Laboratoire Lausannois Lesson Study (3LS)

Batteau, V. (2024, mars). De la mise en commun vers une mise en dialogue. Communication présentée à Module des didactiques en formation initiale à l'Université de Genève, Genève, Suisse. http://hdl.handle.net/20.500.12162/8010

Clivaz, S., Clerc-Georgy, A., Oberthaler, U., & Frank Schmid, S. (2024). Lesson study in Switzerland: from research to dissemination and back. International Journal for Lesson & Learning Studies, ahead of print, 000. Retrieved from http://hdl.handle.net/20.500.12162/8021

Clivaz, S., Batteau, V., Presutti, S., Bünzli, L.-O., & Daina, A. (2024). Types of talk and mathematical knowledge for teaching problem-solving: Dialogic analysis of a lesson study. Paper presented at the ICME15, Sydney, Australia.

Clivaz, S., Clerc-Georgy, A., Oberthaler, U., & Frank Schmid, S. (2024). Lesson study in Switzerland: From research to dissemination … and back. Paper presented at the WALS International Conference 2024, Astana, Kazakhstan.

Clivaz, S. (2024). Research Lesson as a Swiss Train Journey: Let’s Think About the Map! Paper presented at the WALS International Conference 2024, Astana, Kazakhstan.

Clivaz, S., Batteau, V., Presutti, S., Bünzli, L.-O., Daina, A., et Pellet, J.-P. (2024). Connaissances mathématiques pour l’enseignement de la résolution de problèmes : construction dialogique lors d’une Lesson Study. Communication présentée à 6e Colloque des didactiques disciplinaires, Kreuzlingen, Suisse.

Karsenty, R., Dole, S., Clivaz, S., Griese, B., & Pöhler, B. (2024). Roles, Identities and Interactions of Various Participants in Mathematics Teacher Collaboration. In H. Borko & D. Potari (Eds.), Teachers of Mathematics Working and Learning in Collaborative Groups : The 25th ICMI Study (pp. 135-202). Cham, Switzerland: Springer International Publishing. doi:10.1007/978-3-031-56488-8_4

Sakamoto, M., Tan, S., & Clivaz, S. (2024). Social, Cultural and Political Perspectives of Generative AI in Teacher Education: Lesson Planning in Japanese Teacher Education. In M. Searson, E. Langran & J. Trumble (Eds.), Exploring New Horizons: Generative Artificial Intelligence and Teacher Education (pp. 178-208).

Rakhmail, E., Lewis, C., Clivaz, S., Kuramoto, T., Dudley, P., & Tan, S. (2024). Q&A Panel session. Paper presented at the WALS International Conference 2024, Astana, Kazakhstan.

Rakhmail, E., Lewis, C., Clivaz, S., & Takahashi, A. (2024). In The Future of Lesson Study: Insights from WALS Leaders. Paper presented at the Podcast, Astana, Kazakhstan. Retrieved from https://www.youtube.com/watch?v=lLg7-69peQA&t=1s

Batteau, V., & Trgalova, J. (2024). From collective preparation to research lesson focused on computational thinking students in mathematics problem solving. Paper presented at the Congrès organisé par WALS, Astana, Kazakstan. Retrieved from http://hdl.handle.net/20.500.12162/8008

Batteau, V., & Trgalova, J. (2024). COMBINING COMPUTATIONAL THINKING IN MATHEMATICS: ISSUE OF MODELLING AND EVALUATION. Paper presented at the ICME, Sydney, Australie. Retrieved from http://hdl.handle.net/20.500.12162/8009

Clerc-Georgy, A., Truffer Moreau, I., et Richard, S. (2024). Former des enseignantes à une didactique du jeu : Un dispositif de formation continue inspiré des Lessons Studies. Revue Education et formation, e-321, 27-40. http://hdl.handle.net/20.500.12162/7842

Bemporad, C., et Chatelain, S. (2024). Enjeux et défis de l’interdisciplinarité entre didactiques des langues et de la musique. Dans Y. Buyck, M. Sudries, F. Ligozat et C. Marlot (Eds.), Les didactiques face à l’évolution des curriculums. Savoir(s) et pratiques pour entrer dans la complexité du monde. http://hdl.handle.net/20.500.12162/7577

Batteau, V. (2023, November). How does a Japanese primary school teacher manage the whole-class discussion named neriage? Paper presented at the WALS International Conference 2023, Zwolle, Netherlands.

Laffranchini, M. (2023, octobre). Des élèves, des histoires, des défis: répondre aux besoins uniques des élèves migrant·e·s. Communication présentée à Journées de formation pour lesnouveaux enseignants en structured’accueil et de CIF, Lausanne, Suisse. https://www.hepl.ch/accueil/actualites-et-agenda/archives-actualites/archives-2024/journees-formation-nouveaux-enseignants-structure-daccueil-et-cif.html

Batteau, V., & Trgalova, J. (2023). Computational thinking in mathematics teaching in secondary school. In P. Drijvers, C. Csapodi, H. Palmér, K. Gosztonyi & E. Kónya (Eds.), Proceedings of the thirteenth congress of the european society for research in mathematics education (CERME13) (pp. 2875-2882). Retrieved from http://hdl.handle.net/20.500.12162/7389

Batteau, V., et Clivaz, S. (2023). De la mise en commun à la mise en dialogue. Revue de Mathématiques pour l'école (RMé) - Ex. Math-Ecole, 239, 27-39. http://hdl.handle.net/20.500.12162/6650

Ingram, J., Clivaz, S., Maher, C. A., & Wilkinson, L. (2023). Learners building conceptual understandings of mathematics: Conditions for promoting growth in understanding – A global perspective from ICME-14. Journal of Mathematical Behavior (The), 72, 1-3. doi:10.1016/j.jmathb.2023.101101

Clivaz, S., Presutti, S., Batteau, V., Bünzli, L.-O., Daina, A., & Pellet, J.-P. (2023). Mathematical knowledge for teaching problem-solving: Dialogic construction during a lesson study. In P. Drijvers, C. Csapodi, H. Palmér, K. Gosztonyi & E. Kónya (Eds.), Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13). Retrieved from http://hdl.handle.net/20.500.12162/7481