Pages 9 to 18| Which Conception of the Cognitive Subject in Mathematical
Didactics? Elements for a Discussion
| Jean Brun
Pages 19 to 35| Critical Thinking as an epistemic virtue
| Julien Olive
Pages 37 to 48| How do Networked Improvement Communities Produce and Spread
Knowledge about Educational Practices?
| Ignacio Atal, Philippe Dessus
Pages 49 to 74| Pedagogical Content Knowledge in Science Education. Study of the
foundations and limitations of some models with the aim of
classifying them
| David Cross
Pages 75 to 93| A socio-didactic approach to a case of public denunciation
| Marie-Sylvie Claude, Patrick Rayou
Pages 95 to 114| A Developmental History of Change Laboratories in Schools
| Nick Hopwood
Pages 115 to 117| For didactics, long after
| Yves Chevallard
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Pages 6 to 6| Editorial
Pages 9 to 28| Study of the procedures and knowledge used by young music students
in a tonal transposition task
| Adrien Bourg
Pages 29 to 47| Literary reading and political education at school. Teaching
options for exploring the democratic project and for building a
community
| Annette Schmehl-Postaï, Catherine Huchet
Pages 49 to 63| The climate fresk to train teachers in climate change education:
what kind of political education is possible?
| Malou Delplancke, Hanaà Chalak
Pages 65 to 83| Teaching practices taking into account the collective dimension of
the study of an issue through research in mathematics
| Karine Bernad
Pages 93 to 111| The strengthening of first degree school curricula: tensions
between ambitious aims and school curricula to teach
| Francis Rouquet
Pages 113 to 124| The Concept of General Subject Didactics
| Martin Rothgangel, Helmut Vollmer
Pages 125 to 125| Didactic classics (continued 3/4)
Pages 127 to 155| Manifesto for research in mathematics didactics. Why research into
the didactics of mathematics must be at the heart of French
Mathematics Education Research Institutes (IREM)
| Yves Chevallard
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Pages 6 to 6| Editorial
Pages 9 to 34| School Visits to Museums from the Point of View of Teachers: a
Comparative Study of Brazil and France
| Monique Gewerc, Ana Dias-Chiaruttini
Pages 35 to 50| The Validity of Assessments in School Context: Debates and
Approaches
| Daniel Bart, Rémi Goasdoué, Marc Vantourout
Pages 51 to 70| An Analogical Mesh for Arithmetic Word Problem Solving: the A-S3
Framework
| Emmanuel Sander
Pages 71 to 86| Hybridisation and Networking of Theories: The Case of the
Ontosemiotic Approach in Mathematics Education
| Juan D. Godino
Pages 89 to 94| What history has already inscribed in biology
| Paul Jorion
Pages 95 to 98| Les structures fondamentales des sociétés humaines. Bernard
Lahire, Paris : La Découverte 2023, 971 p.
| Lucie Gomes
Pages 99 to 104| Les structures fondamentales des sociétés humaines. Bernard
Lahire, Paris : La Découverte 2023, 971 p.
| Yves Chevallard
Pages 105 to 108| Response of the author to the reviews
| Bernard Lahire
Pages 109 to 110| Didactic classics (continued 3/4)
Pages 111 to 138| Manifesto for research in mathematics didactics
| Yves Chevallard
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Pages 6 to 6| Editorial
Pages 9 to 21| Use of fingers in mathematics by students with intellectual
developmental disabilities
| Nathalie Bonneton-Botté, Fanny Ollivier, Hélène Hili, Nadège Saliot, Benoit Bonnet, Nolwenn Quelaudren, Delphine Vlieghe, Hugo Payre, Anne Laure Germain, Adrian Boivin, Sonia Jarry
Pages 23 to 43| Disciplinary awareness and geography didactics: the didactic
subject as central issue
| Anne Glaudel, Jean-François Thémines
Pages 45 to 56| Specific and transversal misunderstandings in school geography
| Cédric Naudet
Pages 57 to 75| Pedagogical principles at work in the practical epistemologies of
two students’ teachers
| Mathilde Musard, Maël Le Paven, Philippe Le Borgne
Pages 77 to 89| Randomized controlled trials in the UK: evaluating the effectivity
of interventions to forster mathematics learning
| Nathalie Roques
Pages 91 to 110| Poignant Experiences and the Nonteleological Teachable Moment
| Leif Östman, Jim Garrison, Katrien Van Poeck
Pages 111 to 111| Classics of didactics (2/4)
Pages 113 to 137| Manifesto for research in mathematics didactics. Why research into
the didactics of mathematics must be at the heart of French
Mathematics Education Research Institutes (IREM)
| Yves Chevallard
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Pages 6 to 6| Editorial
Pages 9 to 22| Changes in teaching practices and the anchoring of pupils: an
analysis of the levers used in a LéA agricultural education project
| Cécile Gardiès, Laurent Fauré
Pages 23 to 41| Describe to understand and transform practices: cooperative work in
an ESAT
| Caroline Perraud
Pages 43 to 67| The role of the teacher’s practical epistemology in the
mobilization of some self-prescribed standards in the primary
science classroom
| Corinne Marlot, Géraldine Boivin-Delpieu, Claudia Küll
Pages 69 to 86| What dialogue means. Elements of analysis of spoken exchanges in
economic and social sciences (SES) classes
| Igor Martinache, Yann Clémençon, Laurence Maurin, Fabien Meynier, Marlène Mabut
Pages 87 to 103| Peer tutoring in higher education: what are the effects in terms of
“milieu” and didactical contract?
| Azzedine Hajji, Dorothée Baillet, David Libotte, Thomas Barrier
Pages 105 to 115| Putting students to work in a temporary class for special needs
students. Comparative study of spatial configurations invested in
SVT and EPS
| Teddy Mayeko
Pages 117 to 146| The role of Intentional dynamics in the adjustment of the
steering’s schema in an inquiry-based science teaching and learning
session at primary school
| Muriel Blat, Jean-Marie Boilevin, Patricia Marzin-Janvier
Pages 147 to 159| The dialectic between knowledge, knowing, and concept in the theory
of objectification
| Luis Radford
Pages 161 to 161| Didactic classics
Pages 163 to 168| For didactics
| Yves Chevallard
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Pages 6 to 6| Editorial
Pages 9 to 35| Multimodal action methods, professional development and
occupational health
| Pascal Simonet, Gregory Muñoz, Christine Vidal-Gomel
Pages 37 to 52| Usage intentions and functions of the video image for training
purposes
| Mariachiara Pacquola, Paul Olry
Pages 53 to 66| Hybrid Text-Image-Sound Systems (SHTIS) as engineering dialogue
tools
| Jean-Noël Blocher
Pages 67 to 88| Practical epistemologies and sharing of responsibilities between
guide and teacher: the importance of tacit content during the
school visit
| Alain Sénécail
Pages 89 to 114| The genesis of a classroom incident
| Joëlle Coasne, Daniel Faggianelli, Murielle Gerin, Agnès Grimault-Leprince, Monique Loquet, Chloé Riban
Pages 115 to 134| The influence of oral modality in geometry
| Édith Petitfour, Catherine Houdement, Nicole Audoin-Latourte
Pages 135 to 152| Epistemics and Education
| Gregory J. Kelly
Pages 155 to 156| On Guy Brousseau’s legacy and horizons for the didactics of
physical education
| Chantal Amade-Escot
Pages 157 to 158| Guy Brousseau’s scientific legacy
| Michèle Artigue
Pages 159 to 160| Guy Brousseau, 1933-2024, researcher and thinker on the
experimental epistemology of mathematics
| Nicolas Balacheff
Pages 161 to 162| A short tribute to Guy Brousseau
| Annie Bessot
Pages 163 to 164| Tribute to Guy Brousseau
| Isabelle Bloch
Pages 165 to 166| Guy Brousseau: marvellous memories
| Yves Chevallard
Pages 167 to 168| Tribute to G. Brousseau
| Sylvain Doussot
Pages 169 to 170| The problem situation: from Rousseau to Brousseau
| Michel Fabre
Pages 171 to 172| My tribute to Guy Brousseau
| Denise Greslard-Nédélec
Pages 173 to 174| A singular point of view from didacticians of French
| Maryse Rebière, Martine Jaubert
Pages 175 to 176| Guy Brousseau, a founder
| Samuel Johsua
Pages 177 to 178| Guy Brousseau and the theory of situations: in praise of
non-conformist thinking
| Claire Margolinas
Pages 179 to 180| My memory of Guy Brousseau, his founding contribution
| Alain Mercier
Pages 181 to 182| Guy Brousseau and the fundamental orientations of Francophone
didactic research
| Christian Orange
Pages 183 to 184| The COREM, my adidactic milieu for the Didactics of Mathematics
| Pilar Orús
Pages 185 to 186| A major contribution by Guy Brousseau: the situation as an object
of study
| Marie-Jeanne Perrin-Glorian
Pages 187 to 188| From the social contract to the didactic contract and back again
| Patrick Rayou
Pages 189 to 190| The revolution of devolution in the genesis of the theory of
didactic situations
| Bernard Sarrazy
Pages 191 to 192| Thanks to Brousseau, with Brousseau
| Gérard Sensevy
Pages 193 to 194| Tribute to Guy Brousseau
| Andrée Tiberghien
Pages 195 to 196| Guy Brousseau’s contributions to the cognitive psychology of
education
| André Tricot
Pages 197 to 198| Tribute to Brousseau
| Virginia Warfield
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Pages 6 to 6| Editorial
| Jean-Charles Chabanne
Pages 9 to 16| The production and processing of film data within the VISA network:
context, filiation and issues (presentation of the dossier)
| Laurent Veillard, Guillaume Azéma
Pages 17 to 30| Using video for the development of dispositions to act in
occupational practices with strong sensorimotor dimension. The case
of work-in-hand training in the Cadre noir of Saumur
| Benoît Huet, Marine Leblanc, Sophie Biau, Elena Pycik, Jacques Saury
Pages 31 to 48| Articulating heterogeneous data to analyze the activity of neonatal
nurses: exploration of a three-part table as a methodological tool
in the Course of Action Research Program
| Anne-Marie Mottaz, Mélanie Secheppet
Pages 49 to 73| A rereading of Gaël’s case
| Frédérique Marie Prot, Henri Louis Go
Pages 75 to 92| Infusing epistemic perspectives on scientific practices in science
teacher education
| Sibel Erduran, Deniz Saribas, Ebru Kaya
Pages 93 to 112| Inclusive practices and articulation between two didactic systems:
is the accompaniment by an AESH an obstacle or a lever to didactic
accessibility?
| Frédéric Dupré
Pages 113 to 134| Who does what around the document in History? Three case studies on
September 11, 2001 in High School 11th grade class (age 16-17)
| Brigitte Morand, Guillaume Serres
Pages 135 to 156| Building for writing, Material manipulation serving written
production in 3rd cycle of elementary school
| Magali Brunel
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Pages 6 to 6| Editorial
| Comité de rédaction
Pages 9 to 22| Representations of the coexistence of historical statues and works
of art in a military space
| Eleni Karagianni, Théodora Cavoura
Pages 23 to 34| Evolution of theoretical views on the action-oriented perspective
in language teaching in France
| Margaret Bento
Pages 35 to 48| Gender equality and teaching time. The example of writing in first
grade
| Murielle Gerin
Pages 49 to 70| Structuring didactic situations and continuities in the dynamics of
constructing knowledge in science
| Laurence Marty, Florence Ligozat, Patrice Venturini
Pages 71 to 86| Affordance and didactic environment in Arts Education
| Apolline Torregrosa
Pages 87 to 112| Drug dose calculation: didactic analysis and conceptualisation of
the nursing activity. The case of dobutamine injection
| Daniel Benlahouès, Éric Roditi
Pages 113 to 124| Magnitudes in nursery school: the emergence, autonomy and
disciplinary indexing of content (1881-2021)
| Xavier Sido, Annie Soloch
Pages 125 to 141| Finding life beyond the classroom walls: a Change Laboratory
supporting expansive de-encapsulation of school
| Yrjö Engeström, Pauliina Rantavuori, Piia Ruutu, Maria Tapola-Haapala
Pages 143 to 174| Impact of probabilistic language on the use of decision tests
| Zahid El M’hamedi
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Pages 6 to 6| Editorial
| Comité de rédaction
Pages 9 to 42| Conquering historical and population thinking to learn about
evolution. Analysis of teacher-student co-activity through the
study of context structuring
| Julie Gobert, Yann Lhoste
Pages 43 to 54| Studying non-readers in school: methodological issues
| Maïté Eugène
Pages 55 to 71| Teaching Here, Learning There: Reflection on the scope of a
linguistic and cultural exchange community in Saudi Arabia
| Éric Navé
Pages 73 to 86| Debates in PE class: an example of joint action
| Marie-Paule Poggi, Jean-Francis Gréhaigne, Zeineb Zerai
Pages 87 to 97| Problematization in a forced sequence on breathing in grade 5:
what knowledge is learned by the students?
| Hanaà Chalak, Philippe Briaud
Pages 99 to 107| À côté de Freinet, Henri Louis Go and Xavier
Riondet
| Jean-François Dupeyron
Pages 109 to 117| Readings on the “Freinet machine”
| André Désiré Robert
Pages 119 to 123| The Freinet machine: the troubles of a didactical institution. A
reading of the book À côté de Freinet by Henri Louis Go
and Xavier Riondet
| Didier Cariou
Pages 125 to 131| The Freinet machine: an intellectual adventure
| Henri Louis Go, Xavier Riondet
Pages 133 to 148| Workplace learning: roles and didactic issues raised during the
history of Vocational Education and Training in France
| Laurent Veillard
Pages 149 to 169| The lures of statistical models
| Hervé Guyon, Kahina Harma, Camille Noûs
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Pages 6 to 6| Editorial
| Comité de rédaction
Pages 9 to 29| The didactic dimensions of maternal and juvenile actions as wild
chimpanzee pups learn to crack nuts
| Alain Mercier, Géraldine Philip-Liger
Pages 31 to 50| What Research Says About Teaching Mathematics Through Problem
Posing
| Jinfa Cai
Pages 51 to 72| A didactic view on the partnership between the classroom and
scientists. Understanding the conditions for the transposition of
knowledge at the frontiers of the School
| Séverine Perron, Florence Ligozat, Bastien Catagneyrol
Pages 73 to 95| Characterization of the physics teacher’s interventions in small
collaborative work groups: methodological aspects
| Patrice Venturini, Andrée Tiberghien
Pages 97 to 114| Secondary school probability education in Morocco. An analysis of
the curriculum and teaching practices
| Abdennabi Lakrim, Mohamed Chergui, Bouazza El Wahbi
Pages 115 to 135| The didactics of history in the French-speaking world. Analysis of
the development of a scientific discipline
| Sylvain Doussot, Nadine Fink
Pages 137 to 155| Importance of traditional beliefs of Tunisian future teachers in
their questions about human sexuality
| Sami Abdelli, Mondher Abrougui
Pages 159 to 165| Some conditions for the practical relevance of didactic research
| Sylvain Doussot
Pages 167 to 172| Notion of proof and coincidence of scientific discourse with
itself: a question for research and for training
| Catherine Delarue-Breton
Pages 175 to 187| Modeling (mainly by regression). Difficulties, complications and
uncertainties
| Jean-Paul Fischer
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Pages 6 to 6| Editorial
| Comité de rédaction d’Éducation & Didactique
Pages 9 to 33| The didactic dimensions of maternal and juvenile actions as wild
chimpanzee pups learn to crack nuts
| Alain Mercier, Géraldine Philip-Liger
Pages 35 to 51| Challenges for the dialogue between cognitive psychology and
applied linguistics
| Stéphanie Roussel
Pages 53 to 80| What role(s) for the teacher in supporting the problematisation of
the learner? A case study in biology
| François-Xavier Beuve
Pages 81 to 111| Praxeological analysis of educational pedagogies sustainable
development: the case of declared school practices in France
| Cécile Redondo
Pages 113 to 141| An examination of professional knowledge of teachers in
stereochemistry
| Destin Judicaël Mangane Nsayi
Pages 145 to 164| Towards an epistemology of cultural evidence
| Gérard Sensevy
Pages 165 to 182| Research and Authority in the Field of Educational Research in the
Age of Evidence-Based Practice and Policy. Who has the right to
recommend teaching practices to teachers?
| Frédéric Saussez
Pages 183 to 186| Howard S. Becker, Faire preuve. Des faits aux théories.
La Découverte, 2020
| Lucie Gomes
Pages 187 to 191| Howard S. Becker, Faire preuve. Des faits aux théories. La
Découverte, 2020
| Denis Meuret
Pages 193 to 199| Questions to Jean-Louis Comolli by Gérard Sensevy and the Didactics
for Teaching Collective
| Jean-Louis Comolli, Gérard Sensevy, Collectif Didactique pour Enseigner
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Pages 6 to 6| Editorial
| Comité de rédaction d’Éducation & Didactique
Pages 9 to 30| The didactic dimensions of maternal and juvenile actions as wild
chimpanzee pups learn to crack nuts
| Alain Mercier, Géraldine Philip-Liger
Pages 31 to 31| A lab for collaborative research in education: the AeP network
(Associated educational Places at the French Institute for
Education) looks back on a decade of experimentation
| Comité de rédaction d’Éducation & Didactique
Pages 33 to 48| The effects of cooperative work: production of shared “see-as” in
the service of teaching, training and research
| Mireille Morellato
Pages 49 to 66| Principles of collaborative work between researchers and teachers:
the case of the LéA RMG
| Cécile Allard, Julie Horoks, Julia Pilet
Pages 67 to 86| Assessment practices in elementary school mathematics: two
research-training devices
| Aline Blanchouin, Nadine Grapin, Éric Mounier, Nathalie Sayac
Pages 87 to 101| INO: a collective research project on digital identity and
orientation
| Catherine Loisy, Stéphanie Mailles Viard Metz, Pierre Bénech, Véronique Heili, Stéphanie Inza, Sylvie Estour, Frédéric Bourrin
Pages 103 to 117| The design of video-training for vice-principals in a collaborative
approach within a LéA
| Nina Asloum, Hélène Veyrac, Audrey Murillo, Julie Blanc
Pages 119 to 143| An AeP (Associated educational Places) in secondary schools:
genesis and crucial evolutions
| Guy Jodry
Pages 147 to 151| The question of proof in didactic research. Comparing approaches,
proving by comparison
| Sylvain Doussot
Pages 153 to 162| From the randomized trial to the classroom: is it enough to have
evidence of the effectiveness of an educational device for it to
produce positive effects in the classroom?
| Laurent Lima, Marina Tual
Pages 163 to 172| Moving from what students say to interpreting what they do in
history class and how to “prove” it
| Lucie Gomes
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Pages 6 to 6| Editorial
Pages 9 to 26| Effectiveness of non-formal vocational training in building
learners’ skills: Training environment and trainers’ strategies
| Dieudonné Musa Alokpo
Pages 27 to 45| Analysis of out-of-class personal mathematics study techniques in
middle school.
| Laure Guérin
Pages 47 to 63| Status of knowledge objects and modeling of the “homework-done”
system
| Julie Gobert, Claire Guille-Biel Winder, Teresa Assude, Karine Millon-Fauré
Pages 65 to 83| Decodability of texts in first grade
| Jérôme Riou, Valérie Fontanieu
Pages 85 to 101| Cooperative engineering to share knowledge
| Francine Athias
Pages 103 to 131| Designing a question difficulty model to assess students’
scientific literacy
| Mylène Duclos, Florence Le Hebel, Andrée Tiberghien, Pascale Montpied, Valérie Fontanieu
Pages 133 to 164| Difficulties in understanding the concept of the significance level
| Zahid El M’hamedi
Pages 165 to 178| Precarity, the health and well-being of children and young people,
and pedagogies of affect in physical education-as-health promotion
| David Kirk
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Pages 6 to 7| Editorial
Pages 9 to 26| Numerical-algebraic activity at the transition from arithmetic to
algebra
| Julia Pilet, Brigitte Grugeon-Allys
Pages 27 to 45| The exercise of thought with the learning journal, promoting
students' secondarization
| Philippe Clauzard
Pages 47 to 70| An adidactic situation for piano learning
| Adrien Bourg
Pages 71 to 84| Identity formation of youths in a Tai Lue village in Laos: a
process of didactic equilibration?
| Souvanxay Phetchanpheng
Pages 85 to 102| Specialized languages in higher education in France: An example of
teacher literacy in English for science
| Anne-Marie O’Connell, Claire Chaplier
Pages 103 to 123| What references for the teaching of the agroecological transition?
A study of researchers’ discourse on their scientific practices
| Nicolas Hervé, Nathalie Panissal, Nadia Cancian
Pages 125 to 139| Metasyntactic ability: From psycholinguistic tasks to grammatical
activities
| Rosalie Bourdages, Roxane Gagnon, Vincent Capt, Denis Foucambert
Pages 159 to 187| Contribution to the didactic analysis of first grade e-textbooks: A
case study
| Claire Guille-Biel Winder, Édith Petitfour
Pages 191 to 201| Conceptions of the transmission process in the Compagnons du Devoir
training field
| Joris Thievenaz
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Pages 6 to 7| Editorial
Pages 9 to 21| Antidualisms in maker literacies research: process, materialities,
mappings
| Amélie Lemieux
Pages 23 to 48| How can we promote epistemology in the training of future
mathematics teachers? A mixed didactic and philosophical approach
| Gabriel Pallarès, Thomas Hausberger, Anne Roy
Pages 49 to 76| Professional development and the co-construction of trade knowledge
among student trainees working with the trainer-researcher:
Didactic and clinical analysis of the cross-confrontational
activity
| Fabienne Brière, Pascal Simonet
Pages 77 to 99| Assertiveness as a trace phenomenon in the analysis of the
epistemic dimension of trainee teachers’ discourse
| Marcos Maldonado
Pages 101 to 117| The reception of a proposal for the definition of geography as
taught by primary school teachers: The example of the geography of
education
| Xavier Leroux
Pages 119 to 130| About La transmission des savoirs
| Paul Jorion
Pages 133 to 136| Transmission among the French Compagnons du Devoir 2020
| Patrick Doffémont
Pages 137 to 140| Transmission as the core of the French Compagnons du Devoir trade
guild’s educational principles: A didactic analysis based on the
account of a blacksmith and “Compagnon du Devoir”
| Fanny Chrétien
Pages 141 to 144| The complex and anthropological dimensions of transmission among
members of the French Compagnons du Devoir trade guild
| Eric Bertrand
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Pages 6 to 7| Editorial
Pages 9 to 38| A comparison of teaching and study situations concerning the
Earth’s movements using tangible and digital objects in
cycle 3 of primary school in France
| Géraldine Boivin-Delpieu
Pages 39 to 67| Modeling process and problematization process in high-school
mathematics
| Corinna Hankeln, Magali Hersant
Pages 69 to 90| Proposing a model for understanding teachers' didactic decisions
| Catherine Bonnat, Patricia Marzin, Vanda Luengo, Jana Trgalová, Hamid Chaachoua, Annie Bessot
Pages 91 to 112| How do schoolchildren justify the choice of a mobile phone?
| Raphaël Chalmeau, Claire Since, Sylvain Méallet
Pages 113 to 135| Polyphonic discourse in Tunisian biology textbooks: The example of
blood glucose regulation
| Manel Dhouibi, Patricia Schneeberger
Pages 137 to 150| Utilizing pedagogically rich work activities to promote
professional learning
| Stephen Billett, Christy Noble
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Pages 6 to 6| Editorial
Pages 9 to 37| Sociology and didactics: The history, challenges, and
complementarities of a rapprochement
| Miguel Souto Lopez, Lindsay Dehantschutter
Pages 39 to 47| Evaluating the lexical competence of French-speaking adults: What
are the criteria?
| Françoise Boch
Pages 49 to 64| Registers to learn
| Patrick Rayou
Pages 65 to 84| Evaluating the usability, usefulness, and acceptability of a
didactic tool throughout the process of design continued during use
| Juliette Renaud
Pages 85 to 97| Classroom discussions within team sports: What are the effects on
young learners?
| Sandrine Prevel
Pages 99 to 113| Concept formation in the wild: Towards a research agenda
| Yrjö Engeström
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Pages 6 to 6| Editorial
| The Editorial Board of Éducation & Didactique
Pages 9 to 29| The multimodal mediation of knowledge
| Claire Polo, Jean-Marc Colletta
Pages 31 to 47| Toward a judicious use of analysis using theorization grounded in
the field of didactics
| Caroline Raymond, Marie-Hélène Forget
Pages 49 to 79| What a didactics of mathematics perspective can contribute to
research on learning inequalities
| Aurélie Chesnais
Pages 81 to 100| The relevance of the concept of “epistemic gender positioning” for
the didactic analysis of the creation of inequalities in the
classroom
| Ingrid Verscheure, Chantal Amade-Escot, Martine Vinson
Pages 101 to 109| Adopting a civilization change: School pact and mathematics. The
spring of research in education 2019 (Paris – March 27, 2019)
| Yves Chevallard
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Pages 6 to 6| Editorial
Pages 9 to 33| Joint action in learning spelling in France
| Frédérique Prot
Pages 35 to 57| Musical techniques and interpretation
| René Rickenmann, Francisco Márquez Cuesta, Cristina Bellu
Pages 59 to 81| Analyzing collective reading sessions for professional training
purposes
| Jérôme Riou
Pages 83 to 108| Contribution to the study of relations to mathematical knowledge,
based on the cases of nine experienced elementary school teachers
| Françoise Chenevotot, Marie-Pierre Galisson, Carole Baheux
Pages 109 to 125| The historian’s problematization in high school: Linking the scales
of reading a document on the Wars of the Vendée
| Lucie Gomes
Pages 127 to 139| A study of the preconceptions of the self-driving car with a view
to adequate road safety education
| Émeline Ah-tchine, Erica de Vries
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Pages 6 to 6| Editorial
Pages 9 to 30| Co-teaching and cooperation engineering: The conditions for
professional development
| Marc Daguzon, Corinne Marlot
Pages 31 to 60| Putting teachers’ documentation work to use: The AnA.doc project
| Mohammad Dames Alturkmani, Philippe Daubias, Catherine Loisy, Anita Messaoui, Luc Trouche
Pages 61 to 84| Boundary objects and brokering in negotiations within design-based
research
| Réjane Monod-Ansaldi, Caroline Vincent, Gilles Aldon
Pages 84 to 104| The use of materiality in the teaching and learning of reading: A
psychological development index for pupils
| Claire Taisson, Christiane Moro
Pages 105 to 118| Language learning in non-French-speaking preschoolers: Evaluating a
language training program
| Emmanuelle Canut
Pages 119 to 153| Teachers’ documentation work and technological resources: Teaching
numbers in kindergarten
| Sylvaine Besnier