{"id":1488,"date":"2023-12-05T13:47:48","date_gmt":"2023-12-05T18:47:48","guid":{"rendered":"https:\/\/matherealiser.fse.ulaval.ca\/?page_id=1488"},"modified":"2023-12-05T13:47:48","modified_gmt":"2023-12-05T18:47:48","slug":"publications","status":"publish","type":"page","link":"https:\/\/matherealiser.fse.ulaval.ca\/en\/publications\/","title":{"rendered":"Publications"},"content":{"rendered":"\n
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Articles<\/h2>\n\n\n\n
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Christiansen, I., Marschall, G. & Corriveau, C. (2023). Editorial: Theories and theorising in mathematics education and how they inform teacher education.<\/em><\/a> Frontiers in Education<\/em>. 8.<\/h3>\n\n\n\n\n<\/div><\/div><\/div>
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Christiansen, I., Corriveau, C. et Pettersson, K. (2022). Hybrids between rituals and explorative routines: opportunities to learn through guided and recreated exploration. <\/a>Educational Studies in Mathematics.<\/em> 112. <\/h3>\n<\/div><\/div><\/div>
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Corriveau, C. et Jeannotte, D. (2022). Collaboration recherche-pratique autour de situations d\u2019enseignement : comment les dissensus aident \u00e0 mieux comprendre les pratiques enseignantes.<\/a> Nouveaux Cahiers de la Recherche en \u00c9ducation. <\/em>23. 76-99. DOI: 10.7202\/1085364ar.<\/em> <\/h3>\n<\/div><\/div><\/div>
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Jeannotte, D., Sampson, S. et Dufour, S. (2021). Caract\u00e9risation du discours math\u00e9matique pour l\u2019enseignement associ\u00e9 au raisonnement math\u00e9matique d\u2019enseignantes du primaire au Qu\u00e9bec : une exploration. <\/a>Journal Canadien d\u2019Enseignement des Sciences, des Math\u00e9matiques et de la Technologie<\/em>.<\/h3>\n<\/div><\/div><\/div>
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Jeannotte, D., Dufour, S. et Sampson S. (2020). Discours autour du raisonnement math\u00e9matique par des enseignantes du primaire. <\/a>Revue Qu\u00e9b\u00e9coise de Didactique des Math\u00e9matiques, 1<\/em>(1), 5-37. <\/h3>\n<\/div><\/div><\/div>
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Corriveau, C. et Jeannotte, D. (2019). Travailler le principe de groupement\/\u00e9change li\u00e9 \u00e0 la num\u00e9ration sans passer par l\u2019\u00e9criture symbolique : analyse de strat\u00e9gies d\u2019\u00e9l\u00e8ves.<\/a> Grand N. <\/em>104, 59-70. <\/h3>\n<\/div><\/div><\/div>
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Corriveau, C. et Jeannotte, D. (2019). Mat\u00e9riel de manipulation pour travailler les op\u00e9rations : n\u00e9cessaire, mais est-ce suffisant ? <\/a>Vivre le primaire<\/em>, Automne 2019, 48-49. <\/h3>\n<\/div><\/div><\/div>
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Jeannotte, D. et Corriveau, C. (2019). Le mat\u00e9riel de manipulation : \u00e7a va de soi que \u00e7a ne va pas de soi. <\/a>Vivre le primaire<\/em>, Automne, 2019, 50-51.<\/h3>\n<\/div><\/div><\/div>
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Jeannotte, D. et Kieran, C. (2017). A conceptual model of mathematical reasoning for school mathematics.<\/a> Educational Studies in Mathematics. DOI: 10.1007\/s10649-017-9761-8. <\/em><\/h3>\n<\/div><\/div><\/div>
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Corriveau, C. et Jeannotte, D. (2015). L\u2019utilisation du mat\u00e9riel de math\u00e9matique en classe de math\u00e9matiques au primaire : quelques r\u00e9flexions sur les apports possibles. <\/a>Bulletin AMQ,<\/em> LV<\/em>(3), 32-49. <\/h3>\n<\/div><\/div><\/div>
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Book Chapters<\/h2>\n\n\n\n
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Jeannotte, D. et Corriveau, C. (2020). Favoriser le raisonnement math\u00e9matique au primaire pour developer la pens\u00e9e alg\u00e9brique: le cas de la t\u00e2che Charri\u00e8re.<\/a> Dans H. Squalli, A. Brunner, I, Oliveira & M. Larguier (dir.). La pens\u00e9e alg\u00e9brique et son d\u00e9veloppement<\/em>. Livre en ligne du CRIRES. p. 113-135.<\/h3>\n<\/div><\/div><\/div>
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Corriveau, C. (2013). Un exemple de co-situation, les enjeux pour la chercheure : une recherche \u00e0 propos de la transition secondaire-coll\u00e9gial en math\u00e9matiques. <\/a>Dans N. Bednarz (dir.) Recherche Collaborative et pratique enseignante : regarder ensemble autrement <\/em>(p. 75-83), L\u2019Harmattan, <\/em>Paris.<\/h3>\n<\/div><\/div><\/div>
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Corriveau, C. et Bednarz, N. (2013). La co-op\u00e9ration : s\u2019y engager dans une perspective de double-vraisemblance.<\/a> Dans Dans N. Bednarz (dir.) Recherche Collaborative et pratique enseignante : regarder ensemble autrement <\/em>(p. 129-135), L\u2019Harmattan, Paris.<\/h3>\n<\/div><\/div><\/div>
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Conference Proceedings<\/h2>\n\n\n\n
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Corriveau, C. Jeannotte, D. et Michot, S. (2023). Didactic variables related to the use of manipulatives and their impact on students\u2019 activity: an illustrative case around fractions. Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education<\/em> (CERME12), Bozen-Bolzano, Italy. <\/h3>\n<\/div><\/div><\/div>
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Jeannotte, D. et Corriveau, C. (2022). Manipulatives, affordance and the learning of fraction: The twelfth task.<\/a> Proceedings of the forty-fourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education.<\/em> Nashville, Tennessee. <\/h3>\n<\/div><\/div><\/div>
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Jeannotte, D. et Corriveau, C. (2022). A survey on elementary teachers’ uses of manipulaties.<\/a> Proceedings of the forty-fourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education.<\/em> <\/h3>\n<\/div><\/div><\/div>
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Greenstein, S., Jeannotte, D., Fern\u00e1ndez, E., Davidson, J., Pomponio, E., et Akuom, D. (2021). Exploring the Interwoven Discourses Associated with Learning to Teach Mathematics in a Making Context. Actes de PME-NA.<\/em><\/h3>\n<\/div><\/div><\/div>
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Jeannotte, D. et Corriveau, C. (2020). Interactions Between Pupils\u2019 Actions and Manipulative Characteristics when Solving an Arithmetical Task.<\/a> Proceedings of the 11<\/em>th<\/em><\/sup> Congress of the European Society for Research in Mathematics Education.<\/em> Utrecht, NL. <\/h3>\n<\/div><\/div><\/div>
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Pomponio, E., Davidson, J., Greenstein, S., Fern\u00e1ndez, E., Jeannotte, D., et Akuom, D. (2020). ReMaking Teacher Learning: Designing Objects-to-Teach-With to Promote Mathematics Education Reform. Paper to be presented at the Annual FabLearn Conference<\/em>, NYC<\/h3>\n<\/div><\/div><\/div>
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Jeannotte, D. et Corriveau, C. (2020). \u00c9tude des raisonnements math\u00e9matiques d\u2019\u00e9l\u00e8ves de premi\u00e8re ann\u00e9e lors de la r\u00e9alisation d\u2019une activit\u00e9 n\u00e9cessitant l\u2019utilisation de mat\u00e9riel de manipulation. Espace math\u00e9matique francophone 2018,<\/em> Genevilliers, France.<\/h3>\n<\/div><\/div><\/div>
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Corriveau, C. et Jeannotte, D. (2018). Id\u00e9es v\u00e9hicul\u00e9es \u00e0 propos du mat\u00e9riel de manipulation dans la litt\u00e9rature professionnelle en enseignement des math\u00e9matiques au primaire.<\/a> Actes du colloque GDM 2018, C\u00e9gep de Drummondville, Drummondville. <\/h3>\n<\/div><\/div><\/div>
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Jeannotte, D. et Corriveau, C. (2016). Utilisation d\u2019un mat\u00e9riel symbolique en 3e<\/sup> ann\u00e9e du primaire : une analyse des raisonnements math\u00e9matiques des \u00e9l\u00e8ves et de leur accompagnement. <\/a>Dans A. Adihou, L. Bacon, D. Beno\u00eet et C. Lajoie (Dir.), Actes du congr\u00e8s du Groupe de didactique des math\u00e9matiques du Qu\u00e9bec <\/em>(p. 119-129). Qu\u00e9bec : Universit\u00e9 de Sherbrooke.<\/h3>\n<\/div><\/div><\/div>
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Jeannotte, D. (2014). Processes of mathematical reasoning : Framing from math educator discourses. Dans P. Liljedahl, C. Nicol, S. Oesterle et D. Allan (dir.), Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education and the 36th Conference of the North American Chapter of the Psychology of Mathematics Education<\/em> (vol. 6, p. 117). Vancouver, BC.<\/h3>\n\n\n\n\n<\/div><\/div><\/div>
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