Jana Trgalova

Shao, M., Trgalova, J., & Trouche, L. (2025). Teaching 3D geometry with dynamic environments in upper secondary classes: How to help students combine empirical perception and theoretical deduction? Journal of Mathematics Teacher Education, online, 1–33. https://doi.org/10.1007/s10857-025-09716-z

Scalisi Neyroud, C., Serment, J., Batteau, V., Epp, S., Trgalova, J., & Vialle, L. (2025). Instaurer un débat mathématique en classe de primaire : récit d’une expérimentation autour des transformations géométriques. Revue de Mathématiques pour l’école (RMé) - Ex. Math-Ecole, 243, 19‑34. https://doi.org/10.26034/vd.rm.2025.6239

Batteau, V., Jolivet, S., & Trgalova, J. (2025, janvier). Résolution de problème en mathématiques : quels apports de la pensée computationnelle ? [Communication]. Journées des formateurs romands, Genève, Suisse. http://hdl.handle.net/20.500.12162/8350

Trgalova, J. (2025). Evaluation of digital curricular resources: An issue for research and teacher education. In B. Pepin, I. Kohanová, & M. B. Langfeldt (Eds.), Proceedings of the Fifth International Conference on Mathematics Textbook Research and Development (pp. 31–40). Norwegian University of Science and Technology. https://hdl.handle.net/20.500.12162/15471

Trgalova, J. (2024). Ressources numériques pour l’enseignement et l’apprentissage des mathématiques. Recherches en didactique des mathématiques, Numéro spécial. Synthèses et perspectives en didactique des mathématiques. Preuve, modélisation et technologies numériques, 137‑163. https://doi.org/10.46298/rdm.12909

Shao, M., Trgalova, J., & Trouche, L. (2024). How do teachers coordinate students’ empirical perception and logical reasoning in 3D dynamic geometry environments: Chinese and French cases. In T. Lowrie, A. Gutiérrez, & F. Emprin (Eds.), Proceedings of the Twenty-Sixth ICMI Study Advances in Geometry Education (pp. 401–408). IREM de Reims. http://hdl.handle.net/20.500.12162/8262

Trgalova, J., & Tabach, M. (2024). Pre-service teachers’ development of digital resource design capacity. ZDM - Zentralblatt Für Didaktik Des Mathematik / the International Journal on Mathematics Education, 56(4), 1–15. https://doi.org/10.1007/s11858-024-01554-2

Békési, B., Ulbrich, E., Houghton, T., Trgalova, J., & Lavicza, Z. (2024). What makes project-based STEAM tasks motivating? How do they enhance learning? In E. Faggiano, A. Clark-Wilson, M. Tabach, & H.-G. Weigand (Eds.), Proceedings of the 17th ERME Topic Conference MEDA 4 (pp. 73–80). University of Bari Aldo Moro. http://hdl.handle.net/20.500.12162/8014

Batteau, V., & Trgalova, J. (2024). COMBINING COMPUTATIONAL THINKING IN MATHEMATICS: ISSUE OF MODELLING AND EVALUATION [Paper presentation]. ICME, Sydney, Australie. http://hdl.handle.net/20.500.12162/8009

Batteau, V., & Trgalova, J. (2024). From collective preparation to research lesson focused on computational thinking students in mathematics problem solving [Paper presentation]. Congrès organisé par WALS, Astana, Kazakstan. http://hdl.handle.net/20.500.12162/8008

Trgalova, J., & Tabach, M. (2023). Affordances of Virtual Learning Environments to Support Mathematics Teaching. Digital Experiences in Mathematics Education, n.d., 1–32. https://doi.org/10.1007/s40751-023-00127-4

Mariotti, M. A., Trgalova, J., Maracci, M., & Heinesen Højsted, I. (2023). Resources Promoting Digital Tools Integration: Design Principles. In B. Pepin, G. Gueudet, & J. Choppin (Eds.), Handbook of Digital Resources in Mathematics Education (pp. 1–28). Springer. https://doi.org/10.1007/978-3-030-95060-6_38-1

Essonnier, N., Barquero, B., Papadopoulos, I., Trgalova, J., & Kynigos, C. (2023). Communities of Interest as a Context for Creativity in the Process of Designing Digital Media for Mathematical Learning. In B. Pepin, G. Gueudet, & J. Choppin (Eds.), Handbook of Digital Resources in Mathematics Education (pp. 1–32). Springer. https://doi.org/10.1007/978-3-030-95060-6_40-1

Trgalova, J., & Tabach, M. (2023). Introduction to How Digital Resources Transform Content. In B. Pepin, G. Gueudet, & J. Choppin (Eds.), Handbook of Digital Resources in Mathematics Education (pp. 1–9). Springer. https://doi.org/10.1007/978-3-030-95060-6_11-1

Trgalova, J., Donevska-Todorova, A., & Edson, A. J. (2023). Evaluation of Digital Resources: The “How” and “What for”. In B. Pepin, G. Gueudet, & J. Choppin (Eds.), Handbook of Digital Resources in Mathematics Education (pp. 1–28). Springer. https://doi.org/10.1007/978-3-030-95060-6_45-1

Batteau, V., & Trgalova, J. (2023). Computational thinking in mathematics teaching in secondary school. In P. Drijvers, C. Csapodi, H. Palmér, K. Gosztonyi, & E. Kónya (Eds.), Proceedings of the thirteenth congress of the european society for research in mathematics education (CERME13) (pp. 2875–2882). Alfréd Rényi Institute of Mathematics and ERME. http://hdl.handle.net/20.500.12162/7389

Tabach, M., & Trgalova, J. (2022). What do virtual learning environments afford to mathematics teachers? In H.-G. Weigand, A. Donevska-Todorova, E. Faggiano, P. Iannone, J. Medova, M. Tabach, & M. Turgut (Eds.), MEDA3 Mathematics Education in Digital Age 3. Proceedings of the 13th ERME Topic Conference (ETC13) (pp. 268–275). Constantine the Philosopher University and ERME. http://hdl.handle.net/20.500.12162/6517

Trgalova, J. (2022). Design of digital resources by and for mathematics teachers. In H.-G. Weigand, A. Donevska-Todorova, E. Faggiano, P. Iannone, J. Medova, M. Tabach, & M. Turgut (Eds.), MEDA3 Mathematics Education in Digital Age 3. Proceedings of the 13th ERME Topic Conference (ETC13) (pp. 12–20). Constantine the Philosopher University and ERME. http://hdl.handle.net/20.500.12162/6516

Loisy, C., Trgalova, J., Alturkmani, M. D., Bénech, P., & Trouche, L. (2022). Collaboration entre et avec les acteurs de terrain et effets sur les ressources et le développement professionnel. Le cas du projet PREMaTT. Dans B. MESLIN, M. Daguzon, B. JOSEPH, R. MONOD-ANSALDI, M. PRIEUR, & A. TROUILLET (Éds.), Favoriser des collaborations entre chercheurs et praticiens. L’expérimentation de l’Institut Carnot (pp. 197‑226). Presses universitaires Blaise Pascal. http://hdl.handle.net/20.500.12162/6373

Coppé, S., Piolti Lamorthe, C., Roubin, S., & Trgalova, J. (2022). Un exemple de collaboration entre enseignants et chercheurs autour de la conception de ressources pour développer la pensée algébrique. Dans S. Soury-Lavergne (Éd.), Dispositifs et collectifs pour la formation, l’enseignement et l’apprentissage des mathématiques. Actes du 47e Colloque de la COPIRELEM Grenoble les 15, 16 et 17 juin 2021. ARPEME. http://hdl.handle.net/20.500.12162/6318