Conceptualising resources as a theme for teacher education, Journal of Mathematics Teacher Education, vol.3, issue.3, pp.205-224, 2000. ,
Gestures as semiotic resources in the mathematics classroom, Educational Studies in Mathematics, vol.70, issue.2, pp.97-109, 2009. ,
Expansive Learning at Work: Toward an activity theoretical reconceptualization, Journal of Education and Work, vol.14, issue.1, pp.133-156, 2001. ,
, Física. Principios con aplicaciones, 2006.
Towards new documentation system for mathematics Teachers, Educational Studies in Mathematics, vol.71, pp.199-218, 2009. ,
Teachers´work with resources: Documentational geneses and professional geneses, From text tólived´resources: Mathematics curriculum materials and teacher development, pp.189-213, 2012. ,
URL : https://hal.archives-ouvertes.fr/hal-00630315
Becoming aware of mathematical gaps in new curricular materials: A resource-based analysis of teaching practice, The Mathematics Enthusiast, vol.10, issue.1-2, pp.163-190, 2013. ,
La perspectiva multimodal sobre la comunicación: desafíos y aportes para la enseñanza en el aula, Diálogos educativos, vol.11, issue.22, pp.3-14, 2012. ,
Activity, consciousness, and personality, 1978. ,
Introduction of the Thematic Issue on the, Physics and Mathematics. Science & Education, vol.24, issue.56, pp.487-494, 2015. ,
, Uso de gestos-como recurso-mediador-por un profesor de bachillerato para enfrentar un desafío didáctico no previsto por él U
, Interactions Between Mathematics and Physics: The History of the Concept of Function-Teaching with and About Nature of Mathematics, vol.24, pp.543-559, 2015.
Mathematics and physics: The idea of a pre-established harmony, Science & Education, vol.24, issue.5-6, pp.515-527, 2015. ,
Introducción a la epistemología genética: El pensamiento físico, 1979. ,
Elementos de una teoría cultural de la objetivación, Revista Latinoamericana de Investigación en Matemática Educativa, issue.9, pp.103-129, 2006. ,
The ethics of being and knowing: Towards a cultural theory of learning, Semiotics in mathematics education: epistemology, history, classroom, and culture, pp.215-234, 2008. ,
Why do gestures matter? Sensuous cognition and the palpability of mathematical meanings, Educational Studies in Mathematics, vol.70, issue.3, pp.111-126, 2009. ,
On the cognitive, epistemic, and ontological roles of artifacts, From text tólived´resources: Mathematics curriculum materials and teacher development, pp.238-288, 2012. ,
, , vol.1, 1970.
Relating Computational Cartesian Graphs to a Real Motion: An Analysis of High School Students' Activity, Signs of Signification, pp.55-71, 2018. ,
Studying mathematics teachers interactions with curriculum materials through different lenses: towards a deeper understanding of the processes at stake, International Journal of Educational Research ,
URL : https://hal.archives-ouvertes.fr/hal-01907304
Models: representation and the scientific understanding. Boston studies in the philosophy of science, vol.XLVIII, 1979. ,