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MyLearningMentor: A Mobile App to Support Learners Participating in MOOCs
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In: ISSN: 0948-695X ; EISSN: 0948-6968 ; Journal of Universal Computer Science ; https://hal.archives-ouvertes.fr/hal-03276858 ; Journal of Universal Computer Science, Graz University of Technology, Institut für Informationssysteme und Computer Medien, 2015, 21 (5), pp.735-753. ⟨10.3217/jucs-021-05-0735⟩ ; http://www.jucs.org/jucs_21_5/my_learning_mentor_a (2015)
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Philosophical fictionalism and problem of artificial intelligence
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In: ISSN: 2305-3763 ; Philosophical Problems of Information Technologies and Cyberspace ; https://hal.archives-ouvertes.fr/hal-03502339 ; Philosophical Problems of Information Technologies and Cyberspace, 2015, 10 (2), ⟨10.17726/philIT.2015.10.2.811.93⟩ (2015)
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Langues minoritaires locales et conceptualisation à l'école : l 'exemple de l'enseignement des mathématiques en breton
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In: Langues minoritaires locales et éducation à la diversité des dispositifs didactiques à l'épreuve. ; https://hal.archives-ouvertes.fr/hal-01213478 ; Langues minoritaires locales et éducation à la diversité des dispositifs didactiques à l'épreuve., L'harmattan, 2015, coll Espaces Discursifs (2015)
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Some Approaches Derived from UniGlyph to Allow Text Input on Tiny Devices Such as Connected Watches
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In: Lecture Notes in Computer Science, vol 9170. Springer,Kurosu M. (eds) ; Human-Computer Interaction International 2015 ; https://halshs.archives-ouvertes.fr/halshs-01427323 ; Human-Computer Interaction International 2015, Aug 2015, Los Angeles, United States. pp.554 - 562, ⟨10.1007/978-3-319-20916-6_51⟩ (2015)
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Bilingual mathematics learners, conceptual mathematical activity and the role of their languages. How best to investigate?
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In: CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education ; https://hal.archives-ouvertes.fr/hal-01287693 ; CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Charles University in Prague, Faculty of Education; ERME, Feb 2015, Prague, Czech Republic. pp.1454-1460 (2015)
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L'atelier de lecture bilingue pour les enfants italophones de classe maternelle
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In: Journées d'études francoitaliennes « Apprendre en français avec la littérature de jeunesse » ; https://hal-univ-paris8.archives-ouvertes.fr/hal-03004827 ; Journées d'études francoitaliennes « Apprendre en français avec la littérature de jeunesse », Institut français d'Italie, Rome, Dec 2015, Rome, Italie (2015)
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Use and development of mathematical language in bilingual learning settings
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In: CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education ; https://hal.archives-ouvertes.fr/hal-01287680 ; CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Charles University in Prague, Faculty of Education; ERME, Feb 2015, Prague, Czech Republic. pp.1421-1426 (2015)
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Impact de dispositifs pédagogiques bilingues sur la maîtrise de l’écrit en français en contextes diglossiques et francophones
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In: ISSN: 0999-792X ; EISSN: 0999-792X ; ANAE - Approche Neuropsychologique des Apprentissages Chez L'enfant ; https://hal.archives-ouvertes.fr/hal-01914714 ; ANAE - Approche Neuropsychologique des Apprentissages Chez L'enfant, ANAE/PLEIOMEDIA, 2015, pp.275-282 (2015)
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Media and milieus for complex numbers: An experiment with Maple based text
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In: CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education ; https://hal.archives-ouvertes.fr/hal-01288593 ; CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Charles University in Prague, Faculty of Education; ERME, Feb 2015, Prague, Czech Republic. pp.2131-2137 (2015)
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Contradictions and shifts in teaching with a new curriculum: The role of mathematics
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In: CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education ; https://hal.archives-ouvertes.fr/hal-01289878 ; CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Charles University in Prague, Faculty of Education; ERME, Feb 2015, Prague, Czech Republic. pp.3262-3268 (2015)
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Linking inquiry and transmission in teaching and learning mathematics
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In: CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education ; https://hal.archives-ouvertes.fr/hal-01289439 ; CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Charles University in Prague, Faculty of Education; ERME, Feb 2015, Prague, Czech Republic. pp.2642-2648 (2015)
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Teacher-researcher collaboration as Formative Intervention and Expansive learning activity
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In: CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education ; https://hal.archives-ouvertes.fr/hal-01289735 ; CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Charles University in Prague, Faculty of Education; ERME, Feb 2015, Prague, Czech Republic. pp.3029-3035 (2015)
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Teachers' resources in analysing mathematical content and classroom situations: The case of using multiple tepresentations
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In: CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education ; https://hal.archives-ouvertes.fr/hal-01289863 ; CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Charles University in Prague, Faculty of Education; ERME, Feb 2015, Prague, Czech Republic. pp.3213-3219 (2015)
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Pre-service teachers' mathematical reasoning
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In: CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education ; https://hal.archives-ouvertes.fr/hal-01287296 ; CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Charles University in Prague, Faculty of Education; ERME, Feb 2015, Prague, Czech Republic. pp.977-982 (2015)
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Relation between students' involvement and teacher management strategies in French 'difficult' classrooms
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In: ISSN: 1740-8989 ; EISSN: 1742-5786 ; Physical Education and Sport Pedagogy ; https://hal.archives-ouvertes.fr/hal-01474383 ; Physical Education and Sport Pedagogy, Taylor & Francis (Routledge), 2015, 20 (6), pp.647-669. ⟨10.1080/17408989.2014.882889⟩ ; http://www.tandfonline.com/toc/cpes20/current (2015)
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Abstract:
International audience ; Background: Since 2010, French secondary schools with a high proportion of studentsin academic difficulty benefit from a compensatory education policy called ‘E´ colesColle`ges et Lyce´es pour l’Ambition, l’Innovation et la Re´ussite’ (E´ CLAIR). Thesestudents tend to behave poorly and frequently disengage from learning tasks, and thusone of the greatest challenges for teachers is to keep them focused and active. The‘academic learning time in physical education’ is very low, about 14.4%.Purpose: This case study investigates the relations between the students’ motor andsocial involvement and the class management strategies of four experienced physicaleducation (PE) teachers in a difficult educational context.Participants and Setting: This case study focuses on four secondary school classes withthe same characteristics: all are part of theE´ CLAIR program, are taught by experiencedPE teacher, with hardly manageable underachieving students in drop-out situations (16in total, between 12 and 16 years old), and offer four units of gymnastics (for a total of26 lessons). The classes were organized as group activities, with instruction sheets, withan educational project based on the students’ sense of autonomy and responsibility.Research Design: This research was conducted following a situated approach from thecognitive anthropology framework of ‘course of action’.Data collection: Extrinsic classroom data were collected by observing the students’ andteacher’s activities within the classroom and using audiovisual recordings. Intrinsic datawere collected during self-confrontation interviews held after the lessons.Data Analysis: The data were processed in three stages: (a) the structure of students’ andteachers’ behaviors; (b) the dynamic of students’ and teachers’ experience, and (c) theclassroom management strategies related to student misbehavior.Findings: The findings reveal that in spite of permanent classroom agitation, workinginvolvement predominated with only short periods of student disengagement.Compromises organize the relation between students’ involvement and teachermanagement strategies. There is a compromise between work and play time for thestudents – they mainly remained involved in their work, and were appropriatelyinvolved in their task both physically and socially. Then, there is a compromise ofacceptance for the teachers, as they use specific management strategies based oncontrolled short drop-outs as a source of student involvement in work.Conclusions: These findings raise the question of how PE teachers working under thecompensatory policy can best manage student misbehavior. The teacher’s acceptance,compromises within the classroom, zone of acceptable responses, and articulation ofinstruction activity with misbehavior management, are as many factors improvingteachers’ professionalization.
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Keyword:
[SCCO.PSYC]Cognitive science/Psychology; acceptance; classroom management strategies; compromises; misbehavior; physical education
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URL: https://hal.archives-ouvertes.fr/hal-01474383/file/Vors%20Gal%202015%20PESP.pdf https://doi.org/10.1080/17408989.2014.882889 https://hal.archives-ouvertes.fr/hal-01474383 https://hal.archives-ouvertes.fr/hal-01474383/document
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Primary pupils' perceptions of mathematical ability
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In: Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education (CERME9) ; https://hal.archives-ouvertes.fr/hal-01287915 ; Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education (CERME9), Charles University in Prague, Faculty of Education; ERME, Feb 2015, Prague, Czech Republic. pp.1610-1616 (2015)
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Lesson study as a professional development framework to support an exploratory approach
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In: CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education ; https://hal.archives-ouvertes.fr/hal-01289675 ; CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Charles University in Prague, Faculty of Education; ERME, Feb 2015, Prague, Czech Republic. pp.2959-2960 (2015)
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Sharing structures of algebraic expressions through language: A transformation gap
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In: CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education ; https://hal.archives-ouvertes.fr/hal-01287688 ; CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Charles University in Prague, Faculty of Education; ERME, Feb 2015, Prague, Czech Republic. pp.1440-1446 (2015)
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Constructing validity in classroom conversations
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In: CERME9 - Ninth Congress of the European Society for Research in Mathematics Education ; https://hal.archives-ouvertes.fr/hal-01280563 ; CERME9 - Ninth Congress of the European Society for Research in Mathematics Education , Charles University in Prague, Faculty of Education; ERME, Feb 2015, Prague, Czech Republic. pp.128-134 (2015)
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A professional development program in formative assessment for mathematics teachers – Which changes did the teachers do and why?
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In: CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education ; https://hal.archives-ouvertes.fr/hal-01289661 ; CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Charles University in Prague, Faculty of Education; ERME, Feb 2015, Prague, Czech Republic. pp.2947-2948 (2015)
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