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

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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
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
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
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
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
Clivaz, S. (2017, November). Mathematics lesson study around the world, Theoretical and methodological issues. Paper presented at the WALS International Conference 2017, Nagoya, Japan.
Clivaz, S. (2018). Mathematics Lesson Study Around the World: Conclusions and Looking Ahead. In M. Quaresma, C. Winsløw, S. Clivaz, J. P. Ponte, A. Ni Shuilleabhain & A. Takahashi (Eds.), Mathematics lesson study around the world: Theoretical and methodological issues (pp. 153-164). Hamburg, Germany: Springer. doi:10.1007/978-3-319-75696-7
Quaresma, M., Winsløw, C., Clivaz, S., da Ponte, J. P., Ni Shuilleabhain, A., & Takahashi, A. (Eds.). (2018). Mathematics lesson study around the world: Theoretical and methodological issues. Hamburg, Gemany: Springer. doi:10.1007/978-3-319-75696-7
Dénervaud, S., Dias, T., et Serment, J. (2023). Le meso-espace : Un étayage didactique ? Revue de Mathématiques pour l'école (RMé) - Ex. Math-Ecole, 240, 103-114. http://hdl.handle.net/20.500.12162/7329
Daina, A., Batteau, V., Bünzli, L.-O., Clivaz, S., et Presutti, S. (2022). Mieux comprendre comment évoluent les connaissances des enseignants dans un dispositif de lesson study par l’analyse des interactions. Dans ARPEME (Ed.), Dispositifs et collectifs pour la formation, l’enseignement et l’apprentissage des mathématiques (pp. 453-469). http://hdl.handle.net/20.500.12162/5645

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