Mélanie Tinnes-Vigne
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Université du Luxembourg 2, Avenue de l'Université L-4365 Esch-sur-Alzette |
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Mélanie Tinnes-Vigne joined the Institute for Lifelong Learning and Guidance (LLLG) as a doctoral researcher in 2021. After 14 years of experience as a school teacher in France and a Master’s degree in Teaching and Education from the University of Lorraine, her research interests focus on play-based learning, school-family relationships, teachers’ beliefs & practices, and social & emotional learning. From 2016 to 2019, she worked as a research specialist at the University of Luxembourg and collaborated with Prof. Dr Joëlle Vlassis and Prof. Dr Débora Poncelet on an international study (MathPlay) aiming to enhance children’s numerical skills through a play-based intervention in kindergarten and at home. Under the supervision of Dr Christophe Dierendonck, she will be contributing to a project, which aims to describe current main difficulties of the teaching profession in elementary schools and to examine the extent to which principles of the 2009 Law have been implemented in schools. The study will closely involve educational actors in the analysis and discussion of the data. In the framework of her doctoral research under the supervision of Prof. Dr Claude Houssemand, she’s working on social and emotional aspects in learning.
Last updated on: Thursday, 23 September 2021
2023
2022
Developing arithmetic skills in kindergarten through a game- based approach: a major issue for learners and a challenge for teachers; ; ; ; ; ; ; ; ; ; ;
in International Journal of Early Years Education (2022)
2021
Investigating the dimensionality of early numeracy using the bifactor exploratory structural equation modeling framework; ; ; ; ;
in Frontiers in Psychology (2021)
Croyances des futurs professionnels de l’éducation luxembourgeois en ce qui concerne les relations école-famille et l’engagement parental; ; ; ;
in Education & Formation (2021), e-316
Activités formelles et informelles d'apprentissage à domicile visant le développement des premières compétences en mathématiques d’enfants de 4 à 6 ans : étude de l’influence du background familial ainsi que de l'environnement mathématique et scolaire offert par les parents à domicile; ; ;
Scientific Conference (2021, March 18)
2020
Pratiques éducatives parentales et premières compétences en numératie des enfants d’âge préscolaire selon le niveau socio-économique et culturel des familles; ; ; ; ;
in Revue Internationale de l'Education Familiale (2020), 47(1), 119-149
2018
A test to measure early number skills progress among 4 to 6 years old children; ; ; ; ; ; ;
Scientific Conference (2018, July)
Développement d’un test de compétences numériques précoces destiné à mesurer les effets d’une intervention mise en place auprès d’élèves de 4 à 6 ans; ; ; ; ; ; ;
in Demeuse, Marc; Milmeister, Marianne; Weis, Christiane (Eds.) L'évaluation en éducation et en formation face aux transformations des sociétés contemporaines. Actes du 30e colloque de l'Admée-Europe (2018, January)
Parent's attitudes towards mathematics, home math-related activities and their effect on preschoolers'skills in early numeracy; ; ; ; ; ; ;
in Berqvist, Ewa; Österholm, Magnus; Granberg, Carina; Sumpter, Lovisa (Eds.) Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (2018, July 07)
Developing early number competencies through games played in school and at home; ; ; ; ; ;
in Bergqvist, Ewa; Österholm, Magnus; Granberg, Carina; Sumpter, Lovisa (Eds.) Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (2018, July 07)
Mesurer les croyances des enseignants du préscolaire à propos des mathématiques; ; ;
in Demeuse, Marc; Milmeister, Marianne; Weis, Christiane (Eds.) L'évaluation en éducation et en formation face aux transformations des sociétés contemporaines. Actes du 30e colloque de l'Admée-Europe (2018, January)
