signs in semiotic chains. In C. Csikos, A. Rausch, & J. Szitànyi (Eds.), Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 235-242). Szeged, Hungary: PME.

    Panero, M., Arzarello, F. & Sabena, C. (2016). The mathematical work with the derivative of a function: teachers’ practices with the idea of “generic”. In I. M. Gómez-Chacón, L. Vivier (Eds.) Mathematical work: the role of teacher, knowledge and interactions.Boletim de Educação Matemática (BOLEMA), 30(54), 265-286.

    Sabena, C. (2015). La concettualizzazione spaziale nel bambino: una sperimentazione con un robottino programmabile. L’insegnamento della matematica e delle scienze integrate, vol. 38 A-B, n°3 (maggio-giugno 2015), pp. 213-234.

    Bazzini, L. & Sabena, C. (2015). Participation in mathematical problem-solving through gestures and narration. In Gellert, J. Giménez, C. Hahn, S. Kafoussi (Eds.), Educational Paths to Mathematics: A C.I.E.A.E.M Sourcebook. Cham: Springer.

    Maffia, A. & Sabena, C. (2015). Networking of theories as resource for classroom activities analysis: the emergence of multimodal semiotic chains. In C. Sabena, B. Di Paola (eds.), Teaching and learning mathematics: resources and obstables, Proceedings of CIEAEM 67, Quaderni di ricerca didattica, 25-2 (pp. 405-417). Aosta, July 20-24, 2015.

    Morselli, F. & Sabena, C. (2015). “Let’s play! Let’s try with numbers!”: Pre-service teachers’ affective pathways in problem solving. In K. Krainer & N. Vondrova (Eds.), Proceedings of CERME9 (pp. 1231-1237). Prague: Charles University in Prague, Faculty of Education and ERME. https://hal.archives-ouvertes.fr/CERME9.

    Radford, L. & Sabena, C. (2015) The Question of Method in a Vygotskian Semiotic Approach. In A. Bikner-Ahsbahs, C. Knipping & N. Presmeg (Eds.), Approaches to Qualitative Research in Mathematics Education. Examples of Methodology and Methods (pp. 157-182). Springer: Dordrecht, Heidelberg, New York, London.

    Aldon, G., Cusi, A., Morselli, F., Panero, M., & Sabena, C. (2015). Which support technology can give to mathematics formative assessment? The FaSMEd project in Italy and France. In C. Sabena, B. Di Paola (eds.), Teaching and learning mathematics: resources and obstables, Proceedings of CIEAEM 67, Quaderni di ricerca didattica, 25-2 (pp. 631-641). Aosta, July 20-24, 2015.http://math.unipa.it/~grim/CIEAEM%2067_Pproceedings_QRDM_Issue%2025_Suppl.2.pdf.

    Coppola, C., Di Martino, P., Pacelli, T & Sabena, C. (2015). Crucial events in pre-service primary teachers’ mathematical experience. In K. Beswick, T. Muir, J. Wells. (Eds.), Proceedings of PME39, Vol 2 (pp. 193-200). Hobart, Australia: PME.

    Andrà, C., Lindström, P., Arzarello, F., Holmqvist, K., Robutti, O., Sabena, C. (2015). Reading mathematics representations: an eye-tracking study. International Journal of Science and Mathematics Education, Volume 13, Issue 2, pp 237-259.

    Sabena, C. (2014). Early childhood spatial development through a programmable robot. In G. Aldon, B. Di Paola, C. Fazio (2015). Mathematics and reality, Proceedings of CIEAEM 66, Quaderni di Ricerca in didattica, 24(1), pp. 265-278. http://math.unipa.it/~grim/quaderno24_suppl_1.htm.

    Sabena, C. (2014). Description of the data: Introducting the session of Carlo, Giovanni and the exponential function. In A. Bikner-Ahsbahs & S. Prediger (Eds.), Networking of Theories as a Research Practice in Mathematics Education. ZDM-Series Advances in Mathematics Education (pp. 13-28). New York: Springer.

    Arzarello, F. & Sabena, C. (2014). Analytic-Structural Functions of Gestures in Mathematical Argumentation Processes. In L.D. Edwards, F. Ferrara & D. Moore-Russo (Eds.), Emerging perspectives on gesture and embodiment (pp. 75-103). Charlotte, NC (US): Information Age Publishing, Inc.

    Arzarello, F. & Sabena, C. (2014). Introduction to the approach of Action, Production and Communication (APC). In A. Bikner-Ahsbahs & S. Prediger (Eds.), Networking of Theories as a Research Practice in Mathematics Education (pp. 31-45). ZDM-Series Advances in Mathematics Education. New York: Springer.

    Martignone, F. & Sabena, C. (2014). Analysis of argumentation processes in strategic interaction problems. In P. Liljedahl, C. Nicol, S. Oesterle, & D. Allan (Eds.), Proceedings of the Joint Meeting of PME 38 and PME-NA 36, Vol. 1, pp. 218-223. Vancouver, Canada: PME.

    Morselli, F. & Sabena, C. (2014). Emozioni e risoluzioni di problemi di matematica. Un’indagine sui futuri insegnanti della scuola dell’infanzia e primaria. Pedagogia e Vita, 72(2014), pp. 183-200.

    Dreyfus, T., Sabena, C., Kidron, I., & Arzarello, F. (2014). The Epistemic Role of Gestures – A case study on networking of APC and AiC. In A. Bikner-Ahsbahs & S. Prediger (Eds.), Networking of Theories as a Research Practice in Mathematics Education (pp. 127-151). ZDM-Series Advances in Mathematics Education. New York: Springer

    Sabena, C., Arzarello, F., Bikner-Ahsbahs, A., & Schäfer, I. (2014). The epistemological gap - A case study on networking of APC and IDS. In A. Bikner-Ahsbahs & S. Prediger (Eds.), Networking of Theories as a Research Practice in Mathematics Education. ZDM-Series Advances in Mathematics Education (pp. 179-200). New York: Springer.

    Bikner-Ahsbahs, A., Sabena, C., Arzarello, F., Krause, C. (2014). Semiotic and theoretic control within and across conceptual frames. In P. Liljedahl, C. Nicol, S. Oesterle, & D. Allan (Eds.), Proceedings of the Joint Meeting of PME 38 and PME-NA 36, Vol. 2, pp. 153-160. Vancouver, Canada: PME. ISBN 978-0-86491-362-3. ISSN 0771-100X. http://www.pme38.com/.

    Giorda, C., Leone, M., Morselli, F., & Sabena, C. (2014). Lo spazio in geografia, fisica e matematica. Un concetto ponte per didattiche interdisciplinari?, Ambiente, società, territorio, LVIV (XIV), pp. 10-15.

    Arzarello, F, Robutti, O., Sabena, C., Cusi, A., Garuti, R., Malara, N., Martignone, F. (2014). Meta-didactical transposition: A theoretical model for teacher education programmes. In A. Clark-Wilson, O. Robutti & N. Sinclair (Eds.), The Mathematics Teacher in the Digital Era. An International Perspective on Technology Focused Professional Development (pp. 347-372). Dordrecht, Olanda: Springer.

    Coppola, C., Di Martino, P., Pacelli, T., & Sabena, C. (2013). Inside teachers’ affect: teaching as an occasion for math-redemption. In M. S. Hannula, P. Portaankorva-Koivisto, A. Laine & L. Näveri (Eds.), Proceedings of MAVI 17 Conference (pp. 203-215). Helsinki, Finland: Finnish Research Association for Subject Didactics.

    Coppola, C., Di Martino, P., Pacelli, T., & Sabena, C. (2013). Primary teachers’ beliefs and emotional disposition towards mathematics and its teaching. In B. Di Paola (Ed), Quaderni di ricerca in didattica (mathematics), Issue 23.1, pp. 217-226. Torino, July 22-26, 2013.

    Coppola, C., Di Martino, P., Mollo, M., Pacelli, T., & Sabena, C. (2013). Pre-service primary teachers’ emotions: the math-redemption phenomenon. In A. M. Lindmeier & A. Heinze (Eds.), Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education (vol 2, pp. 225-232). Kiel, Germany: PME.

    Aldon, G., Arzarello, F., Cusi, A., Garuti, R., Martignone, F., Robutti, O., Sabena, C., Soury-Lavergne, S. (2013). The Meta-didactical transposition: A model for analysing teacher education programs. In A. M. Lindmeier & A. Heinze (Eds.), Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education (vol 1, pp. 97-124). Kiel, Germany: PME.

    Bazzini, L. & Sabena, C. (2012). Participation in mathematics problem-solving through gestures and narration. In S. Kafoussi, C. Skoumpourdi, F. Kalavasis (Eds.), Hellenic Mathematical Society International Journal for Mathematics in Education, Vol. 4 Special Issue (pp. 107-115).

    Sabena, C., Robutti, O., Ferrara, F., Arzarello, F. (2012). The development of a semiotic frame to analyse teaching and learning processes: examples in pre- and post-algebraic contexts. In Coulange, L., Drouhard, J.-P., Dorier, J.-L., Robert, A. (Eds.), Recherches en Didactique des Mathématiques, Numéro spécial hors-série, Enseignement de l'algèbre élémentaire: bilan et perspectives (pp. 231-245). Grenoble: La Pensée Sauvage.

    Coppola, C., Di Martino, P., Pacelli, T. & Sabena, C. (2012). Primary teachers’ affect: a crucial variable in the teaching of mathematics. Nordic Studies in Mathematics Education, 17(3-4), 107-123.

    Sabena, C. (2011). Studiare la multimodalità dell’insegnamento-apprendimento: focus sui gesti. L’insegnamento della matematica e delle scienze integrate, vol. 34 A-B, n° 3, 333-342.

    Arzarello, F., & Sabena, C. (2011). Semiotic and theoretic control in argumentation and proof activities. Educational Studies in Mathematics, Vol. 77(2), pp.189-206.

    Arzarello, F. & Sabena, C. (2011). Meta-cognitive unity in indirect proofs. In M. Pytlak, T. Rowland & E. Swoboda (Eds.), Proceedings of the 7th Congress of the European Society for Research in Mathematics Education (pp. 99-109), Rzeszów, University of Rzeszów, Poland.

    Di Martino, P. & Sabena, C. (2011). Elementary pre-service teachers’ emotions: Shadows from the past to the future. In K. Kislenko (Ed.), Proceedings of MAVI 16 Conference: Current State of Research on Mathematical Beliefs XVI (pp.  89-105). Tallin, Estonia: Tallinn University of Applied Sciences.

    Arzarello, F., Ascari, M., & Sabena, C. (2011). A model for developing students’ example space: the key role of the teacher. ZDM Special Issue on ‘Examples in Mathematical Thinking and Learning from an Educational Perspective’, vol. 43, n° 2, pp. 295-306.

    Arzarello, F., Ascari, M., Baldovino, C., & Sabena, C. (2011). The teacher’s activity under a phenomenological lens. In U. Behiye (Ed.), Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education (vol. 2, pp. 49-56), Ankara, Turkey: PME.

    Holmqvist, K., Andrà, C., Lindström, P., Arzarello, Ferrara, F., Robutti, O. & Sabena, C. (2011). A method for quantifying focused versus overview behavior in AOI sequences. Behavioural Research Methods, 43, 987–998.

    Arzarello, F., Bazzini, L., Ferrara, F., Sabena, C., Andrà, C., Merlo, D. Savioli, K., Villa, B. (2011). Matematica: non è solo questione di testa. Strumenti per osservare i processi di apprendimento in classe. Trento: Edizioni Erickson. ISBN: 978-88-6137-844-5.

    Sabena, C. (2010). Are we talking about graphs or tracks? Potentials and limits of ‘blending signs’. In M.M.F. Pinto & T.F. Kawasaki (Eds.), Proceedings of the 34th Conference of the International Group for the Psychology of Mathematics Education (vol. 4, pp. 105-112), Belo Horizonte, Brazil: PME.

    Di Martino, P. & Sabena, C. (2010). Teachers’ beliefs: The problem of inconsistency with practice. In M.M.F. Pinto & T.F. Kawasaki (Eds.), Proceedings of the 34th Conference of the International Group for the Psychology of Mathematics Education (vol. 2, pp. 313-320), Belo Horizonte, Brazil: PME.

    Arzarello, F., Birkner, A. & Sabena, C. (2010). Complementary networking: Enriching understanding. Proceedings of the 6th Congress of the European Society for Research in Mathematics Education (pp. 1545-1554), January 28th-February 1st 2009, Lyon France © INRP 2010, inrp.fr/editions/cerme6.

    Bazzini, L., Sabena, C. & Strignano, C. (2010). Imagining a mysterious solid: the synergy of semiotic resources. In B. Maj, E. Swoboda, K. Tatsis (Eds.), Motivation via Natural Differentiation in Mathematics (pp. 159-168). Rzeszów: Wydawnictwo Uniwersytetu Rzeszowskiego.

    Arzarello, F., Bazzini, L., Politano, L., Sabena, C. (2010). Multimodal processes in teaching and learning mathematics: A case study in primary school. In G. Pérez-Bustamante, K. Phusavat, F. Ferreira (Eds.) Proceedings of the IASK International Conference Conference (pp. 286-292). Siviglia: IASK.

    Bikner-Ahsbahs, A., Dreyfus, T., Kidron, I., Arzarello, F. Radford, L., Artigue, M. & Sabena, C. (2010). Networking of theories in mathematics education (Research Forum). In M.M.F. Pinto & T.F. Kawasaki (Eds.), Proceedings of the 34th Conference of the International Group for the Psychology of Mathematics Education (vol. 1, pp. 145-175), Belo Horizonte, Brazil: PME.

    Andrà, C., Arzarello, F., Bazzini, L., Ferrara, F., Merlo, D., Sabena, C., Savioli, K., Villa, B., (2010). Sketching primary school teachers’ profiles. Proceedings of MAVI 15 (Mathematical Views) Conference (pp. 79-87). Genova: Dipartimento di Matematica, Università di Genova.

    Bazzini, L., Sabena, C. & Villa, B. (2009). Meaningful context in mathematical problem solving: a case study. Proceedings of the 3rd International Conference on Science and Mathematics Education (pp. 343-351). Penang, Malaysia: CoSMEd.

    Maffei, L., Sabena, C. & Mariotti, M.A. (2009). Exploiting the feedback of the Aplusix CAS to mediate the equivalence between algebraic expressions. In M. Tzekaki, M. Kaldrimidou & C. Sakonidis (Eds.). Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education (vol. 4, pp. 65-72). Thessaloniki, Greece: PME.

    Arzarello, F., Paola, D. & Sabena, C. (2009). Proving in early calculus.  In F.-L. Lin, F.-J. Hsieh, G. Hanna & M. de Villiers (Eds.), Proceedings of Icmi Study 19 conference: Proof and Proving in Mathematics Education (vol. 1, pp. 35-40). Taipei, Taiwan: Department of Mathematics, National Taiwan Normal University.

    Arzarello, F., Paola, D. & Sabena, C. (2009). Logical and semiotic levels in argumentation. In F.-L. Lin, F.-J. Hsieh, G. Hanna & M. de Villiers (Eds.), Proceedings of Icmi Study 19 conference: Proof and Proving in Mathematics Education (vol. 1, pp. 41-46). Taipei, Taiwan: Department of Mathematics, National Taiwan Normal University.

    Arzarello, F., Paola, D. Robutti, O., & Sabena, C. (2009). Gestures as semiotic resources in the mathematics classroom. Educational Studies in Mathematics, 70(2), 97-109.

    Sabena, C., Yoon, C., Arzarello, F., Dreyfus, T., Paola, D. & Thomas, M. (2009). Relationships and control within semiotic bundles. In M. Tzekaki, M. Kaldrimidou & C. Sakonidis (Eds.). Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education (vol. 5, pp. 33-40). Thessaloniki, Greece: PME.

    Andrà, C., Arzarello, F., Ferrara, F., Holmqvist, K., Lindström, P., Robutti, O. & Sabena, C. (2009). How students read mathematical representations: An eye tracking study. In M. Tzekaki, M. Kaldrimidou & C. Sakonidis (Eds.). Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education, (vol. 2, pp. 49-56). Thessaloniki, Greece: PME.

    Sabena, C. (2008). On the semiotics of gestures. In L. Radford, G. Schumbring & F. Seeger (Eds.), Semiotics in Mathematics Education: Epistemology, History, Classroom, and Culture (pp. 19-38). Rotterdam, Netherlands: Sense Publishers.

    Arzarello, F., Bosch, M., Gascón, J. & Sabena, C. (2008). The ostensive dimension through the lenses of two didactical approaches. In F. Arzarello, M. Bosch, A. Bikner-Ashbas & S. Prediger (Eds.), Special issue of Zentralblatt fuer Didaktik der Mathematik on Comparing, Combining, Coordinating – Networking Strategies for Connecting Theoretical Approaches, 40(20), 179-188.

    Maffei, L., Mariotti, M.A., Sabena, C. & Trgalova, J. (2008). Different feedbacks for different educational goals: how theoretical assumptions can drive the modes of use of the Aplusix CAS. Poster presentation at ICME 11, Topic Study Group 22, Monterrey, Mexico.

    Sabena, C. (2007). Body and signs: A multimodal semiotic approach to teaching-learning processes in early Calculus. Tesi di Dottorato, Università degli Studi di Torino.

    Radford, L., Bardini, C. & Sabena, C. (2007). Perceiving the general: The semiotic symphony of students’ algebraic activities. Journal for Research in Mathematics Education, 38(5), 507-530.

    Arzarello, F., Robutti, O. & Sabena, C. (2007). Ostensives through the lenses of two theoretical frameworks. In D. Pitta, P. & G. Philippou (Eds.), Proceedings of the Fifth Conference of the Society for Research in Mathematics Education (pp. 1628-1637). Larnaca, Cyprus: University of Cyprus.

    Radford, L., Bardini, C. & Sabena, C. (2006). Rhythm and the grasping of the general. In J. Novotná, H. Moraová, M. Krátká, & N. Stehlíková (Eds.), Proceedings of the 30th Conference of the International Group for the Psychology of Mathematics Education (vol. 2, 393-400). Prague, CZ: Charles University, PME.

    Ferrara, F., Robutti, O., & Sabena, C. (2006). Different perspectives on computer-based graphs and their meaning. In M. Bosch (Ed.), Proceedings of the 4th Congress of the European Society for Research in Mathematics Education (pp. 1359-1369). Barcellona, Spagna : FUNDEMI IQS, Universitat Ramon Llull. http://cerme4.crm.es/Papers%20definitius/11/Ferrara%20Robut.pdf.

    Radford, L., Bardini, C. & Sabena, C. (2006). Perceptual semiosis and the microgenesis of algebraic generalizations. In M. Bosch (Ed.), Proceedings of the 4th Congress of the European Society for Research in Mathematics Education (pp. 684-695). Barcellona, Spagna: FUNDEMI IQS, Universitat Ramon Llull. http://cerme4.crm.es/Papers%20definitius/6/radford.pdf.

    Arzarello, F., Bazzini, L., Ferrara, F., Robutti, O., Sabena, C., & Villa, B. (2006). Will Penelope choose another bridegroom? Looking for an answer through signs. In J. Novotná, H. Moraová, M. Krátká & N. Stehlíková (Eds.), Proc. of the 30th Conference of the International Group for the Psychology of Mathematics Education (vol. 2, pp 73-80). Prague, CZ: Charles University, PME.

    Sabena, C., Radford, L. & Bardini, C. (2005). Synchronizing gestures, words and actions in pattern generalizations. Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education (vol. 4, pp. 129-136). Melbourne, Australia: University of Melbourne, PME.

    Bardini, C., Sabena, C., & Radford, L. (2005). Corps, symbole et artefact: Trois dimensions de l’objectivation du savoir. Scientia Paedagogica Experimentalis, XLII(2), 255-272.

    Bardini, C., Radford, L. & Sabena, C. (2005). Struggling with variables, parameters, and indeterminate objects or how to go insane in mathematics. Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education (vol 2, pp. 129-136). Melbourne, Australia: University of Melbourne, PME.

    Radford, L., Bardini, C., Sabena, C., Diallo, P. & Simbagoye, A. (2005). On embodiment, artifacts, and signs: A semiotic-cultural perspective on mathematical thinking. In H. L. Chick & J. L. Vincent (Eds.), Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education (vol. 4, 113-120). Melbourne, Australia: University of Melbourne: PME.

    Arzarello, F. Ferrara, F., Paola, D., Robutti, O. & Sabena, C. (2005). Shaping a multi-dimensional analysis of signs. (Research Forum). In L. Chick & J. L. Vincent (Eds.), Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education (vol. 1, pp. 126-130). Melbourne, Australia: University of Melbourne: PME.

    Sabena, C. (2004). The role of gestures in conceptualisation: An exploratory study on the integral function. In M. J. Høines & A. B. Fuglestat (Eds.), Proceedings of the 28h Conference of the International Group for the Psychology of Mathematics Education (vol. 4, pp. 145-152). Bergen, Norway: University of Bergen, PME.

    Robutti, O. & Sabena, C. (2004). La costruzione di significato di integrale. Parte B. L’insegnamento della matematica e delle scienze integrate, 27B(4), 311-337.

    Robutti, O. & Sabena, C. (2003). La costruzione di significato di integrale. Parte A. L’insegnamento della matematica e delle scienze integrate, 26B(4), 473-498.

    Insegnamenti

    Temi di ricerca

    • Analisi semiotica in ottica multimodale dei processi di insegnamento-apprendimento della matematica, con particolare attenzione al ruolo dei gesti; vorrei approfondire in tal senso il ruolo delle risorse semiotiche per i processi di visualizzazione, in vista di ICME-14.
    • Promuovere processi argomentativi, con particolare attenzione alla scuola primaria e dell’infanzia.
    • Apprendere la matematica tra aspetti empirici e teorici: il ruolo dei segni e degli strumenti. Collaborazione con Carlotta Soldano, attualmente assegnista di ricerca.
    • Processi argomentativi, tecnologia e valutazione formativa: porto avanti questo tema, avviato con il progetto europeo (concluso) FaSMEd, soprattutto in riferimento alla formazione dei futuri insegnanti di scuola primaria, con l’uso della funzione “workshop” di Moodle.
    • Apprendimento della matematica in contesti informali.

    Coordinamento di progetti di ricerca finanziati

    Principal Investigator per l’unità italiana del progetto europeo FaSMEd (FP7, project number 612337) - Formative Assessment in Science and Mathematics Education (1/01/2014-31/12/2016) sui temi dell’utilizzo delle nuove tecnologie per attuare pratiche di valutazione formativa al fine di migliorare l’apprendimento della matematica e delle scienze.

    Progetti di terza missione finanziati

    • Responsabile scientifico per la matematica, Progetto Proud of You Pilot finanziato dal Fondo di Beneficenza opere a carattere sociale e culturale di Intesa Sanpaolo (1/1/2018 – 31/12/2018), con l’obiettivo del recupero delle competenze di base e la lotta alla dispersione scolastica nel territorio di Scampia a Napoli.
    • Responsabile scientifico per la matematica, Progetto Next-land finanziato da Fondazione Vodafone Italia, Fondazione Compagnia di San Paolo, Fondazione CRT, Camera di Commercio di Torino (1/1/2020 – 31/12/2022), con gli obiettivi di promuovere la conoscenza delle risorse storiche, artistiche, culturali e imprenditoriali del territorio torinese e favorire la scelta di percorsi di studio di tipo scientifico da parte di studenti delle scuole dei quartieri Barriera di Milano e Porta Palazzo di Torino.

    Partecipazione a progetti di ricerca

    Collaboratore scientifico per il progetto “Teaching-Learning Mathematics of Change in an Environment that Stimulates Scientific Inquiry Using Augmented Reality Technology”, Ben Gurion University (1.10.2018 – 30.9.2021, responsabilità scientifica di Osama Swidan e Michael Fried). Obiettivo del progetto è progettare e validare un dispositivo (prototipo) di realtà aumentata che possa permettere a studenti di scuola secondaria di esplorare in maniera multimodale ed enattiva fenomeni di cambiamento, in particolare di movimento, e le loro rappresentazioni matematiche (grafici, tabelle).

    Consulente scientifico per il progetto “Reasoning and proving in primary education (ProPrimEd)”, Trodheim University, Norvegia (1/08/2020 – 31/7/2024, responsabilità scientifica Prof. Anita Valenta). Obiettivo del progetto è quello di indagare e supportare le pratiche di apprendimento e di insegnamento relative al ragionamento e all’argomentazione matematica (inclusi gli aspetti relativi alla formazione dei futuri insegnanti su tali aspetti).

    Referente scientifico per la matematica e l’educazione matematica per il progetto “NovaGraphs: non-visual access to graphical structures”. (1/3/2022-28/02/2024). Il progetto affronta il problema dell’accesso all’informazione scientifica contenuta nelle strutture grafiche da parte di persone con disabilità visive. L’idea progettuale è di fornire degli standard, sia in forma di buone pratiche che si software funzionanti, per permettere la comprensione di tali informazioni grafiche strutturate da persone con disabilità visive. Coordinatore scientifico: Alessandro Mazzei, Dipartimento di Informatica, Università di Torino.

    Incarichi internazionali

    • Team Member del Topic Study Group 37: Theoretical Issues in Mathematics Education al Convegno ICME-12, Seoul 8-15 luglio 2012.
    • Board Member dell'ERME (European Society for Research in Mathematics Education), dal 2013 al 2019.
    • Membro della CIEAEM (Commission Internationale pour l'Etude et l'Amélioration de l'Enseignement des Mathématiques), dal 2013 e Segretario dal luglio 2017.
    • Membro dell’International Scientific Committee per il convegno ICTMT11, Bari 8-12 luglio 2013.
    • Membro del Comitato locale per il convegno CIEAEM65, Torino 22-26 luglio 2013.
    • Membro dell’International Program Committee per CIEAEM66, Lyon 23-27 luglio 2014.
    • Membro dell’International Program Committee per CERME10, Dublin 1-5 febbraio 2017.
    • Incaricata del ruolo di Chair per il Topic Study Group 23 – Visualization in the Teaching and Learning of Mathematics, per il convegno internazionale ICME-14 (14th International Congress on Mathematics Education), Shanghai, 2020.
    • Membro dell’International Program Commission per il Convegno ICTMT 14, Essen 22-25 luglio 2019. https://www.uni-due.de/didmath/veranstaltungen/tagungen/ictmt14/home.php.
    • Incaricata del ruolo di Chair per il Topic Study Group 23 – Visualization in the Teaching and Learning of Mathematics, per il convegno internazionale ICME-14 (14th International Congress on Mathematics Education), Shanghai, 2020.
    • Membro dell’International Program Committee per ICME-15 (15th International Congress on Mathematics Education), Sydney 7-14 luglio 2024.
    •  

    Incarichi nazionali

    • Da novembre 2018 Presidente dell’Associazione Subalpina Mathesis, finalizzata alla divulgazione scientifica e alla formazione docenti sul territorio piemontese.
    • Da gennaio 2019 a marzo 2022 membro del Consiglio Direttivo dell’AIRDM (Associazione Italiana di Ricerca in Didattica della Matematica).
    • Da ottobre 2021 membro della CIIM (Commissione Italiana per l’Insegnamento della Matematica), organo dell’UMI (Unione Matematica Italiana).
    • Membro del GEV (Gruppi di Esperti per la Valutazione) per l’esercizio della valutazione della qualità della ricerca (VQR) 2015-2019 per l’Area 1 – Scienze matematiche e informatiche (sorteggio del 17 settembre 2020) su incarico dell’Agenzia Nazionale di Valutazione del Sistema Universitario e della Ricerca (ANVUR).

     

    Editorial Boards e reviews

    • Da ottobre 2016 membro dell’Editorial Board della rivista Educational Studies in Mathematics.
    • Reviewer per le seguenti riviste:
      • Internatioal Conference PME - Psychology of Mathematics Education (dal 2007)
      • Journal for Research in Mathematics Education (da ottobre 2008)
      • Educational Studies in Matematics (da novembre 2010)
      • International Journal of Science and Mathematics Education (da febbraio 2013)
      • Gesture (da novembre2016).
    • Attività di revisione di progetti scientifici nazionali:
      • Da gennaio 2019 iscritta a REPRISE (albo degli esperti scientifici istituito presso il MIUR) per la sezione ‘Ricerca di base’
      • Referatore per ISF-Israel Science Foundation (sezione ‘Personal Research Grants’).

    Attività in agenda

    Consulta la mia agenda

    Organi

    Terza missione

    Ricevimento studenti

    Il ricevimento studenti avviene esclusivamente su appuntamento il mercoledì dalle ore 14 alle ore 16 in presenza presso il Dipartimento in via Gaudenzio Ferrari a Torino o presso la sede di Collegno o online tramite piattaforma Webex.
    Inviare email a cristina.sabena@unito.it

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