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

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Serment, J. (2019). LABO-MATHS – QUEM’S DES FRACTIONS. Revue de Mathématiques pour l'école (RMé) - Ex. Math-Ecole, 231, 65-68. http://hdl.handle.net/20.500.12162/2894
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Morago, S., & Grigioni Baur, S. (2020). Learner-centered facilitation in lesson study groups. In A. Murata & C. Lee (Eds.), Stepping up Lesson Study: An educator’s guide to deeper learning (pp. 106-115). Routledge.. London, Royaume-Uni: Routledge.
Ingram, J., Clivaz, S., Maher, C. A., & Wilkinson, L. (2023). Learners building conceptual understandings of mathematics: Conditions for promoting growth in understanding – A global perspective from ICME-14. Journal of Mathematical Behavior (The), 72, 1-3. doi:10.1016/j.jmathb.2023.101101
Ingram, J., Clivaz, S., Maher, C. A., & Wilkinson, L. (Eds.). (2023). Learners building conceptual understandings of mathematics: Conditions for promoting growth in understanding – A global perspective from ICME-14. Journal of Mathematical Behavior (The), 72. doi:10.1016/j.jmathb.2023.101101
Dias, T., et Serment, J. (2015). Learning by doing : des maths pour tous à Londres. Revue de Mathématiques pour l'école (RMé) - Ex. Math-Ecole, 224, 28-30. http://hdl.handle.net/20.500.12162/2889
Dias, T., & Serment, J. (2015). Learning by doing in mathematics. Paper presented at the Conference to the festival Science on Stage, London, England.
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