Katarina Gvozdic

Publications

Books and chapters

Gvozdic, K. & Sander, E. (submitted). Les métaphores enseignantes des processus d’enseignement et d’apprentissage. Dans Morel, S., Payet, J-P., & Sander, E. (dir). Théories implicites et explicites des enseignants. [Teaching metaphors for teaching and learning processes]

Gros, H., & Gvozdic, K. (2022). Context, Content Effects and Flexibility. Cognitive Flexibility. ISTE Ltd, London, and Wiley, New York.

Sander, E., Gros, H., Gvozdic, K., & Scheibling-Sève, C. (2021). Neuromythes et apprentissages scolaires. Dans Khamassi, M. (dir), Manuel de psychologie et neurosciences. De Boeck. [Neuromyths and school learning]

Sander, E., Gros, H., Gvozdic, K. et Scheibling-Sève, C. (2018). Les neurosciences en éducation. Paris : Editions Retz. [Neuroscience in education]

Peer-reviewed articles

Sander, E., Marcoux, G., Wyss, A., Naud, S., Scheibling-Sève, C., Gros, H., & Gvozdic, K. (in press). Caractère résilient des conceptions intuitives des notions de justice et de liberté : résultats d'une étude au collège dans le cours d'enseignement moral et civique. Recherches en éducation, 49. [Resiliant nature of intuitive conceptions of justice and freedom: results of a middle school study in the course of moral and citizenship education]

Scheibling-Sève, C., Gvozdic, K., Pasquinelli, E. and Sander, E. (in press). How  to  develop  proportional  reasoning  in  primary  school?  Enhancing cognitive flexibility through a training based on multiple categorization. Journal of Numerical Cognition.

Gvozdic, K., & Lussi-Borer, V. (2021). Appréhender les transformations de l'activité versus de la cognition des enseignant-e-s : Approches (in)compatibles ?. Raisons Educatives, 25(1), 65-90. [Understanding transformations in teachers' activity versus cognition: (In)compatible approaches?]

Gvozdic, K., & Sander, E. (2020). Learning to be an opportunistic word problem solver: Going beyond informal solving strategies. ZDM Mathematics Education. Advance online publication doi:10.1007/s11858-019-01114-z

Gvozdic, K., & Sander, E. (2018). When intuitive conceptions overshadow pedagogical content knowledge: Teachers' conceptions of students' arithmetic word problem solving strategies. Educational Studies in mathematics. DOI: 10.1007/s10649-018-9806-7

Gvozdic, K., Moutier, S., Dupoux, E., Buon M. (2016). Priming children’s use of intentions in moral judgement with metacognitive training. Frontiers in Psychology, 7, p.190. DOI: 10.3389/fpsyg.2016.00190

Pasquinelli, E., Zalla, T., Gvozdic, K., Potier-Watkins, C., & Piazza, M. (2015). Mind, brain, and teaching: Some directions for future research. Behavioral and Brain Sciences, 38: E54. DOI:10.1017/S0140525X14000697

Peer-reviewed international conference proceedings

Gvozdic, K. & Sander, E. (2021). Mental simulation of an encoded representation on arithmetic word problem solving. IN Inprasitha, M., Changsri, N. & Boonsena, N. (Eds). Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 2, pp. 369-376. Khon Kaen, Thailand: PME.

Gvozdic, K., & Sander, E. (2017). Solving additive word problems: Intuitive strategies make the difference. In B. C. Love, K. McRae, & V. M. Sloutsky (Eds.), Proceedings of the 39th Annual Conference of the Cognitive Science Society. London, UK: Cognitive Science Society.

Gvozdic, K. & Sander, E. (2016). Recherche translationnelle sur l'enseignement des mathématiques à l'école élémentaire. Dans Kuong Renard, M. (Coordinatrice). CLI' 2016 : Constructions du sens, sens des constructions (pp. 15-22). Bibliothèque numérique Paris 8.https://octaviana.fr/document/COLN32_1.

Articles in professional journals

Sander, E., Gros, H., Gvozdic, K. & Scheibling-Sève, C. (2019). Changer l’école : prenez garde aux neuromythes !. The Conversation.

Gvozdic, K. & Sander, E. (2019). L’angle mort de l’intuition. Educateur, numéro spécial  : Aimer les maths, un pari fou ?. 22-23.