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Taisson, C. (2019). La matérialité : un outil multimodal d’enseignement et d’apprentissage de la lecture. In V. Rivière, & Nathalie Blanc, Observer l’activité multimodale en situations éducatives : circulations entre recherche et formation. Dans V. Rivière et N. Blanc (Eds.), Observer l’activité multimodale en situations éducatives : circulations entre recherche et formation. (pp. 73-95). Lyon, France: ENS éditions. http://hdl.handle.net/20.500.12162/2280
Taisson-Perdicakis, C. (2014). La matérialité : une ressource pour l'enseignement-apprentissage de la lecture. Education et didactique, 8(2), 125-138. http://hdl.handle.net/20.500.12162/811
Taisson, C. (2020). La matérialité aux mains de l’enseignant-e comme outil au service du parcours littéracique des élèves entre 5 et 8 ans : l’usage du tableau blanc interactif en question. forumlecture.ch : littératie dans la recherche et la pratique / leseforum / forumlettura, 1/2020, 1-32. http://hdl.handle.net/20.500.12162/4027
Dias, T., Gardes, M.-L., Deruaz, M., Gregorio, F., Ouvrier-Buffet, C., Peteers, F., & Robotti, E. (2019). Math education dealing with mathematical learning disabilities: a literature review. In M. Graven, H. Venkat, A. Essien & P. Vale (Eds.), Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 132). Pretoria, South Africa: PME. Retrieved from http://hdl.handle.net/20.500.12162/2950
Di Martino, P., & Gregorio, F. (2019). The Mathematical Crisis in Secondary–Tertiary Transition. International Journal of Science and Mathematics Education, 17(4), 825-843. Retrieved from http://hdl.handle.net/20.500.12162/1493
Gregorio, F. (2019). Mathematical learning disabilities in early algebra. Poster presented at the 43rd Conference of the International Group for the Psychology of Mathematics Education Pretoria, South Africa. Retrieved from http://hdl.handle.net/20.500.12162/2949
Gardes, M.-L., Gregorio, F., Dias, T., & Deruaz, M. (2019). Mathematical learning disabilities: a challenge for mathematics education. In M. Graven, H. Venkat, A. Essien & P. Vale (Eds.), Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 173-174). Pretoria, South Africa: PME. Retrieved from http://hdl.handle.net/20.500.12162/2951
Ouvrier-Buffet, C., Robotti, E., Dias, T., & Gardes, M.-L. (2018). Mathematical Learning Disabilities: a challenge for mathematics education. In E. Bergqvist, M. Österholm, C. Granberg & L. Sumpter (Eds.), Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education. Umea, Suède: IGPME. Retrieved from http://hdl.handle.net/20.500.12162/1728
Chambris, C., & Batteau, V. (2021). A mathematical perspective on units in arithmetic teaching and learning: a comparison of French, Swiss and, Japanese contexts. In J. Novotna & H. Moraova (Eds.), Proceedings Broadening experiences in elementary school mathematics (pp. 435-437). Retrieved from http://hdl.handle.net/20.500.12162/5470
Schnepel, S., Krähenmann, H., Sermier Dessemontet, R., & Moser Opitz, E. (2019). The mathematical progress of students with an intellectual disability in inclusive classrooms: results of a longitudinal study. Mathematics Education Research Journal, 31, 1-17. doi:10.1007/s13394-019-00295-w

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