References of "Fagnant, Annick"
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See detailA propos de l'épistémologie personnelle : un état des recherches anglo-saxonnes
Crahay, Marcel ULg; Fagnant, Annick ULg

in Revue Française de Pédagogie (2007), 161

Detailed reference viewed: 67 (9 ULg)
See detailPour le multilinguisme : Exploiter à l'école la diversité des contextes européens : Résultats d'une étude internationale
Androulakis, G.; Beckmann, C.; Blondin, Christiane ULg et al

Book published by Editions de l'Université de Liège (2007)

Detailed reference viewed: 74 (10 ULg)
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See detailLa résolution de problèmes : analyse des pratiques de classe au cycle 5-8
Fagnant, Annick ULg; Hindryckx, Geneviève ULg

in Actes du 4e congrès des chercheurs en éducation : le point sur la recherche en éducation en Communauté française (2006)

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See detailBassins scolaires : synthèse de l'étude inter-universitaire.
Delvaux, Bernard; Demeuse, Marc; Dupriez, Vincent et al

E-print/Working paper (2006)

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See detailThe use of mathematical symbolism in problem solving : an empirical study carried out in grade one in the French Community of Belgium
Fagnant, Annick ULg

in European Journal of Psychology of Education (2005), XX(4), 355-367

This article relates to an empirical study based on the use of mathematical symbolism in problem solving. Twenty-five pupils were interviewed individually at the end of grade one; each of them was asked ... [more ▼]

This article relates to an empirical study based on the use of mathematical symbolism in problem solving. Twenty-five pupils were interviewed individually at the end of grade one; each of them was asked to solve and symbolize 14 different problems. In their classical curriculum, these pupils have received a traditional education based on a "top-down" approach (an approach that is still applied within the French Community of Belgium): conventional symbols are presented to the pupils immediately with an explanation of what they represent and how they should be used. Teaching then focuses on calculation techniques (considered as a pre-requisite for solving problems). The results presented here show the abilities (and difficulties) demonstrated by the children in making connections between the conventional symbolism taught in class and the informal approaches they develop when faced with the problems that arc, put to them. The limits of the "top-down" approach are then discussed as opposed to the more innovative "bottom-up" type approaches, such as those developed by supporters of Realistic Mathematics Educations in particular. [less ▲]

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See detailLes évaluations externes en Communauté française de Belgique : analyse des disparités entre élèves à la lumière d'une décennie de mise en place de ce dispositif
Fagnant, Annick ULg; Demonty, Isabelle ULg; Lafontaine, Annette ULg

in Comment évaluer ? Outils, dispositifs et acteurs : actes du colloque de l'Adméé-Europe, Reims, 24-26 octobre 2005 (2005)

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See detailIntégration d'une approche historique dans les cours de sciences
Bernard, Hervé; Fagnant, Annick ULg

in Informations Pédagogiques (2005), 57

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See detailPISA 2003 : au-delà des moyennes, des constats qui forcent à l'action
Baye, Ariane ULg; Demonty, Isabelle ULg; Fagnant, Annick ULg et al

in Les infos de l'Agers - Tables rondes (2005), 1

Detailed reference viewed: 37 (9 ULg)
See detailUsing mathematical symbols at the beginning of arithmetical and algebraic learning
Fagnant, Annick ULg; Vlassis, Joëlle ULg; Crahay, Marcel ULg

in Verschaffel, L. (Ed.) Powerful environments for promoting deep conceptual and strategic learning (2005)

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See detailRésoudre et symboliser des problèmes additifs et soustractifs en début d'enseignement primaire
Fagnant, Annick ULg

in Crahay, Marcel; Verschaffel, Lieven; De Corte, Eric (Eds.) et al Enseignement et apprentissage des mathématiques : que disent les recherches psychopédagogiques ? (2005)

Detailed reference viewed: 47 (2 ULg)
See detailLes bassins scolaires : de l'idée au projet : rapport final de la recherche
Delvaux, Bernard; Demeuse, Marc ULg; Dupriez, V. et al

Report (2005)

Detailed reference viewed: 31 (5 ULg)