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MATHS EDUCATION FOR PUPIL WHIT "SPECIAL NEEDS": PROPOSAL OF ACTIVITY FOR INDIVIDUAL AND SOCIAL AUTONOMY
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"TU DAI UNA COSA A ME, IO DO UNA COSA A TE". OVVERO L'ARTE DEL BARATTO SI IMPARA IN SEZIONE
No full textStreet games for the acquisition of spatial orientation in Primary School
No full textThis research presents the description of the learning path children followed to acquire a correct spatial vision; it deals with the exploration, osservation and occupation of the space they live in, through the use of street games
LA MATEMATICA NELLA FORMAZIONE DEGLI ADULTI: UNA ESPERIENZA DEI CENTRI TERRITORIALI PERMANENTI
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L'INSEGNAMENTO- APPRENDIMENTO DELLA MATEMATICA IN ETA'ADULTA DAL RIFIUTO AL CON-PRENDERE
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Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
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