UER Didactiques des mathématiques et des sciences de la nature (MS)

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Clivaz, S., Batteau, V., Presutti, S., Daina, A., Bünzli, L.-O., & Pellet, J.-P. (2023). Type of talk during a lesson study: How do they contribute to the construction of mathematical knowledge for teaching problem-solving? Paper presented at the WALS International Conference 2023, Zwolle, Netherlands.
Batteau, V. (2017). Using Lesson Study in mathematics to develop primary teacher’s practices: a case study. Quadrante, XXVI(N.°2), 127-157. Retrieved from http://hdl.handle.net/20.500.12162/694
Deruaz, M., et Bünzli, L.-O. (2016). L'utilisation des degrés de certitude comme outil de professionnalisation en formation des maîtres du premier degré. Dans L. Theis (Ed.), Pluralités culturelles et universalité des mathématiques: enjeux et perspectives pour leur enseignement et leur apprentissage (pp. 67-72). http://hdl.handle.net/20.500.12162/821
Clivaz, S. (2019). Weiterbildung, Forschung und Ferment einer neuen Unterrichtskultur: Lernen sukzessive verbessern. Weiterbildung, 3/2019, 35-37. Retrieved from http://hdl.handle.net/20.500.12162/2873
Clivaz, S., & Batteau, V. (2023). "What if we start planning the lesson by planning the blackboard for the whole class discussion?”. Paper presented at the WALS International Conference 2023, Zwolle, Netherlands.
Clivaz, S. (2018, November). What Knowledge do Teachers use in Lesson Study? A focus on Mathematical Knowledge for Teaching and Levels of Teacher Activity. Paper presented at the WALS International Conference 2018, Beijing, China.
Clivaz, S., & Ni Shuilleabhain, A. (2019). What Knowledge Do Teachers Use in Lesson Study? A Focus on Mathematical Knowledge for Teaching and Levels of Teacher Activity. In R. Huang, A. Takahashi & J. P. da Ponte (Eds.), Theory and Practice of Lesson Study in Mathematics: An International Perspective (pp. 419-440). Cham, Switzerland: Springer International Publishing. doi:10.1007/978-3-030-04031-4_20
Gregorio, F., & Presutti, S. (2020). Women in mathematics: cultural and context influences. EWM Newsletter, 32, 5. Retrieved from http://hdl.handle.net/20.500.12162/3627

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