Francesca Gregorio

Publications

2023

Di Martino, P., Gregorio, F., & Iannone, P. (2023). Transition from school into university mathematics: experiences across educational context. Educational Studies in Mathematics, 3, 1-4. Retrieved from http://hdl.handle.net/20.500.12162/6564

Gregorio, F. (2023). Tra difficoltà inaspettate, primi fallimenti et vergogna: la crisi matematica al passaggio tra Secondaria e Università. Archimede, 1, 2-13. Retrieved from http://hdl.handle.net/20.500.12162/6799

Gregorio, F. (2023). Troubles des apprentissages et difficultés sévères en early algebra. Dans F. Vandebrouck et M.-L. Gardes (Eds.), Nouvelles perspectives en didactique des mathématiques. Preuve, modélisation et technologies numériques. Volume des séminaires et posters des actes de EE21. (pp. 247-250). http://hdl.handle.net/20.500.12162/6563

2022

Di Martino, P., Gregorio, F., & Iannone, P. (2022). The transition from school to university in mathematics education research: new trends and ideas from a systematic literature review. Educational Studies in Mathematics, 113, 1-28. Retrieved from http://hdl.handle.net/20.500.12162/6121

Di Martino, P., Gregorio, F., & Iannone, P. (2022). The transition from school to university mathematics in different contexts: affective and sociocultural issues in students’ crisis. Educational Studies in Mathematics, 113, 1-28. Retrieved from http://hdl.handle.net/20.500.12162/6120

Gregorio, F. (2022). La pensée algébrique chez des élèves avec MLD (Mathematical Learning Disabilities) – Étude qualitative dans le secondaire (Didactique des Mathématiques). HEP Vaud, Paris, France. http://hdl.handle.net/20.500.12162/6306

Gregorio, F. (2022). The role of examples in early algebra for students with Mathematical Learning Difficulties. In G. Bolondi (Ed.), Actes de la Twelfth Congress of the European Society for Research in Mathematics Education (CERME12). Retrieved from http://hdl.handle.net/20.500.12162/6486

2021

Gregorio, F. (2021). Les troubles de l'apprentissage en mathématiques dans le cadre de l'algèbre de base. Dans H. Chaachoua, A. Bessot, B. Berta, L. Coulange, G. Cirade, P. Job, ... F. Vanderbrouk (Eds.), Nouvelles perspectives en didactique : le point de vue de l’élève, questions curriculaires, grandeur et mesure (Vol. 2, pp. 649-652). Grenoble, France: La pensée sauvage. http://hdl.handle.net/20.500.12162/5196

2020

Deruaz, M., Dias, T., Gardes, M.-L., Gregorio, F., Ouvrier-Buffet, C., Peteers, F., & Robotti, E. (2020). Exploring MLD in mathematics education: Ten years of research. Journal of Mathematical Behavior (The), 60, 1-17. doi:https://doi.org/10.1016/j.jmathb.2020.100807

Gregorio, F., & Presutti, S. (2020). Women in mathematics: cultural and context influences. EWM Newsletter, 32, 5. Retrieved from http://hdl.handle.net/20.500.12162/3627

2019

Deruaz, M., et Gregorio, F. (2019). La solitude des étudiants face aux problèmes des maths. Prismes : revue pédagogique HEP Vaud, 25, 52-54.

Di Martino, P., & Gregorio, F. (2019). The Mathematical Crisis in Secondary–Tertiary Transition. International Journal of Science and Mathematics Education, 17(4), 825-843. Retrieved from http://hdl.handle.net/20.500.12162/1493

Dias, T., Gardes, M.-L., Deruaz, M., Gregorio, F., Ouvrier-Buffet, C., Peteers, F., & Robotti, E. (2019). Math education dealing with mathematical learning disabilities: a literature review. In M. Graven, H. Venkat, A. Essien & P. Vale (Eds.), Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 132). Pretoria, South Africa: PME. Retrieved from http://hdl.handle.net/20.500.12162/2950

Gardes, M.-L., Gregorio, F., Dias, T., & Deruaz, M. (2019). Mathematical learning disabilities: a challenge for mathematics education. In M. Graven, H. Venkat, A. Essien & P. Vale (Eds.), Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 173-174). Pretoria, South Africa: PME. Retrieved from http://hdl.handle.net/20.500.12162/2951

Gregorio, F. (2019). Mathematical learning disabilities in early algebra. Poster presented at the 43rd Conference of the International Group for the Psychology of Mathematics Education Pretoria, South Africa. Retrieved from http://hdl.handle.net/20.500.12162/2949

Gregorio, F., Di Martino, P., & Iannone, P. (2019). The Secondary-Tertiary Transition in Mathematics Successful Students in Crisis. EMS Newsletter, 9(113), 45-47. Retrieved from http://hdl.handle.net/20.500.12162/2995

Gregorio, F., et Presutti, S. (2019). Femmes et mathématiques: quel genre de problèmes? Educateur (L'), Numéro spécial 2019, 7-9. http://hdl.handle.net/20.500.12162/2881

2018

Di Martino, P., & Gregorio, F. (2018). The first-time phenomenon: successful students’ mathematical crisis in secondary-tertiary transition. In E. Bergqvist, M. Österholm, C. Granberg & L. Sumpter (Eds.), Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 339-346). Umeå, Sweden: PME. Retrieved from http://hdl.handle.net/20.500.12162/1494

Gregorio, F., & Di Martino, P. (2018). La crisi matematica: le difficoltà dei bravi in matematica nel passaggio all’università. In B. D’Amore & S. Sbaragli (Eds.), La didattica della matematica, strumento concreto in aula. Atti del XXXII Convegno Nazionale Incontri con la matematica (pp. 129-130). Bologna, Italie: Pitagora Editrice Bologna.. Retrieved from http://hdl.handle.net/20.500.12162/1962

2017

Di Martino, P., & Gregorio, F. (2017). The role of affect in failure in mathematics at the university level: the tertiary crisis. In T. Dooley & G. Gueudet (Eds.), Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (pp. 1050-1057). Retrieved from http://hdl.handle.net/20.500.12162/325