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3212012 Les mathématiques éclairées par l'histoire. Diviser un triangle au Moyen Age : l'exemple des géométries latines. p. 73-90.Ressource en ligne
3222012 Les mathématiques éclairées par l'histoire. Introduction de la loi normale à partir du texte original de Gauss. p. 115-130.
3232012 Les mathématiques éclairées par l'histoire. Calculer avec des hyperboles et des paraboles. p. 131-148.Ressource en ligne
3242012 Petit x. N° 90. p. 5-33. Des séances ordinaires comportant une dimension historique : quels enseignements ?Ressource en ligne
3252012 The HPM Satellite Meeting of ICME-12. Proceeding book 1. A Historical Teaching Module on "The Unreasonable Effectiveness of Mathematics" - the Case of Boolean Algebra and Shannon Circuits. p. 131-143.Ressource en ligne
3262011 CultureMATH. Le théorème des restes chinois.Ressource en ligne
3272011 History and Epistemology in Mathematics Education: Proceedings of the Sixth European Summer University (ESU 6). History and image of mathematics - an experiment. p. 187-196.Ressource en ligne
3282011 History and Epistemology in Mathematics Education: Proceedings of the Sixth European Summer University (ESU 6). Concept maps as visualisation. Their role as an epistemological device for introducing and implementing History of Mathematics in the classroom. p. 101-112.Ressource en ligne
3292011 History and Epistemology in Mathematics Education: Proceedings of the Sixth European Summer University (ESU 6), Wien, Austria, 19-23 July 2010.Ressource en ligne
3302011 History and Epistemology in Mathematics Education: Proceedings of the Sixth European Summer University (ESU 6). Design and high-school implementation of mathematical-new-snapshots. An Action-Research into Today's News is Tomorrow's History. p. 171-184.Ressource en ligne
3312011 History and Epistemology in Mathematics Education: Proceedings of the Sixth European Summer University (ESU 6). The use of original sources in the classroom: Empirical Research Findings. p. 351-361.Ressource en ligne
3322011 History and Epistemology in Mathematics Education: Proceedings of the Sixth European Summer University (ESU 6). An implementation of two historical teaching modules. Outcomes and perspectives. p. 139-151.Ressource en ligne
3332011 History and Epistemology in Mathematics Education: Proceedings of the Sixth European Summer University (ESU 6). A historical approach of the fundamental concept of measurement. p. 259-269.Ressource en ligne
3342011 History and Epistemology in Mathematics Education: Proceedings of the Sixth European Summer University (ESU 6). The teaching of mathematics mediated by the history of mathematics. p. 223-233.Ressource en ligne
3352011 History and Epistemology in Mathematics Education: Proceedings of the Sixth European Summer University (ESU 6). Does history have a significant role to play for the learning of mathematics. Multiple perspective approach to history, and the learning of meta level rules of mathematical discourse. p. 51-61.Ressource en ligne
3362011 History and Epistemology in Mathematics Education: Proceedings of the Sixth European Summer University (ESU 6). Secondary school students difficulties with vector concepts and the use of geometrical and physical situations. p. 487-501.Ressource en ligne
3372011 History and Epistemology in Mathematics Education: Proceedings of the Sixth European Summer University (ESU 6). ICT and history of mathematics : the case of the pedal curves from 17th-century to 19th-century. p. 363-370.Ressource en ligne
3382011 History and Epistemology in Mathematics Education: Proceedings of the Sixth European Summer University (ESU 6). The history of mathematics in the classroom. p. 245-257.Ressource en ligne
3392011 History and Epistemology in Mathematics Education: Proceedings of the Sixth European Summer University (ESU 6). Modelling in classroom. "Classical Models" (in Mathematics Education) and recent developments. p. 113-126.Ressource en ligne
3402011 History and Epistemology in Mathematics Education: Proceedings of the Sixth European Summer University (ESU 6). Evolution of college student's epistemological views of mathematics in a history-based class. p. 307-318.Ressource en ligne