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The logical analysis of statements. A tool for dealing with ambiguities in multilingual context
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In: Proceedings of the Seventh ERME Topic Conference on Language in the Mathematics Classroom ; Seventh ERME Topic Conference on Language in the Mathematics Classroom ; https://hal.archives-ouvertes.fr/hal-02970549 ; Seventh ERME Topic Conference on Language in the Mathematics Classroom, Feb 2020, Montpellier, France (2020)
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Working on proof as contribution to conceptualisation – The case of R-completness
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In: Advances in Mathematics Education Reserach on Proof and Proving. An international perspective ; https://hal.archives-ouvertes.fr/hal-02070069 ; Stylianides, Andreas J.,; Harel, Guershon. Advances in Mathematics Education Reserach on Proof and Proving. An international perspective, Springer International Publishing, pp.19-34, 2018, ICME-13 Monographs, 978-3-319-70995-6 (2018)
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Designation at the core of the dialectic between experimentation and proving: a study in number theory
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In: First conference of International Network for Didactic Research in University Mathematics ; https://hal.archives-ouvertes.fr/hal-01337922 ; First conference of International Network for Didactic Research in University Mathematics, Mar 2016, Montpellier, France (2016)
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Négation et quantification dans la classe de mathématiques
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In: Négation et référence ; https://hal.univ-reims.fr/hal-02539714 ; René Daval; Pierre Frath; Emilia Hilgert; Silvia Palma. Négation et référence, ÉPURE - Éditions et Presses universitaires de Reims, pp.269-288, 2016, Res per nomen, 978-2-37496-021-0 (2016)
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Challenges and Opportunities for Second Language Learners in Undergraduate Mathematics
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In: Mathematics Education and Language Diversity, The 21st ICMI Study ; https://hal.archives-ouvertes.fr/hal-01413939 ; International Commission on Mathematical Instruction. Mathematics Education and Language Diversity, The 21st ICMI Study, Springer, Cham, pp.85-101, 2016, New ICMI Study Series, 978-3-319-14510-5. ⟨10.1007/978-3-319-14511-2_5⟩ ; www.springer.com (2016)
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Impact of Differing Grammatical Structures in Mathematics Teaching and Learning
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In: Mathematics Education and Language Diversity - The 21st ICMI Study ; https://hal.archives-ouvertes.fr/hal-01413932 ; International Commission on Mathematical Instruction. Mathematics Education and Language Diversity - The 21st ICMI Study, Springer, Cham, pp.23-46, 2016, New ICMI Study Series, 978-3-319-14510-5. ⟨10.1007/978-3-319-14511-2_2⟩ ; www.springer.com (2016)
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Quelques apports de l'analyse logique du langage pour les recherches en didactique des mathématiques
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In: Questions vives en didactique des mathématiques : problèmes de la profession d'enseignant, rôle du langage ; https://hal.archives-ouvertes.fr/hal-00820446 ; Alain Bronner & al. Questions vives en didactique des mathématiques : problèmes de la profession d'enseignant, rôle du langage, Editions La Pensée Sauvage, Grenoble, France, 2013 (2013)
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Argumentation and Proof in the Mathematics Classroom
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In: Proof and Proving in Mathematics Education ; https://hal.archives-ouvertes.fr/hal-00804050 ; Gila Hanna & Michael de Villiers. Proof and Proving in Mathematics Education, Springer, pp.349-367, 2012, New ICMI Study Series, Vol 15 (2012)
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Negation of mathematical statements in French in multilingual contexts - an example in Cameroon
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In: Proceedings of the ICMI Study 21 - Mathematics and Language Diversity ; ICMI Study 21 conference - Mathematics and Language Diversity ; https://hal.archives-ouvertes.fr/hal-00804099 ; ICMI Study 21 conference - Mathematics and Language Diversity, Sep 2011, Sao Paulo, Brésil. pp.268-275 (2011)
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Interactions verbales, didactiques et apprentissages : recueil, traitement et interprétation didactiques des données langagières en contextes scolaires ; actes des journées d'étude organisées les 19 et 20 mai 2005 à Lyon
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UB Frankfurt Linguistik
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