معرفی
Julie Horoks is a Lecturer in mathematics education at the University of Paris-Est Créteil, affiliated with the National Institute for Teaching and Education (Inspé) of the Créteil academy. She is associated with the André Revuz Didactics Laboratory (LDAR), a research laboratory focusing on science didactics across multiple universities including Paris Diderot University.
Dr. Horoks' research focuses on assessment practices in mathematics education, particularly in middle school algebra, and examines how training through research in mathematics didactics affects the teaching practices of novice primary school teachers. Her work addresses critical questions about what knowledge should be taught and how teaching practices influence student learning in mathematics classrooms.
Her publication record demonstrates a consistent focus on the relationship between teaching tasks, classroom practices, and student learning outcomes in mathematics education. Over the past decade, her research has increasingly emphasized collaborative work and professional development approaches for mathematics teachers. Her studies span various educational levels from primary school to college algebra, with particular attention to how teacher training through research methodologies can transform classroom practices.
Dr. Horoks has participated in several significant research projects:
- A research project studying the effects of training through research on the development of practices of students and beginning teachers (ESPE call for proposals)
- ANR NéopraEval - New Evaluation Tools for New Practices of Regulation of Teaching and Learning
- The Lexicon Project: Analyzing pedagogical naming systems from different cultures to reconceptualize classroom practice and advance educational theory (international project with Australia)
She is actively involved with the André Revuz Didactics Laboratory, which is a multi-agreement laboratory with universities of Paris, Paris-est Créteil, CY Cergy Paris, Lille, and Rouen Normandie. The LDAR focuses on studying learning, teaching, and training processes in mathematical sciences, material sciences, and natural sciences.
