Joëlle Vlassis

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The Role of Mathematical Symbols in the Development of Number Conceptualization: The Case of the Minus Sign

Joëlle Vlassis, 2008 .

Enhancing children’s numerical skills through a play-based intervention at kindergarten and at home: a quasi-experimental study

Joëlle Vlassis, Ariane Baye, Anne-Françoise de Chambrier, 2021 .

Developing arithmetic skills in kindergarten through a game-based approach: a major issue for learners and a challenge for teachers

Joëlle Vlassis, Ariane Baye, Anne-Françoise de Chambrier, 2022, International Journal of Early Years Education.

The balance model: Hindrance or support for the solving of linear equations with one unknown

Joëlle Vlassis, 2002 .

The role of algebraic thinking in dealing with negative numbers

Joëlle Vlassis, I. Demonty, 2022, ZDM – Mathematics Education.

Algebraic thinking, pattern activities and knowledge for teaching at the transition between primary and secondary school

Joëlle Vlassis, I. Demonty, Annick Fagnant, 2018, Educational Studies in Mathematics.

What do students say about the role of the minus sign in polynominals

Joëlle Vlassis, 2009 .

Making sense of the minus sign or becoming flexible in “negativity”

Joëlle Vlassis, Joëlle Vlassis, 2004 .

Schematic representations in arithmetical problem solving: Analysis of their impact on grade 4 students

Joëlle Vlassis, Annick Fagnant, 2013 .

PRE-SERVICE TEACHERS’ BELIEFS ABOUT MATHEMATICS EDUCATION FOR 3-6-YEAR-OLD CHILDREN

Joëlle Vlassis, D. Poncelet, 2016 .

Math games for developing early numeracy skills in children aged four to six

Joëlle Vlassis, Mélanie Tinnes-Vigne, D. Poncelet, 2023, Nouveaux cahiers de la recherche en éducation.