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Nicolas Balacheff
Laboratoire d'informatique de Grenoble - UGA, CNRS, INRIA
132
Documents
Current affiliations
Researcher identifiers
nicolas-balacheff
-
0000-0001-7084-3482
- IdRef : 026701723
Web site
- https://nicolas-balacheff.blogspot.com/
- https://nicolas-balacheff.blogspot.fr/
Presentation
Looking back to my career, I can see two periods: Mathematics Education (from 1974 to 1988), Technology Enhanced Learning (since 1988), with a non-empty intersection. In the first case my research focus was on the learning of mathematical proof, in the second case it was learner modelling and its place in the design of learning environments. I am currently working on making a synthesis of both approaches developing a framework for learner modelling bridging research in math. ed. and TEL.
Mes activités de recherches ont eu pour thème principal la didactique des mathématiques (1974-1988), puis les Environnements informatiques pour l'apprentissage humain (EIAH, depuis 1988). Le transition de l'un à l'autre de ces deux thèmes s'est réalisée au cours de collaborations au sein du projet Cabri-géomètre et du PRC-GDR IA. Un fil rouge a guidé de façon permanente mes travaux : l'apprentissage de la preuve dans la classe de mathématique, notamment en amont de l'apprentissage explicite de la démonstration, dans un contexte classique ou utilisant des EIAH.
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Apport de la théorie des champs conceptuels à la didactique des mathématiques et de l'informatique (cours)Didactique et Épistémologie des Mathématiques, liens avec l'Informatique et la Physique, dans le Supérieur, GDR DEMIPS, CNRS, Apr 2022, Autrans, France
Conference papers
hal-04028361v1
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Situations pour l'apprentissage de la preuve en mathématiques21ème école d'été de didactique des mathématiques, Association pour la recherche en didactique des mathématiques, Oct 2021, Ile de Ré, France
Conference papers
hal-04028314v1
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The transition from mathematical argumentation to mathematical proof, a learning and teaching challenge (invited lecture)The 14th International Congress on Mathematical Education, ICMI, Jul 2020, ShangHai, China
Conference papers
hal-04028346v1
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L'argumentation mathématique, précurseur problématique de la démonstrationXXVIe Colloque CORFEM, Jun 2019, Strasbourg, France
Conference papers
hal-02981131v1
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The complexity of the epistemological genesis of mathematical proofJoetsu seminar of research in mathematics education., Sep 2018, Singapour & Tokyo, Japan
Conference papers
hal-02059601v1
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Contrôle, preuve et démonstration. Trois régimes de la validationSéminaire national de didactique des mathématiques, Association pour la recherche en didactique des mathématiques (ARDM), Nov 2017, Paris, France. pp.423-456
Conference papers
hal-02333720v1
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ck¢, origine, cadrage théorique, utilisations et questions.Séminaire du Laboratoire de didactique André Revuz, Apr 2015, Paris, France
Conference papers
hal-02059625v1
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Complexity of the epistemological and didactical genesis of mathematical proofCINVESTAV doctoral colloquium, Sep 2015, Mexico, France
Conference papers
hal-02059614v1
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L’effet MOOC, ou comment le fruit du hasard pourrait devenir un standardEntretiens Jacques Cartier, Forum international d'éducation ouverte en ligne, Oct 2014, Ottawa, Canada
Conference papers
hal-02059628v1
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Multidisciplinarity vs. Multivocality, the case of "Learning Analytics"LAK 2013 - International Conference on Learning Analytics and Knowledge, Apr 2013, Leuven, Belgium. pp.5-13, ⟨10.1145/2460296.2460299⟩
Conference papers
hal-00805362v1
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cK¢, a model to reason on learners' conceptionsPME-NA 2013 - Psychology of Mathematics Education, North American Chapter, Nov 2013, Chicago, IL, United States. pp.2-15
Conference papers
hal-00853856v1
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Students' Problem Appropriation in a Persistent and Multi-Modal Simulation - Interaction AnalysisLatin American Conference on Learning Objects and Technology Enhanced Learning (LACLO 2010), Latin American Community on Learning Objects, Sep 2010, Sao Paulo, Brazil
Conference papers
hal-00948751v1
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Authenticity in learning game: how it is designed and perceivedEC-TEL, 2010, Barcelona, Spain. pp.10
Conference papers
hal-00593062v1
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Student's Problem Appropriation in an Epidemiology Game3rd European conference on Game based learning, Oct 2009, Graz, Austria. pp.135-144
Conference papers
hal-00998135v1
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Les étudiants jouent mais à quel jeu jouent-il ?Actes du workshop Jeux Sérieux de la conférence EIAH 2009, 2009, Le Mans, France. 10 p
Conference papers
hal-00948840v1
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Students Problem Appropriation in an Epidemiology GameProceeding of ECGBL 2009 Conference (European Conference on Game-Based Learning), October 12 - 13, 2009, 2009, Graz, Austria. 10 p
Conference papers
hal-00948779v1
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Les étudiants jouent mais à quel jeu jouent-ils ?4ème Conférence francophone sur les Environnements Informatiques pour l'Apprentissage Humain (EIAH 09), 2009, Le Mans, France. pp.11-26
Conference papers
hal-00998137v1
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An immersive experience in public health with a full-scale, distributed and persistent simulationProceeding of ISAGA 2009- 40th Annual Conference of the International Simulation and Gaming Association Conference, June 29th-July 3rd, 2009, Singapore ISAGA 2009, 2009, Unknown, Singapore. (2 p.)
Conference papers
hal-00948778v1
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Learning aware environment: a Laboratorium of epidemiological studiesAdaptive Hypermedia, 2008, Hannover, Germany. pp.10
Conference papers
hal-00591617v1
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G1 : 1 scenarios: Envisioning the context for WMTE in 2015Proceeding of the 3rd IEEE International Workshop on Wireless and Mobile Technologies in Education, November, 2005, Japan, 2005, Tokushima, Japan. pp.n.a
Conference papers
hal-00962015v1
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For a renewed academy industry research partnershipeLearning Conference 2005, 2005, Brussels, Belgium. 5 p
Conference papers
hal-00190266v1
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Knowledge, the keystone of TEL design4th Helenic conference with international participation « Information and communication technologies in education », 2004, Athena, Greece. 10 p
Conference papers
hal-00190082v1
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Perspective française et européenne sur la structuration de la recherche sur les technologies pour l'apprentissage humainTechnologies pour l'Apprentissage et l'Education : Entre Recherche et Usages Pédagogiques, Nov 2003, Paris, France. pp.43-45
Conference papers
edutice-00000361v1
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cK¢ Modèle de connaissances pour le calcul de situations didactiquesXII° école d'été de didactique des mathématiques, Aug 2003, Corps, France. pp.1-32
Conference papers
hal-01139408v1
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The researcher epistemology : A deadlock for educational research on proofConference on Understanding Proof and Proving to Understand 2002, National Taiwan Normal University, Nov 2002, Taipei, Taiwan
Conference papers
hal-04040063v1
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A multi-agent and emergent approach to student modellingIOS Press, 2002, pp.98-102
Conference papers
hal-00003043v1
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A modelling challenge : untangling learner knowledgeL'apprentissage, une approche transdisciplinaire (JIOSC 2000), 2000, Orsay, France. pp.7-16
Conference papers
hal-00190292v1
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Construction of meaning and teacher control of learningWorking Conference on Secondary School Mathematics in the World of Communication Technology: Learning, Teaching and The curriculum, IFIP TC3 / WG3.1, Oct 1997, Grenoble, France. pp.111-120
Conference papers
hal-01861184v2
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Impacto da descoberta dirigida telepresencial nos ambientes interativos de aprendizagemActes du VIII Simpósio brasileiro de informática na educação, 1997, São José dos Campos (Brasil), Unknown Region
Conference papers
hal-01437209v1
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TéléCabri, un environnement pour le préceptorat à distance.Colloque Enseignement et formation à distance, multimédia, 1996, Sophia Antipolis, France. pp.43-51
Conference papers
hal-00190275v1
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Explication et préceptorat, à propos d'une étude de cas dans TéléCabriExplication et EIAO, actes de la journée du 26 janvier 1996 (PRC-IA), 1996, Paris, France. pp.37-50
Conference papers
hal-00190416v1
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Evaluation of ITS Design: The Case of Shiva-géographeNATO ASI Intelligent Learning Environments in Geography, 1995, Montpellier, France. 21 p
Conference papers
hal-00190415v1
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Conception, connaissance et conceptSéminaire de l'équipe DidaTech, IMAG, 1995, Grenoble, France. pp.219-244
Conference papers
hal-01072247v1
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Evaluation of ITS Design: The Case of Shiva-géographeIntelligent Learning Environments in Geography. (NATO ASI Series) NATO ASI Intelligent Learning Environments in Geography, 1995, Montpellier, France. 21 p
Conference papers
hal-00962027v1
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Analyse du rôle de l'enseignant dans une situation de préceptorat à distance : TéléCabriVIIIème école d'Eté de Didactique des Mathématiques, 1995, Sainte-Sauves d Auvergne, France. pp.47-56
Conference papers
hal-00962030v1
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Didactique computationnelle,évocation d'un projet de rechercheSéminaire IRMAR - Institut de Recherche Mathématique de Rennes, 1994, Rennes, France
Conference papers
hal-00190647v1
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Artificial Intelligence and Mathematics Education: Expectations and Questions14th Biennal of the Australian Association of Mathematics Teachers, 1993, Perth, Australia. pp.1-24
Conference papers
hal-00190342v1
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La transposition informatique, un nouveau problème pour la didactiquecolloque "Vingt ans de didactique des mathématiques en France", 15-17 juin 1993, 1993, Paris, France. pp.364-370
Conference papers
hal-00190646v1
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Contribution de la didactique et de l'épistémologie aux recherches en EIAOXIII Journées francophones sur l'informatique, Jul 1991, Genève, France. pp.9-38
Conference papers
hal-01027408v1
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A study of students' proving processes at the junior high school levelSecond UCSMP international conference on mathematics education, 1988, Chicago, United States
Conference papers
hal-01652045v2
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Le contrat et la coutume : deux registres des interactions didactiquesPremier colloque franco-allemand de didactique des mathématiques et de l'informatique, Nov 1986, Luminy, France. pp.15-26
Conference papers
hal-01286492v1
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Construction des connaissances mathématiques, l’approche de Imre LakatosSéminaire d'histoire et didactique des mathématiques, Régis Gras, 1982, Rennes, France. pp.1-12
Conference papers
hal-02095927v1
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L'informatique à l'interface de l'activité humaine et socialeBalacheff, Nicolas and Garbay, Catherine. Hermès, 29, pp.258, 2010, Technique et Science Informatiques
Books
hal-00948845v1
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Technology Enhanced Learning. Principles and products. Berlin: SpringerBalacheff, Nicolas and Ludvigsen, Sten and De Jong, Ton and Lazonder, Ard and Barnes, Sally. Springer Verlag, pp.n.a., 2009
Books
hal-00948847v1
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Technology-Enhanced Learning. Principles and products.Springer, pp.324, 2009, 978-1-4020-9827-7
Books
hal-00998123v1
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Didactical and epistemological perspectives on mathematical proof.Mariotti, M.A. and Balacheff, Nicolas. Springer Verlag, pp.n.a., 2008, ZDM Mathematics Education
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hal-00962088v1
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Technologies pour l'Apprentissage et l'Education : Entre Recherche et Usages PédagogiquesCNRS ACI Ecole et Sciences Cognitives ; Direction de la Technologie, MENRJ ; CNRS, RTP 39, 2003
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edutice-00000318v1
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Procesos de prueba en los alumnos de matemáticasuna empressa docente, pp.200, 2000
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hal-00520133v1
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Formation mathématique des instituteursCEDIC, 1981, 2-7124-0162-X
Books
hal-01716727v1
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AI for the Learning of MathematicsPhilippe R. Richard; M. Pilar Vélez; Steven Van Vaerenbergh. Mathematics Education in the Age of Artificial Intelligence, Springer Nature Switzerland, pp.v-x, 2022, Mathematics Education in the Digital Era, 978-3-030-86908-3
Book sections
hal-04018414v1
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FranceTon de Jong. Graduating around the globe: Protocols, principles, and traditions for PhD graduations - examples from the learning sciences, Twente University, 2021
Book sections
hal-04028390v1
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Proof Technology and Learning in Mathematics: Common Issues and PerspectivesHanna, Gila; Reid, David; de Villiers, Michael. Proof Technology in Mathematics Research and Teaching, Springer, pp.349-365, 2019, 978-3-030-28483-1
Book sections
hal-02333646v1
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cK¢, un modelo para comprender el entendimiento del estudianteCarlos Armando Cuevas; Magally Martinez; René Gaudalupe Cruz. Tendencias actuales de la enseñanza de la ciencias y la matemáticas, Pearson Educación de México, pp.19-52, 2018, Tendencias actuales en enseñanza de las ciencias, una perspectiva para investigadores y docentes, 978-607-32-4865-5
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hal-02059550v1
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The Grand Challenge of Diversity—A Comment from a Researcher PerspectiveEberle J., Lund K., Tchounikine P., Fischer F. Grand Challenge Problems in Technology-Enhanced Learning II: MOOCs and Beyond, Springer, pp.71-75, 2016, ⟨10.1007/978-3-319-12562-6_15⟩
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hal-02059390v1
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Agile and productive networking of TEL SMLsEberle J., Lund K., Tchounikine P., Fischer F. Grand Challenge Problems in Technology-Enhanced Learning II: MOOCs and Beyond, Springer, pp.49-53, 2015, ⟨10.1007/978-3-319-12562-6_11⟩
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hal-02059412v1
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Semiotic recommender system for learningFischer, F., Wild, F., Sutherland, R., Zirn, L. Grand Challenges in Technology Enhanced Learning. Outcomes of the 3rd Alpine Rendez-Vous, Springer, pp.27-29, 2014, Springer Briefs in Education, ⟨10.1007/978-3-319-01667-2⟩
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hal-02059475v1
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Technology-Enhanced Learing: From Thesaurus and Dictionary to Ontology.Jovanović J., Chiong R. Technological and Social Environments for Interactive Learning., Informing Science, pp.1-33, 2014, ISBN 978-1-932886-73-3
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hal-02059511v1
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Technology-supported representation-fitnessFischer, F., Wild, F., Sutherland, R., Zirn, L. Grand Challenges in Technology Enhanced Learning. Outcomes of the 3rd Alpine Rendez-Vous (pp.6-8). Springer Briefs in Education., Springer, pp.6-8, 2014
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cK¢, un modèle pour relier connaissance et preuve en didactique des mathématiquesJacques Baillé. Du mot au concept : Preuve, PUG, pp.9-32, 2011
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hal-01567192v1
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cK¢, un modèle pour relier connaissance et preuve en didactique des mathématiquesJacques Baillé. Du mot au concept. Preuve, Presses Universitaires de Grenoble, pp.9-32, 2011, Le séminaire - Sciences de l'éducation, 978-2-7061-1654-4
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Bridging knowing and proving in mathematics An essay from a didactical perspectiveHanna G., Jahnke H. N., Pulte H. Explanation and Proof in Mathematics, Springer, pp.115-135, 2010, 978-1-4419-0575-8. ⟨10.1007/978-1-4419-0576-5_9⟩
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hal-00964926v1
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Modeling students' conceptions: the case of functionsFernando Hitt, Derek Holton, Patrick W. Thompson. Research in Collegiate Mathematics Education VII, CBMS Conference board of the Mathematical Sciences, pp.207-234, 2010, Issues in Mathematics Education, 978-0-8218-4996-5
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Teaching and learning proof across the gradesStylianou, D.A. and Blanton, M.L. and E.J., Knuth. n.a., Proving and knowing in public, Routledge, pp.40-63, 2009
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Explanation and Proof in Mathematics: Philosophical and Educational Perspectives.Hanna, G. and Jahnke, H.N. and Pulte, H.B. n.a., Bridging knowing and proving in mathematics. An essay from a didactical perspective., Berlin: Springer, 2009
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Proving and Knowing in Public: What Counts as Proof in a ClassroomMaria L. Blanton; Despina A. Stylianou. Teaching and learning proofs across the Grades. A K-16 perspective, Routledge, pp.40-70, 2009, Studies in Mathematical Thinking and Learning Series, 978-0-415-98984-8
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hal-00998146v1
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Environnements Informatiques et Apprentissage HumainGrandbastien, Monique and Labat, Jean-Marc. Environnements Informatiques et Apprentissage Humain, Hermès-Lavoisier, pp.47-68, 2006, Collection IC2
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Les EIAH à la lumière de la didactiqueMonique Grandbastien; Jean-Marc Labat. Environnements Informatiques pour l'Apprentissage Humain, Hermès, pp.47-68, 2006, 2-7462-1171-8
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Communication et connaissanceGanascia, Jean-Gabriel. Communication et connaissance, CNRS éditions, pp.126-130, 2006
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Computer-based learning environment in mathematicsAlan Bischop. International Handbook of Mathematics Education, Kluwer Academic publisher, pp.469-501, 1997
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Advanced Educational Technologies : Knowledge RevisitedTom Liao. Advanced Educational Technology : research issues and future potential, Springer Verlag, pp.1-20, 1993, NATO ASI series
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Treatment of refutations: aspects of the complexity of a constructivist approach to mathematics learningErnst von Glasersfeld. Radical Constructivism in Mathematics Education, Kluwer Academic Publishers, pp.89-110, 1991
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Benefits and limits of social interaction: The case of mathematical proofAlan J. Bishop; Stieg Mellin-Olsen; Joop Dormolen van. Mathematical Knowledge: Its Growth Through Teaching, 10, Kluwer Academic Publishers, pp.175-192, 1991, Mathematics education library
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Transferring Kaleidoscope members' activities research into economic outcomes2007
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Kaleidoscope Impact and lessons learned. A position paper2007
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Baghera Assessment Project, designing an hybrid and emergent educational society2003
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Students conceptions: an introduction to a formal characterization2002
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Students conceptions: an introduction to a formal characterization2002
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Didactique computationnelle, évocation d'un projet de recherche.1994
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hal-00190424v1
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Dévolution d'un problème et construction d'une conjecture. Le cas de "La somme des angles d'un triangle"1987
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Rapport de fin de projet de l'ACI : Ecole et Sciences Cognitives - Modélisation cognitive d'élèves en algèbre et construction de stratégies d'enseignement dans un contexte technologique2005
Preprints, Working Papers, ...
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Knowledge, the keystone of TEL design2004
Preprints, Working Papers, ...
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The First Four Years (2007-2010) and Beyond - Volume 1: Research Program and Activity Report2011
Reports
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Proposition d'une unité mixte de recherche 2007-2010, CNRS-INP-INRIA-UJF-UPMF[Research Report] RR-LIG-001, 2009
Reports
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Les graphes de démonstration : outil pour l'étude des démonstrations naturellesModélisation et simulation. Institut National Polytechnique de Grenoble - INPG; Université Joseph-Fourier - Grenoble I, 1978. Français. ⟨NNT : ⟩
Theses
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Une étude des processus de preuve en mathématique chez des élèves de collègeModélisation et simulation. Institut National Polytechnique de Grenoble - INPG; Université Joseph-Fourier - Grenoble I, 1988
Habilitation à diriger des recherches
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