Ressources utiles

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Al-Azawi, R., Al-Faliti F. et Al-Blushi, M. (2016). « Educational Gamification Vs. Game Based Learning: Comparative Study ». International Journal Of Innovation, Management And Technology, vol. 7, n^o 4 (p. 131-136).  doi: 10.18178/ijimt.2016.7.4.659

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Anderson, A. et Valero, P. (2016). « Negotiating Critical Pedagogical Discourses Stories of Contexts, Mathematics and Agency ». In P. Ernest, B. Sriraman et N. Ernest (dir.), Critical Mathematics Education: Theory, Praxis and Reality (p. 199-225). Charlotte (C.N.) : Information Age Publishing.

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Boaler, J., et coll. (s.d.). « Setting up Positive Norms in Math Class ». YouCubed. Internet : <http://www.youcubed.org/wp-content/uploads/Positive-Classroom-Norms2.pdf>

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Boaler, J. et Chen, L. (2016). « Why Kids Should Use Their Fingers in Math Class: ». The Atlantic. Internet : <https://www.theatlantic.com/education/archive/2016/04/why-kids-should-use-their-fingers-in-math-class/478053/>

Boaler, J. et Confer, A. (2017). Assessment for a Growth Mindset. Stanford (Calif.) : YouCubed. Internet : <https://www.youcubed.org/wp-content/uploads/2017/03/1439422682-AssessmentPaper.pdf>

Boaler, J. et Selling, S. (2017). « Psychological Imprisonment or Intellectual Freedom? A Longitudinal Study of Contrasting School Mathematics Approaches and Their Impact on Adults’ Lives ». Journal for Research in Mathematics Education, vol. 48, n^o 1 (p. 78-105).

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Davies, A., Herbst, S. et Parrott Reynolds, B. (2011). Leading the Way to Assessment for Learning: A Practical Guide, 2^e édition. Courtenay (C.-B.) : Connections Publishing et Bloomington (Ind.) : Solution Tree Press.

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Dylan, W. (2017) Embedded Formative Assessment, 2^e édition. Bloomington (Ind.) : Solution Tree Press.

Ernest, P. (2016). « Mathematics and Values ». In B. Larvor (dir.), Mathematical Cultures. Bâle (Suisse), Springer International Publishing.

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Faber, J., Luyten H. et Visscher, A. (2017). « The effects of a digital formative assessment tool on mathematics achievement and student motivation: Results of a randomized experiment ». Computers & Education, vol. 106, p. 83-96.  doi: 10.1016/j.compedu.2016.12.001

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Hattie, J. et Clarke, S. (2018). Visible Learning: Feedback, Londres : Routledge, Taylor & Francis Group.

Hattie, J., et coll. (2016). Visible Learning for Mathematics, Grades K-12: What Works Best to Optimize Student Learning. Thousand Oaks (Calif.) : Corwin Press. (Corwin Mathematics).

Brant Haldimand Norfolk Catholic District School Board (s.d.). Comment les parents peuvent aider avec les mathématiques à la maison / How Parents Can Help with Math at Home. <http://www.bhncdsb.ca/page/how-parents-can-help-math-home>

Humphreys, Cathy et Parker, Ruth (2015). Making Number Talks Matter: Developing Mathematical Practices and Deepening Understanding, Grades 3-10. Portsmouth (N.H.) : Stenhouse Publishers. 

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Kitchen, M. (2016a). « Show Students the Real Purpose of Math ». NCTM Blog. Internet : <https://www.nctm.org/Publications/MTMS-Blog/Blog/Show-Students-the-Real-Purpose-of-Math/> 

Kitchen, M. (2016b). « Answering the Question: When Am I Ever Going to Use This? ». NCTM Blog. Internet : <https://www.nctm.org/Publications/MTMS-Blog/Blog/Answering-the-Question_-When-Am-I-Ever-Going-to-Use-This_/>

Larson, M. (2016). Bringing needed coherence and focus to high school mathematics. National Council of Teachers of Mathematics, News & Calendar. Internet : <https://www.nctm.org/News-and-Calendar/Messages-from-the-President/Archive/Matt-Larson/Bringing-Needed-Coherence-and-Focus-to-High-School-Mathematics/>

Lee, O., Santau, A. et Maerten-Rivera, J. (2011). « Science and Literacy Assessments with English Language Learners ». In M. Basterra, E. Trumbull et G. Solano-Flores (dir.), Cultural Validity in Assessment: Addressing Linguistic and Cultural Diversity (p. 254-274). New York : Routledge.

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Magnuson, Katherine et Duncan, Greg J. (2011). « The Nature and Impact of Early Achievement Skills, Attention Skills, and Behavior Problems ». In Greg J. Duncan et Richard J. Murnane (dir.) , Whither Opportunity? Rising Inequality, Schools, and Children’s Life Chances (p. 47–69). New York : Russell Sage Foundation.

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McCaffrey, T. (2016). « Rethinking the Gradual Release of Responsibility Model », NCTM Blog. Internet : <https://www.nctm.org/Publications/MTMS-Blog/Blog/Rethinking-the-Gradual-Release-of-Responsibility-Model/>

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Munson, Jen (2018). In the Moment: Conferring in the Elementary Classroom. Portsmouth (N.H.) : Heinemann.

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doi: 10.1207/s1532690xci1601_2

 

 

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