References of "Vlassis, Joëlle 50003273"
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See detailUn dispositif en mathématiques intégrant une composante familiale susceptible de favoriser l’accrochage scolaire des enfants du préscolaire
Poncelet, Débora UL; Vlassis, Joëlle UL

in Moignard, Benjamin; Rubi, Stephanie (Eds.) L’école des dispositifs. Approches internationales autour des nouvelles problématiques scolaires (in press)

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See detaildeveloping early number competencies through games played in school and at home
Tinnes-Vigne, Mélanie UL; Poncelet, Débora UL; de Chambrier, Anne-Françoise et al

in Bergqvist, Ewa; Österholm, Magnus; Granberg, Carina (Eds.) et al Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (2018, July 07)

Most research studies show that initial number knowledge constitutes the basis for understanding several major principles of mathematics. Moreover, early number competencies are considered as strong ... [more ▼]

Most research studies show that initial number knowledge constitutes the basis for understanding several major principles of mathematics. Moreover, early number competencies are considered as strong predictors of mathematics outcomes at the end of the first grade and even later on (Jordan, Kaplan, Ramineni & Locuniak, 2009). In preschool, the development of these competencies should obviously not give rise to formal learning but is developed through significant activities. However, while everyday situations offer significant contexts, they are still not sufficient to develop the basic number competencies necessary for first grade children (Cannon & Ginsburg, 2008). Adults have to create opportunities to learn mathematical competencies. Mathematical games can meet this requirement. The MathPlay project aims to develop early number competencies through games implemented in school and/or at home. According to the literature, early number competencies consist in counting, conservation ability, magnitude comparison, and (de)composition of numbers. To develop these competencies, we decided to adapt 8 well-known family games. To evaluate the effect of this play-based approach on the development of number competencies, an instrument was created and validated. A quasi-experimental research design (pre/post-test) was implemented in four countries: Luxembourg, Belgium, France and Switzerland. Seven hundred and twenty-five children from all these countries participated in this study. They were divided into one control group and one experimental group with two treatment conditions, X1 (with games at school), and X2 (with games both at school and at home). The post-test was administrated at two moments: just after the intervention and eight weeks later. Data is currently being analysed. This communication will present the first outcomes and will answer our research question: what is the immediate and deferred effect of this play-based approach (X1-X2) on students’ number competencies? [less ▲]

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See detailA test to measure early number skills progress among 4 to 6 years old children
De Chambrier, Anne-Françoise; Fagnant, Annick; Giauque, Nadine et al

Scientific Conference (2018, July)

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See detailBesoins des apprenants en matière de pensée algébrique et connaissances pour enseigner cette pensée : évaluation diagnostique des acquis des enseignants à la transition école-collège
Demonty, Isabelle; Vlassis, Joëlle UL; Fagnant, Annick

in Demeuse, Marc; Milmeister, Marianne; Weis, Christiane (Eds.) L'évaluation en éducation et en formation face aux transformations des sociétés contemporaines. Actes du 30e colloque de l'Admée-Europe (2018, January)

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See detailMesurer les croyances des enseignants du préscolaire à propos des mathématiques
Vlassis, Joëlle UL; Dierendonck, Christophe UL; Tinnes, Mélanie UL et al

in Demeuse, Marc; Milmeister, Marianne; Weis, Christiane (Eds.) L'évaluation en éducation et en formation face aux transformations des sociétés contemporaines. Actes du 30e colloque de l'Admée-Europe (2018, January)

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See detailDéveloppement d’un test de compétences numériques précoces destiné à mesurer les effets d’une intervention mise en place auprès d’élèves de 4 à 6 ans
de Chambrier, Anne-Françoise; Vlassis, Joëlle UL; Fagnant, Annick et al

in Demeuse, Marc; Milmeister, Marianne; Weis, Christiane (Eds.) L'évaluation en éducation et en formation face aux transformations des sociétés contemporaines. Actes du 30e colloque de l'Admée-Europe (2018, January)

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See detailSymbolisation and objectification through social interactions for meaningful learning of mathematics
Vlassis, Joëlle UL; Demonty, Isabelle

in Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (2018)

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See detailAlgebraic thinking, pattern activities and knowledge for teaching at the transition between primary and secondary school.
Demonty, Isabelle; Vlassis, Joëlle UL; Fagnant, Annick

in Educational Studies in Mathematics (2018), DOI 10.1007/s10649-018-9820-9

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See detailQuelle place accorder aux modèles dans l'apprentissage des entiers?
Vlassis, Joëlle UL

Scientific Conference (2018)

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See detailQuelle place accorder aux modèles dans l'apprentissage de l'addition des entiers
Vlassis, Joëlle UL

Scientific Conference (2018)

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See detailDévelopper l'articulation arithmétique algèbre entre le primaire et le secondaire
Demonty, Isabelle; Vlassis, Joëlle UL

Book published by de boeck (2018)

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See detailDevelopper la pensée algébrique à travers une activité de généralisation basée sur des motifs (patterns) figuratifs
Vlassis, Joëlle UL; Demonty, Isabelle; Squalli, Hassane

in Nouveaux Cahiers de la Recherche en Education (2017), 3

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See detailConceptualiser et évaluer les connaissances pour enseigner les mathématiques
Demonty, Isabelle; Fagnant, Annick; Vlassis, Joëlle UL

Presentation (2017)

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See detailEvaluer les connaissances pour enseigner l'algèbre élémentaire : élaboration d'un outil diagnostique
Demonty, Isabelle; Vlassis, Joëlle UL

in Evaluer : Journal International de Recherche en Education et Formation (2017), 2(2), 18

Detailed reference viewed: 34 (3 UL)