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

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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
Békési, B., Ulbrich, E., Houghton, T., Trgalova, J., & Lavicza, Z. (2024). What makes project-based STEAM tasks motivating? How do they enhance learning? In E. Faggiano, A. Clark-Wilson, M. Tabach & H.-G. Weigand (Eds.), Proceedings of the 17th ERME Topic Conference MEDA 4 (pp. 73-80). Retrieved from https://www.uniba.it/it/ateneo/editoria-stampa-e-media/linea-editoriale/fuori-collana/meda4-proceedings-30.pdf
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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