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

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Gregorio, F. (2023). Tâches de généralisation avec des élèves avec MLD : privilégier le processus au résultat. Revue de Mathématiques pour l'école (RMé) - Ex. Math-Ecole, 240, 16-28. http://hdl.handle.net/20.500.12162/7172
Grigioni Baur, S., Bumbacher, E., & Debernardi, Y. (2021, November). Teachers as Designers: Embedding Lesson Study in Makerspaces to Create Artefact-Based Interdisciplinary STEAM Activities. Paper presented at the WALS 2021, Hong Kong - Macao (on line), Chine. Retrieved from http://hdl.handle.net/20.500.12162/5285
Clivaz, S., Batteau, V., Pellet, J.-P., Bünzli, L.-O., Daina, A., & Presutti, S. (2023). Teachers’ mathematical problem-solving knowledge: In what way is it constructed during teachers’ collaborative work? Journal of Mathematical Behavior (The), 69, 1-19. Retrieved from http://hdl.handle.net/20.500.12162/6614
Clivaz, S. (2017). Teaching multidigit multiplication: combining multiple frameworks to analyse a class episode. Educational Studies in Mathematics, 96(3), 305-325. doi:10.1007/s10649-017-9770-7
Clivaz, S. (2013). Teaching multidigit multiplication: Combining multiple frameworks to analyze a class episode. In B. Ubuz, C. Haser & M. A. Mariotti (Eds.), Proceedings of the Eighteenth Congress of the European Society for Research in Mathematics Education (pp. 2995-3004). Retrieved from http://hdl.handle.net/20.500.12162/648
Forest, J., Gardes, M.-L., & Vial, D. (2018). Thinking Creatively to Innovate: A Study of the Genesis of a Mathematical Breakthrough by Cédric Villani. In M. Chouteau, J. Forest & C. Nguyen (Eds.), Science, Technology and Innovation Culture, Volume 3 (pp. 81-100). London, UK: ISTE.
Tan, S., Sakamoto, M., & Clivaz, S. (2021, November). Three perspectives on one lesson: Rethinking pupils’ learning through lesson analysis. Paper presented at the WALS International Conference 2021, Online, Online.
Clivaz, S., & Daina, A. (2020). Towards a micro analysis of teachers’ interactions in a mathematics lesson study group. In H. Borko & D. Potari (Eds.), ICMI Study 25: Teachers of Mathematics Working and Learning in Collaborative Groups (pp. 460-467). Retrieved from http://hdl.handle.net/20.500.12162/4021
Gregorio, F. (2023). Tra difficoltà inaspettate, primi fallimenti et vergogna: la crisi matematica al passaggio tra Secondaria e Università. Archimede, 1, 2-13. Retrieved from http://hdl.handle.net/20.500.12162/6799
Ligozat, F., Marlot, C., Riat, C., et Roy, P. (2019, septembre). Les traces du fonctionnement des systèmes didactiques et des collectifs de recherche sous la loupe : un exemple dans le domaine des sciences de la nature. Communication présentée à Colloque du conseil académique des hautes écoles romandes en charge de la formation des enseignant.e.s (CAHR), Delémont, SUISSE. http://hdl.handle.net/20.500.12162/3145

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