Renaud CHORLAY

e-mail : renaud.chorlay@inspe-paris.fr Complete and up-to-date webpage (in French) : https://www.inspe-paris.fr/chercheur/chorlay Professional identity ======================== ### Research interests *Mathematics education:*  Advanced mathematical thinking - Transition from secondary to tertiary education.  History of mathematics in teaching, in teacher-training, and in mathematics education research. *History of mathematics in the modern period (19th-20th centuries):*  History of geometric theories.  History of structuralism. ### Research team LDAR : Laboratoire de didactique André Revuz. Université Paris Cité, Univ Paris Est Créteil, CY Cergy Paris Université, Univ. Lille, UNIROUEN (Since 2014): https://www.ldar.website/presentation SPHERE : Sciences, Philosophie, Histoire. UMR 7219 CNRS – Paris Diderot (From 2004 to 2014): http://www.sphere.univ-paris-diderot.fr/ ### Academic training 2023 Habilitation à diriger des recherches (Université de Paris): *Recherches en histoire et en didactique des mathématiques* Examining panel: Jean-Luc Dorier (rapporteur), Ghislaine Gueudet, Ralf Krömer (rapporteur), Cécile Ouvrier-Buffet, Patrick Popescu-Pampu, Fabrice Vandebrouck 2007 PhD in history of mathematics: *The emergence of the local-global couple in geometrie theories, from Bernhard Riemann to the theory of sheaves (1851-1953)*. PhD supervisor: Christian Houzel 1997 Agrégation de mathématiques (option informatique) 1997 Masters of mathematics, Université Paris 7. Final essay: *Mod p² liftings and decomposition of the de Rham complex (after Deligne and Illusie)*. Essay supervisor: Zoghman Mebkhout. 1991 Diplôme de l’Institut d’Etudes Politiques de Paris (dit : Sciences-Po Paris) Scientific activity ======================== ---------------------- ## Selected publications ### Papers (peer-reviewed journals) Chorlay, R., Clark, K., & Tzanakis, C. (2022). History of mathematics in mathematics education – Recent developments in the field. *ZDM - Mathematics Education, 54*(7), 1407-1420. https://doi.org/10.1007/s11858-022-01442-7 Chorlay, R. (2022). From the historical text to the classroom session: Analyzing the work of teachers-as-designers. *ZDM - Mathematics Education, 54*(7), 1583-1596. https://doi.org/10.1007/s11858-022-01434-7 Chorlay, R. (2021). Can students justify the correctness of an arithmetic algorithm? A case-study at the primary-secondary transition. *Recherche en didactique des mathématiques* ,* 41*(2), 177-216. https://revue-rdm.com/2021/can-students-justify-the-correctness-of-an-arithmetic-algorithm-a-case-study-at-the-primary-secondary-transition/ Chorlay, R. (2019). A pathway to a student-worded definition of limits at the secondary-tertiary transition. *IJRUME (International Journal for Research in Undergraduate Mathematics Education), 5*(3), 267-314. Chorlay, R. (2011). “Local – Global” : The First Twenty Years.* Archive for History of Exact Sciences, 65*(1), 1-66. Chorlay, R. (2010). From Problems to Structures: The Cousin Problems and the Emergence of the Sheaf Concept. *Archive for History of Exact Sciences, 64*(1), 1-73. Chorlay, R. (2009). Passer au global : le cas d’Élie Cartan, 1922-1930.* Revue d’histoire des mathématiques, 15*(2), 231-316. ### Book (single author) Chorlay, R. (2015). Géométrie et topologie différentielles, 1918 – 1932. Textes traduits (allemand, anglais) et présentés par R. Chorlay. Hermann, 2015. 364p. ### Book (editor, chapter author) Chemla, K., Chorlay, R., Rabouin, D. (2016). The Oxford Handbook of Generality in Mathematics and the Sciences. Oxford University Press, 2016. 507 p. Chorlay, R. (2016). Questions of Generality as Probes into 19th Century Analysis. In K. Chemla, R. Chorlay, D. Rabouin (Eds.), The Oxford Handbook of Generality in Mathematics and the Sciences (pp. 385-410). Oxford: OUP. Chorlay, R., de Hosson, C. (2016). History of Science, Epistemology and Mathematics Education Research. In B. Hodgson, A. Kuzniak, J.-B. Lagrange (Eds.) The Didactics of Mathematics: Approaches and Issues. A Homage to Michèle Artigue (pp. 155-189). Springer International Publishing Switzerland, 2016. ### Resources for teaching and/or teacher training R. Chorlay (2018). Doubler le carré avec Platon. In M. Moyon, D. Tournès (Eds.), Passerelles – Enseigner les mathématiques par leur histoire au cycle 3 (pp.122-147). IREM et ARPEME. Cet ouvrage a reçu le prix du livre d’enseignement scientifique décerné par l’Académie des Sciences. Chorlay, R. (2018). When Leibniz plays dice. In E. Barbin (Ed.), Let history into the mathematics classroom (pp. 115-127). Springer International Publishing. Chorlay, R. (2011). The Multiplicity of Viewpoints in Elementary Function Theory : Historical and Didactical Perspectives. In V. Katz and K. Tzanakis (Eds.), Recent Developments on Introducing a Historical Dimension in Mathematics Education (pp.55-63). Providence : The Mathematical Association of America. ---------------------- ## Academic responsibility ### Refereeing Annales de la faculté des sciences de Toulouse Historia Mathematica Educational Studies in Mathematics International Journal of Mathematics Education in Science and Technology IJRUME International Journal of Research in Undergraduate Mathematics Education Mathematical Thinking and Learning Recherches en didactique des mathématiques Revue d’histoire des mathématiques Science & Education ZDM - Mathematics Education ### Involvement in research conferences ICME: co-chair of the Topic Study Group on « The role of history in mathematics education » in ICME 12 (2012), 15 (2024) CERME: chair of the Thematic Working Group 12 « History in Mathematics Education » in CERME10 (2017), CERME 11 (2019) et CERME 12 (2021-2022 Membre of the advisory board of the *International Study Group on the Relations between History and Pedagogy of Mathematics* : https://hpm.sites.uu.nl/ Teaching ======================== ### PhD supervision #### In progress Alexis Gautreau. Les exercices d’étude de textes de démonstration favorisent-ils l’apprentissage de la démonstration au cycle 4 ? Co-direction avec Christophe Hache. Université Paris Cité. 1ère inscription sept. 2022. #### Defended Samson Duran (2019). Des géométries étasuniennes, à partir de l’étude de l’American Mathematical Society (1888-1920. Co-encadrement R. Chorlay et H. Gispert. Université Paris Sud. Simon Decaens (2018). Une histoire de la théorie des treillis au sein de l’American Mathematical Society entre 1933 et 1948. Co-direction R. Chorlay et J.-J. Szczeciniarz. Université Paris 7 – Paris Diderot. ### Masters Masters of Education, INSPE de Paris (Sorbonne university): https://www.inspe-paris.fr/ Training of pre-service secondary school mathematics teachers:  Mathematics  Mathematics education  History of mathematics  Supervision of field placement  Supervision of the training program for pre-service secondary school mathematics teachers (2017-2023) Training of pre-service elementary school teachers  Mathematics  Mathematics education  Field placement

Courriel : renaud.chorlay@inspe-paris.fr Page professionnelle complète (français) : https://www.inspe-paris.fr/chercheur/chorlay Page professionnelle abrégée (anglais): https://cv.hal.science/renaud-chorlay ### Thèmes de recherche ---------------- Didactique des mathématiques :  Enseignement des mathématiques dans le second cycle du secondaire et dans l'enseignement supérieur  Rôle de l'histoire des mathématiques dans leur enseignement, dans la formation des enseignants, et dans la recherche en didactique Histoire des mathématiques sur la période contemporaine (19-20ème siècles) :  Histoire des théories géométriques.  Histoire du structuralisme. ### Equipes de rattachement ------------------ LDAR : Laboratoire de didactique André Revuz, Université Paris Cité, Univ Paris Est Créteil, CY Cergy Paris Université, Univ. Lille, UNIROUEN. Depuis 2014. https://www.ldar.website/presentation SPHERE : Sciences, Philosophie, Histoire (UMR 7219 CNRS – Paris Diderot) (From 2004 to 2014): http://www.sphere.univ-paris-diderot.fr/