Camilla Spagnolo

Decoding emotions in relation to perceived difficulty: How primary students engage with mathematical tasks

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Nicchiotti, B, Paternoster, I, & Spagnolo, C (2025). In M. Bosch, G. Bolondi, S. Carreira, C. Spagnolo, & M. Gaidoschik (Eds.), Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14). Free University of Bozen and ERME. https://hal.science/hal-05202547v1/file/TWG08-Nicchiotti-545.pdf

Perceived difficulty in Mathematics Education

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Spagnolo, C. 82025). In C. Cornejo, P. Felmer, D. M. Gómez, P. Dartnell, P. Araya, A. Peri, & V. Randolph (Eds.), Proceedings of the International Group for the Psychology of Mathematics Education (pp. 299-306). PME. Codice scopus: 2-s2.0-105013570504

Perceived difficulty of a mathematical task: do in-service and preservice teachers have a common view?

[ .pdf 493Kb ]

Spagnolo, C, Andrà, C (2025). In M. Bosch, G. Bolondi, S. Carreira, C. Spagnolo, & M. Gaidoschik (Eds.), Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14). Free University of Bozen and ERME. https://hal.science/hal-05202547/

Gender differences in relation to perceived difficulty of a mathematical task

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Nicchiotti, B, Spagnolo, C (2024). In T. Evans, O. Marmur, J. Hunter, G. Leach, & J. Jhagroo, Proceedings of the International Group for the Psychology of Mathematics Education (pp. 257-264). Codice Scopus: 2-s2.0-85200235529

Teachers' professional development and mathematics LSA: first result of national project

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Viola, G, Ferretti, F, Gambini, A, Martignone, F, Soldano, C, Spagnolo, C (2024). In T. Evans, O. Marmur, J. Hunter, G. Leach, & J. Jhagroo, Proceedings of the 47th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2024 (Vol. 1, pp. 233). Codice Scopus: 2-s2.0-85200423056

How students view the difficulty of mathematical tasks: factors that influence their perceptions

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Spagnolo, C, Saccoletto, M (2023). Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13) (pp. 1498-1505). Alfréd Rényi Institute of Mathematics; ERME. https://hal.science/hal-04420590v1

Where do Students Focus their Attention on Solving Mathematical Tasks? An Eye Tracker Explorative Study

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Spagnolo, C, Capone, R, Gambini, A (2021). In M. Inprasitha, N. Changsri, & N.Boonsena, Proceedings of the International Group for the Psychology of Mathematics Education. Codice Scopus: 2-s2.0-85160866143

Interdisciplinary Teacher Training: Enactive Context and Blended Learning

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Capone, R, Spagnolo, C. (2019). In M. Graven, H. Venkat, A.A. Essien, & P. Vale, Proceedings of the 43rd Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2019 (Vol. 4, p.18). Codice Scopus: 2-s2.0-85180741777