Ficha de Docente

Carrera:
Educación Básica

Facultad:
Educación, Psicología y Familia

Título Profesional:
Profesor de Matemáticas, University of Birgminham, UK.

Asignatura que imparte:

• Docente de Formación Disciplinar – Matemáticas

Líneas de investigación:
Metáfora corporeizada y matemáticas

Proyectos de investigación:

Publicaciones:

• Khatin-Zadeh, O., HU, J.; Eskandari, Z., Banaruee, H & Farsani D. (2023). Schematic embodiment of perseverance in Persian. Journal of Psycholunguistic Research.
• Khatin-Zadeh, O., Banaruee, H., Farsani, D., Hernandez, F.; Farina, M. & Marmolejo, F. (2023). Distributed embodiment of the Persian termn dæqi:qæn in forward gestures. Journal of Cultural Cognitive Science.
• Khatin-Zadeh, O., HU, J., Eskandari, Z., Banaruee, H., Yanjiao, Z., Farsani, D. & He, J. (2023). Embodiment and gestual realization of ergative verbs. PSychological Research.
• Farsani, D. (2023). Interacción no verbal, gestual y visual en las aulas chilenas del presente.
• Khatin, O., Hu, J., Eskandari, Z., Ynajiao, Z., Banaruee, H. & Farsani, D. (2023). Gestual simulation of motion verbs. American Journal of Psychology.
• Khatin, O., Banaruee, H., Reali, F., Tirado, C., Ruiz, S.; et. al. (2023) Metaphors of time across culture. Journal of Cultural Cognitive Science.
• Seckel, M., Breda, A., Farsani, D. & Parra, J. (2022). Reflections of future kindergarten teachers on the design of didactic sequences with the use of robots. Eurasia Journal of Mathematics, Science and Technology Education.
• Farsani, D., Breda, A. & Sala, G. (2022). Non-verbal interaction and students’ visual engagement in mathematics and English classes. Revista de Ensino de Ciencias e Matemática.
• Radmehr, F., Niazi, N., Rezvanifard, F., Farsani, D., Laban, W., Overton, J., & Bakker, L. (2022). How do university students of different ethnic backgrounds perceive factors that hinder learning in STEM and non-STEM majors? Higher Education Research & Development.
• Rafiepour, A. & Farsani, D. (2021) Cultural historical analysis of iranian school mathematics curriculum: The role of computational thinking. Jorunal on Mathematics Education.
• Rafiepour, A. & Farsani, D. (2021) Modelling and applications in Iran school mathematics curriculum: Voices of math teachers. Mathematics Teaching Research Journal.
• Farsani, D. & Rodrigues, J. (2021). Proxêmica e comunicação não verbal na interação em sala de aula. Psicología Escolar e Educacional.
• Rosa, M. & Farsani, D. (2021). Two fish moving in their seas: How does the body language of teachers show itself who teach mathematical equations?. Revista de Ensino de Ciencias e Matemática.
• Krause, C. M. & Farsani, D. (2021). Gestures and code-switching in mathematics instruction – an exploratory case study. PME.
• Breda, A., Seckel, M.; Farsani, D., et al. (2021) Teaching and learning of mathematics and criterio for its improvement from the perspective of future teachers: a view from the Ontosemiotic Approach. Mathematics Teaching Research Journal.

Correo de contacto:
dfarsani@uft.cl