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Praxemic extensions related to sets of numbers: from complex numbers to integers. (Extensions praxémiques liées aux ensembles de nombres: des complexes aux relatifs.) (French. English summary)
Ann. Didact. Sci. Cogn. 20, 9-46 (2015).
Classification: F40 F50
1
Study and research courses as an epistemological model for didactics. (English)
Educ. Stud. Math. 83, No. 2, 267-284 (2013).
Classification: B50 D39 D20
2
CERME7 working group 9: language and mathematics. (English)
Res. Math. Educ. 14, No. 2, 201-202 (2012).
Classification: C50
3
Factoring algebraic expressions by a common binomial factor: a comparative study of mathematics classes in France and in Lebanon. (Étude comparée de l’enseignement de la factorisation par un facteur commun binôme, en France et au Liban.) (French. English summary)
Rech. Didact. Math. 29, No. 2, 155-188 (2009).
Classification: H23 C73 D33 D23
4
Problems of enumeration and emergence of first functional models. (Problèmes de dénombrement et émergence de premiers modèles fonctionnels.) (French. English summary)
Rech. Didact. Math. 29, No. 3, 247-303 (2009).
Classification: C33 H23 D23
5
Forums of mathematical questions on Internet and expectations about pupils’ work. (Les forums de questions mathématiques sur Internet et les attentes sur le travail des élèves.) (French. English summary)
Ann. Didact. Sci. Cogn. 12, 147-163 (2007).
Classification: C34 R54 U54 C74
6
The didactic action of the teacher in the dynamic of the “milieu". (L’action didactique du professeur dans la dynamique des milieux.) (French. English summary)
Rech. Didact. Math. 27, No. 2, 221-252 (2007).
Classification: C72
7
On the lack of an algebraic theory of factorization: the example of GCD. (Sur le manque d’une théorie algébrique de la factorisation: le cas du PGCD.) (French)
Petit X, No. 72, 40-51 (2006).
Classification: H25 F63 D23
8
Balises pour la didactique des mathématiques (Cours de la $12^e$ école d’été de didactique des mathématiques; Corps (Isère) - Du 20 au 29 août 2003). (French)
Ed. la Pensée Sauvage, Grenoble (ISBN 2-85919-210-7). 218 p. (2005).
Classification: A60 D30 D20
9
An attempt to model the teacher’s action in the mathematics class. (English)
Educ. Stud. Math. 59, No. 1-3, 153-181 (2005).
Classification: C72 D22
10
Evaluating and comprehending the effects of teaching on pupils’ learning success: didactic problems and methods in mathematics and science. (Évaluer et comprendre les effets de l’enseignement sur les apprentissages des élèves: problématiques et méthodes en didactique des mathématiques et des sciences.) (French)
Rev. Fr. Pedagog., No. 148, 47-59 (2004).
Classification: C70 D20
11
Observation of pupils’ work: elementary objects and how to produce them. (L’observation du travail des élèves: quels en sont les objets élémentaires et comment peut-on les produire?) (French)
Amade-Escot, Chantal (ed.) et al., Étude des pratiques effectives: l’approche des didactiques. Textes des Journées d’étude ‘Didactiques des disciplines: recherches sur les pratiques effectives’. Grenoble: La Pensée Sauvage (ISBN 978-2-85919-171-9). Travaux et Thèses de Didactique. Sciences, 147-173 (2002).
Classification: D20 C70
12
The transposition of educational objects and the definition of didactic space in mathematics. (La transposition des objets d’enseignement et la définition de l’espace didactique, en mathématiques.) (French)
Rev. Fr. Pedagog., No. 141, 135-171 (2002).
Classification: D30
13
A model for examining teachers’ didactic action in mathematics, the case of the game ’Race to 20’. (English)
Novotná, Jarmila, CERME 2: European Research in Mathematics Education II. Pt. 1 and 2. ,. 420-433 (2002).
Classification: C50
14
Descartes: the time when knowledge was constructed. (Descartes: le temps de la construction du savoir.) (French)
Ouvert, No. 104, 14-24 (2001).
Classification: A30 E20
15
The teaching engineering (uses and abuses of educational theories). (Le génie didactique (Usages et mésusages des théories de l’enseignement).) (French)
De Boeck Université, Bruxelles (ISBN 2-8041-3540-3). 277 p. (2001).
16
Identification of some mathematical needs linked to the use of mathematics at work. An educational survey. (English)
Bessot, Annie (ed.) et al., Education for mathematics in the workplace. Dordrecht: Kluwer (ISBN 0-7923-6663-8/hbk; 978-90-481-5600-9/pbk; 978-0-306-47226-8/ebook). Mathematics Education Library 24, 199-208 (2000).
Classification: C37
17
Towards a model of teachers’ actions. The race to 20 problem. (Vers un modèle de l’action didactique du professeur. À propos de la course à 20.) (French)
Rech. Didact. Math. 20, No. 3, 263-304 (2000).
Classification: D20
18
How social interactions within a class depend on the teacher’s assessment of the students’ various mathematical capabilities. A case study. (English)
ZDM, Zentralbl. Didakt. Math. 32, No. 5, 126-130 (2000).
Classification: C52
19
How social interactions within a class depend on the teachers’s assessment of the pupils various mathematical capabilities: a case study. (English)
Schwank, Inge, European research in mathematics education I.I. Vol. 1. , (ISBN 3-925386-53-X). 350-361 (1999).
Classification: C30
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