JŽr™me Proulx **Fr**

The work that
I conduct in the Laboratoire ƒpistŽmologie et activitŽ mathŽmatique
continually surround four
fondamental research poles.

Mental computation and solving
processes** **

This
research is centered around the study of solving processes that students engage with, and the resulting mathematical activity, when immersed in a mental computation context.
In addition, my interest in
mental computation concerns other
mathematical objects/themes than numbers,
that is, algebra, trigonometry, measurement, geometry, statistics, etc., in order to investigate the potential of
mental computation practices with these
themes.

Teaching
and/through problem-solving** **

The
perspective adopted in my work, and particularly in my teachings, concerns
problem-solving: specifically, the teaching of mathematics (uniquely) through problem-solving. Recent developments, in collaboration with
some of my graduate students, have led me to conceptualize and study in details the implications
of this teaching approach.

_

Epistemology
and mathematics education research

My research is continually conducted through a variety of epistemological endeavours. I am interested in contemporary theories about knowledge and learning and epistemological
issues related to research
in mathematics education (theoretical, methodological,
etc.).

Development
of mathematical ideas** **

The
work that I conduct is strongly
grounded in mathematics and
in the nature of mathematical content. This mathematical pole also leads me
to study and (re)think mathematical content to develop new perspectives on it (from fractions to geometry, systems of equations, trigonometry, etc.). This work aims to stimulate important reflections on the mathematical
content taught in schools
and their place in mathematics
education research studies.

** **