Les utilisateurs des institutions qui sont abonnées à un des programmes freemium d'OpenEdition peuvent télécharger les références bibliographiques pour lequelles Bilbo a trouvé un DOI.

Si vous souhaitez que votre institution souscrive à l'un des programmes freemium d'OpenEdition et bénéficie de ses services, écrivez à : contact@openedition.org

Bakker, A., & Gravemeijer, K. (2003). Planning for teaching statistics through problem solving. In R. Charles & H. L. Schoen (Eds.), *Teaching mathematics through problem solving : Grades 6-12* (pp. 105-117). Reston, VA : National Council of Teachers of Mathematics.

Si vous souhaitez que votre institution souscrive à l'un des programmes freemium d'OpenEdition et bénéficie de ses services, écrivez à : contact@openedition.org

Bakker, A., & Gravemeijer, K. (2004). Learning to reason about distribution. In D. Ben-Zvi & J. Garfield (Eds.), *The challenge of developing statistical literacy, reasoning, and thinking* (pp. 147-168). Dordrecht, The Netherlands : Kluwer.

DOI : 10.1007/1-4020-2278-6_7

Si vous souhaitez que votre institution souscrive à l'un des programmes freemium d'OpenEdition et bénéficie de ses services, écrivez à : contact@openedition.org

Ball, D. L. (1993). With an eye on the mathematical horizon : Dilemmas of teaching elementary school mathematics. *Elementary School Journal*, *93* (4), 373-397.

DOI : 10.1086/461730

Ball, D. L., & Cohen, D. (1996). Reform by the book : What is - or might be - the role of curriculum materials in teacher learning and instructional reform ? *Educational Researcher*, *25* (9), 6-8, 14.

Ball, D. L., & Cohen, D. (1999). Developing practice, developing practitioners : Towards a practice-based theory of professional education. In G. Sykes & L. Darling-Hammond (Eds.), *Teaching as the learning profession : Handbook of policy and practice* (pp. 3-32). San Francisco : Jossey-Bass.

Si vous souhaitez que votre institution souscrive à l'un des programmes freemium d'OpenEdition et bénéficie de ses services, écrivez à : contact@openedition.org

Biehler, R. (1993). Software tools and mathematics education : The case of statistics. In C. Keitel & K. Ruthven (Eds.), *Learning from computers : Mathematics education and technology* (pp. 68-100). Berlin : Springer.

DOI : 10.1007/978-3-642-78542-9_4

Blumenfeld, P., Fishman, B. J., Krajcik, J., Marx, R. W., & Soloway, E. (2000). Creating Usable Innovations in Systemic Reform : Scaling Up Technology-Embedded Project-Based Science in Urban Schools. *Educational Psychologist*, *35* (3), 149 - 164.

Si vous souhaitez que votre institution souscrive à l'un des programmes freemium d'OpenEdition et bénéficie de ses services, écrivez à : contact@openedition.org

Brown, C. A., Stein, M. K., & Forman, E. A. (1996). Assisting teachers and students to reform the mathematics classroom. *Educational Studies in Mathematics*, *31*, 63-93.

DOI : 10.1007/BF00143927

Si vous souhaitez que votre institution souscrive à l'un des programmes freemium d'OpenEdition et bénéficie de ses services, écrivez à : contact@openedition.org

Clark, C. M. (1988). Asking the right questions about teacher preparation : Contributions of research on teacher thinking. *Educational Researcher*, *17* (2), 5-12.

DOI : 10.3102/0013189X017002005

Clement, J., & Brown, D. E. (1989). Overcoming misconceptions via analogical reasoning : Abstract transfer versus explanatory model construction. *Instructional Science*, *18*, 327-361.

Cobb, P. (1999). Individual and collective mathematical learning : The case of statistical data analysis. *Mathematical Thinking and Learning*, *1*, 5-44.

Cobb, P. (2002). Reasoning with tools and inscriptions. *Journal of the Learning Sciences*, *11*, 187-216.

Cobb, P., & McClain, K. (2004). Proposed design principles for the teaching and learning of elementary statistics. In D. Ben-Zvi & J. Garfield (Eds.), *The challenge of developing statistical literacy, reasoning, and thinking* (pp. 375-396). Dordrecht, The Netherlands : Kluwer.

Si vous souhaitez que votre institution souscrive à l'un des programmes freemium d'OpenEdition et bénéficie de ses services, écrivez à : contact@openedition.org

Cobb, P., McClain, K., & Gravemeijer, K. (2003). Learning about statistical covariation. *Cognition and Instruction*, *21*, 1-78.

DOI : 10.1207/S1532690XCI2101_1

Cobb, P., & Steffe, L. P. (1983). The constructivist researcher as teacher and model builder. *Journal for Research in Mathematics Education*, *14*, 83 – 94.

Cobb, P., Stephan, M., McClain, K., & Gravemeijer, K. (2001). Participating in classroom mathematical practices. *Journal of the Learning Sciences*, *10*, 113-164.

Si vous souhaitez que votre institution souscrive à l'un des programmes freemium d'OpenEdition et bénéficie de ses services, écrivez à : contact@openedition.org

Cobb, P., & Yackel, E. (1996). Constructivist, emergent, and sociocultural perspectives in the context of developmental research. *Educational Psychologist*, *31*, 175-190.

DOI : 10.1080/00461520.1996.9653265

Si vous souhaitez que votre institution souscrive à l'un des programmes freemium d'OpenEdition et bénéficie de ses services, écrivez à : contact@openedition.org

Cole, M. (1996). *Cultural psychology*. Cambridge, MA : Belknap Press of Harvard University Press.

DOI : 10.1037/021834

Confrey, J., Bell, K., & Carrejo, D. (2001, April). *Systemic crossfire : What implementation research reveals about urban reform in mathematics*. Paper presented at the Paper presented at the annual meeting of the American Education Research Association, Seattle.

Davydov, V. V. (1988). Problems of developmental teaching (Part I). *Soviet Education*, *30* (8), 6-97.

Si vous souhaitez que votre institution souscrive à l'un des programmes freemium d'OpenEdition et bénéficie de ses services, écrivez à : contact@openedition.org

Davydov, V. V. (1995). The influence of L. S. Vygotsky on education theory, research, and practice. *Educational Researcher*, *24* (3).

DOI : 10.3102/0013189X024003012

Davydov, V. V., & Radzikhovskii, L. A. (1985). Vygetsky’s theory and the activity-oriented approach in psychology. In J. V. Wertsch (Ed.), *Culture, communication, and cognition : Vygotskian perspectives* (pp. 35-65). New York : Cambridge University Press.

de Abreu, G. (2000). Relationships between macro and micro socio-cultural contexts : Implications for the study of interactions in the mathematics classroom. *Educational Studies in Mathematics*, *41*, 1-29.

Si vous souhaitez que votre institution souscrive à l'un des programmes freemium d'OpenEdition et bénéficie de ses services, écrivez à : contact@openedition.org

de Certeau, M. (1984). *The practice of everyday life*. Berkeley : University of California Press.

DOI : 10.2307/466341

deLange, J., van Reeuwijk, M., Burrill, G., & Romberg, T. A. (1993). *Learning and testing mathematics in context. The Case : Data Visualization*. Madison, WI : University of Wisconsin, National Center for Research in Mathematical Sciences Education.

Dewey, J. (1951/1981). Experience and nature : A reintroduction. In J. A. Boydston (Ed.), *John Dewey : The later works 1925-1953* (Vol. 1, pp. 361-364). Carbondale, IL : Southern Illinois University Press.

Si vous souhaitez que votre institution souscrive à l'un des programmes freemium d'OpenEdition et bénéficie de ses services, écrivez à : contact@openedition.org

Doise, W., & Mugny, G. (1979). Individual and collective conflicts of centrations in cognitive development. *European Journal of Psychology*, *9*, 105-108.

DOI : 10.1002/ejsp.2420090110

Dörfler, W. (2000). Means for meaning. In P. Cobb, E. Yackel & K. McClain (Eds.), *Symbolizing and communicating in mathematics classrooms : Perspectives on discourse, tools, and instructional design* (pp. 99-132). Mahwah, NJ : Erlbaum.

Si vous souhaitez que votre institution souscrive à l'un des programmes freemium d'OpenEdition et bénéficie de ses services, écrivez à : contact@openedition.org

Emirbayer, M., & Mische, A. (1998). What is agency ? *American Journal of Sociology*, *103*, 962-1023.

DOI : 10.1086/231294

Feiman-Nemser, S., & Remillard, J. (1996). Perspectives on learning to teach. In F. Murray (Ed.), *The Teacher Educator’s Handbook* (pp. 63-91). San Francisco : Jossey-Bass.

Si vous souhaitez que votre institution souscrive à l'un des programmes freemium d'OpenEdition et bénéficie de ses services, écrivez à : contact@openedition.org

Franke, M. L., Carpenter, T. P., Levi, L., & Fennema, E. (2001). Capturing teachers’ generative change : A follow-up study of teachers’ professional development in mathematics. *American Educational Research Journal*, *38*, 653-689.

DOI : 10.3102/00028312038003653

Si vous souhaitez que votre institution souscrive à l'un des programmes freemium d'OpenEdition et bénéficie de ses services, écrivez à : contact@openedition.org

Freudenthal, H. (1971). Geometry between the devil and the deep sea. *Educational Studies in Mathematics*, *3*, 413-435.

DOI : 10.1007/BF00302305

Si vous souhaitez que votre institution souscrive à l'un des programmes freemium d'OpenEdition et bénéficie de ses services, écrivez à : contact@openedition.org

Freudenthal, H. (1973). *Mathematics as an educational task*. Dordrecht, The Netherlands : Reidel.

DOI : 10.1007/978-94-010-2903-2

Gamoran, A., Anderson, C. W., Quiroz, P. A., Secada, W. G., Williams, T., & Ashman, S. (2003). *Transforming teaching in math and science : How schools and districts can support change*. New York : Teachers College Press.

Gamoran, A., Secada, W. G., & Marrett, C. B. (2000). The organizational context of teaching and learning : Changing theoretical perspectives. In M. T. Hallinan (Ed.), *Handbook of sociology of education* (pp. 37-63). New York : Kluwer Academic/Plenum Publishers.

Gravemeijer, K. (1990). Context problems and realistic mathematics instruction. In K. Gravemeijer, M. van den Heuvel & L. Streefland (Eds.), *Contexts, free productions, tests, and geometry in realistic mathmatics education* (pp. 10-32). Utrecht, The Netherlands : OW & OC Research Group.

Gravemeijer, K. (1994). *Developing realistic mathematics education*. Utrecht, The Netherlands : CD-ß Press.

Si vous souhaitez que votre institution souscrive à l'un des programmes freemium d'OpenEdition et bénéficie de ses services, écrivez à : contact@openedition.org

Gravemeijer, K. (1999). How emergent models may foster the constitution of formal mathematics. *Mathematical Thinking and Learning*, *1*, 155-177.

DOI : 10.1207/s15327833mtl0102_4

Gravemeijer, K., Cobb, P., Bowers, J. S., & Whitenack, J. W. (2000). Symbolizing, modeling, and instructional design. In P. Cobb, E. Yackel & K. McClain (Eds.), *Symbolizing and communicating in mathematics classrooms : Perspectives on discourse, tools, and instructional design* (pp. 225 – 274). Mahwah, NJ : Erlbaum.

Hancock, C., Kaput, J. J., & Goldsmith, L. T. (1992). Authentic inquiry with data : Critical barriers to classroom implementation. *Educational Pyschologist*, *27*, 337-364.

Holland, D., Skinner, D., Lachicotte, W., Jr., & Cain, C. (1998). *Identity in cultural worlds*. Cambridge, MA : Harvard University Press.

Konold, C., & Higgins, T. (2002). Working with data : Highlights related to research. In S. J. Russell, D. Schifter & V. Bastable (Eds.), *Developing mathematical ideas : Collecting, representing, and analyzing data*. Parsippany, NJ : Dale Seymour Publications.

Konold, C., Pollatsek, A., Well, A., & Gagnon, A. (1997). Students’analyzing data : Research of critical barriers. In J. B. Garfield & G. Burrill (Eds.), *Research on the role of technology in teaching and learning statistics : Proceedings of the 1996 International Association for Statistics Education Roundtable Conference* (pp. 151-167). Voorburg, The Netherlands : International Statistics Institute.

Lampert, M. (2001). *Teaching problems and the problems of teaching*. New Haven, CT : Yale University.

Latour, B. (1987). *Science in action*. Cambridge : Harvard University Press.

Lave, J., & Wenger, E. (1991). *Situated learning : Legitimate peripheral participation*. New York : Cambridge University Press.

Si vous souhaitez que votre institution souscrive à l'un des programmes freemium d'OpenEdition et bénéficie de ses services, écrivez à : contact@openedition.org

Lehrer, R., & Romberg, T. (1996). Exploring children’s data modeling. *Cognition and Instruction*, *14*, 69-108.

DOI : 10.1207/s1532690xci1401_3

Lesh, R., & Doerr, H. M. (2000). Symbolizing, communicating, and mathematizing : Key components of models and modeling. In P. Cobb, E. Yackel & K. McClain (Eds.), *Symbolizing and communicating in mathematics classrooms : Perspectives on discourse, tools, and instructional design* (pp. 364-381). Mahwah, NJ : Erlbaum.

Si vous souhaitez que votre institution souscrive à l'un des programmes freemium d'OpenEdition et bénéficie de ses services, écrivez à : contact@openedition.org

Masingila, J. (1994). Mathematics practice in carpet laying. *Anthropology and Education Quarterly*, *25*, 430-462.

DOI : 10.1525/aeq.1994.25.4.04x0531k

McClain, K. (2002). Teacher’s and students’ understanding : The role of tools and inscriptions in supporting effective communication. *Journal of the Learning Sciences*, *11*, 217-249.

McClain, K., Cobb, P., & Gravemeijer, K. (2000). Supporting students’ ways of reasoning about data. In M. Burke (Ed.), *Learning mathematics for a new century (2001 Yearbook of the National Council of Teachers of Mathematics)* (pp. 174-187). Reston, VA : National Council of Teachers of Mathematics.

Si vous souhaitez que votre institution souscrive à l'un des programmes freemium d'OpenEdition et bénéficie de ses services, écrivez à : contact@openedition.org

McGatha, M., Cobb, P., & McClain, K. (2002). An analysis of students’ initial statistical understandings : Developing a conjectured learning trajectory. *Journal of Mathematical Behavior*, *16*, 339-355.

DOI : 10.1016/S0732-3123(02)00133-5

Nelson, B. C. (1999). *Building new knowledge by thinking : How administrators can learn what they need to know about mathematics education reform*. Cambridge, MA : Educational Development Center.

Noss, R., Pozzi, S., & Hoyles, C. (1999). Touching epistemologies : Meanings of average and variation in nursing practice. *Educational Studies in Mathematics*, *40* (1), 25-51.

Nunes, T., Schliemann, A. D., & Carraher, D. W. (1993). *Street mathematics and school mathematics*. Cambridge : Cambridge University Press.

Pirie, S., & Kieren, T. E. (1994). Growth in mathematical understanding : How can we characterize it and how can we represent it ? *Educational Studies in Mathematics*, *26*, 61-86.

Si vous souhaitez que votre institution souscrive à l'un des programmes freemium d'OpenEdition et bénéficie de ses services, écrivez à : contact@openedition.org

Prawat, R. S. (1995). Misreading Dewey : Reform, projects, and the language game. *Educational Researcher*, *24* (7), 13-22.

DOI : 10.3102/0013189X024007013

Presmeg, N. C. (1997). Reasoning with metaphors and metonygmies in mathematics learning. In L. D. English (Ed.), *Mathematical reasoning : Analogies, metaphors, and images*. Hillsdale, NJ : Erlbaum.

Si vous souhaitez que votre institution souscrive à l'un des programmes freemium d'OpenEdition et bénéficie de ses services, écrivez à : contact@openedition.org

Roth, W. M. (1997). Where is the context in contextual word problems ? Mathematical practices and products in grade 8 students’ answers to story problems. *Cognition and Instruction*, *14*, 487-527.

DOI : 10.1207/s1532690xci1404_3

Si vous souhaitez que votre institution souscrive à l'un des programmes freemium d'OpenEdition et bénéficie de ses services, écrivez à : contact@openedition.org

Rowan, B. (1990). Commitment and control : Alternative strategies for the organizational design of schools. In C. Cazden (Ed.), *Review of Educational Research* (Vol. 16, pp. 353-389). Washington, DC : American Educational Research.

DOI : 10.2307/1167356

Saxe, G. B. (1994). Studying cognitive development in sociocultural context : The development of a practice-based approach. *Mind, Culture, and Activity*, *1*, 135-157.

Schifter, D. (1995). Teachers’ changing conceptions of the nature of mathematics : enactment in the classroom. In B. Nelson (Ed.), *Inquiry and the development of teaching : Issues in the transformation of mathematics teaching* (pp. 17-25). Newton, MA : Center for the Development of Teaching, Education Development Center.

Senger, E. (1999). Reflective reform in mathematics : The recursive nature of teacher change. *Educational Studies in Mathematics*, *37*, 199-201.

Si vous souhaitez que votre institution souscrive à l'un des programmes freemium d'OpenEdition et bénéficie de ses services, écrivez à : contact@openedition.org

Sfard, A. (1991). On the dual nature of mathematical conceptions : Reflections on processes and objects as different sides of the same coin. *Educational Studies in Mathematics*, *22*, 1-36.

DOI : 10.1007/BF00302715

Sfard, A. (1994, September). *The development of the concept of concept development : From God’s eye view to what can be seen with the mind’s eye*. Paper presented at the The Symposium on Trends and Perspectives in Mathematics Education, Klagenfart, Austria.

Skemp, R. (1976). Relational understanding and instrumental understanding. *Arithmetic Teacher*, *77*, 20-26.

Smith, J. P. (1996). Efficacy and teaching mathematics by telling : A challenge for reform. *Journal for Research in Mathematics Education*, *27*, 387-402.

Steffe, L. P. (1983). The teaching experiment methodology in a constructivist research program. In M. Zweng, T. Green, J. Kilpatrick, H. Pollak & M. Suydam (Eds.), *Proceedings of the Fourth International Congress on Mathematical Education* (pp. 469-471). Boston : Birkhauser.

Si vous souhaitez que votre institution souscrive à l'un des programmes freemium d'OpenEdition et bénéficie de ses services, écrivez à : contact@openedition.org

Steffe, L. P., & Kieren, T. E. (1994). Radical constructivism and mathematics education. *Journal for Research in Mathematics Education*, *25*, 711-733.

DOI : 10.2307/749582

Steffe, L. P., & Thompson, P. W. (2000). Teaching experiment methodology : Underlying principles and essential elements. In A. Kelly & R. Lesh (Eds.), *Handbook of research design in mathematics and science education* (pp. 267-307). Mahwah, NJ : Erlbaum.

Stein, M. K., & Brown, C. A. (1997). Teacher learning in a social context : Integrating collaborative and institutional processes with the study of teacher change. In E. Fennema & B. Scott Nelson (Eds.), *Mathematics teachers in transition* (pp. 155-192). Mahwah, NJ : Erlbaum.

Stigler, J. W., & Hiebert, J. (1999). *The teaching gap*. New York : Free Press.

Streefland, L. (1991). *Fractions in realistic mathematics education. A paradigm of developmental research*. Dordrecht, The Netherlands : Kluwer.

Si vous souhaitez que votre institution souscrive à l'un des programmes freemium d'OpenEdition et bénéficie de ses services, écrivez à : contact@openedition.org

Tharp, R. G., & Gallimore, R. (1988). *Rousing minds to life*. New York : Cambridge University Press.

DOI : 10.1017/CBO9781139173698

Thompson, A. G., Philipp, R. A., Thompson, P. W., & Boyd, B. A. (1994). Calculational and conceptual orientations in teaching mathematics. In *1994 Yearbook of the National Council of Teachers of Mathematics* (pp. 79-92). Reston, VA : National Council of Teachers of Mathematics.

Thompson, A. G., & Thompson, P. W. (1996). Talking about rates conceptually, part II : Mathematical knowledge for teaching. *Journal for Research in Mathematics Education*, *27*, 2-24.

Thompson, P. W. (1992). Notations, principles, and constraints : Contributions to the effective use of concrete manipulatives in elementary mathematics. *Journal for Research in Mathematics Education*, *23*, 123-147.

Thompson, P. W., & Saldanha, L. A. (2000). Epistemological analyses of mathematical ideas : A research methodology. In M. Fernandez (Ed.), *Proceedings of the Twenty-Second Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education* (Vol. 2, pp. 403-407). Columbus, OH : ERIC Clearinghouse for Science, Mathematics, and Environmental Education.

Treffers, A. (1987). *Three dimensions : A model of goal and theory description in mathematics instruction - The Wiskobas Project*. Dordrecht, The Netherlands : Reidel.

van der Veer, R., & Valsiner, J. (1991). *Understanding Vygotsky : A quest for synthesis*. Cambridge, MA : Blackwell.

van Oers, B. (1996). Learning mathematics as meaningful activity. In P. Nesher, L. P. Steffe, P. Cobb, G. A. Goldin & B. Greer (Eds.), *Theories of mathematical learning* (pp. 91-114). Hillsdale, NJ : Erlbaum.

Varenne, H., & McDermott, R. (1998). *Successful failure : The schools that America builds*. Boulder, CO : Westview.

Vygotsky, L. S. (1987). Thinking and speech. In R. W. Rieber & A. S. Carton (Eds.), *The collected works of Vygotsky, L. S. (vol.1) : Problems of general psychology*. New York : Plenum.

Si vous souhaitez que votre institution souscrive à l'un des programmes freemium d'OpenEdition et bénéficie de ses services, écrivez à : contact@openedition.org

Wertsch, J. V. (1998). *Mind as action*. New York : Oxford University Press.

DOI : 10.1093/acprof:oso/9780195117530.001.0001

Westbrook, R. B. (1991). *John Dewey and American democracy*. Ithaca, NY : Cornell University Press.

Wiggins, G., & McTighe, J. (1998). *Understanding by design*. Washington, DC : Association for Curriculum and Supervision.

Wilensky, U. (1997). What is normal anyway ? Therapy for epistemological anxiety. *Educational Studies in Mathematics*, *33*, 171-202.