Annick Fagnant

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 .

The use of mathematical symbolism in problem solving: An empirical study carried out in grade one in the French community of Belgium

Annick Fagnant, 2005 .

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.

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.

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

Joëlle Vlassis, Annick Fagnant, 2013 .

Theories of mind and personal epistemology: their interrelation and connection with the concept of metacognition

M. Crahay, Annick Fagnant, 2011 .

Investigating the Dimensionality of Early Numeracy Using the Bifactor Exploratory Structural Equation Modeling Framework

Anne-Françoise de Chambrier, Mélanie Tinnes-Vigne, D. Poncelet, 2021, Frontiers in Psychology.

The impact of motivation and emotions on the professional aspirations of 15-year-old youths

D. Lafontaine, C. Monseur, Virginie Dupont, 2012 .