Hitier, M. et González-Martín, A. S. (2026). “We’re stuck in an awkward place” : How epistemological and institutional constraints related to mathematics courses impact teachers’ practices in mechanics. [Article soumis pour publication]. Département de didactique, Université de Montréal.

González-Martín, A. S., Hitier, M. et Morcos, J. (2026). Initial results from a survey of engineers: from not using mathematics at all, to performing tasks using software. Implications for research. [Article soumis pour publication]. Département de didactique, Université de Montréal.

Hitier, M., Feudel, F. et Landgärds-Tarvoll, I. (2025). Differentials across disciplines: Conceptions used in economics, physics, and chemistry. Dans L. Branchetti, S. Erduran, F. Feudel, A. S. González-Martín et O. Levrini (dir.), The Learning and Teaching of Calculus across Disciplines 2 – Pre-conference proceedings (p. 42–51). MatRIC. https://matriccalcconf3.sciencesconf.org/

Hitier, M. et González-Martín, A. S. (2025). Using knowledge from mechanics to solve a calculus task: a study through the lenses of mixed praxeologies. Dans M. Bosch, S. Carreira, G. Bolondi, M. Gaidoschick et C. Spagnolo (dir.), Proceedings of the Fourteenth Congress of European Research in Mathematics Education (CERME14) (p. 2237–2244). Free University of Bozen-Bolzano and ERME. https://hal.science/hal-05237842

Hitier, M. et González-Martín, A. S. (2025). Vitesse en calcul et en mécanique, est-ce vraiment la même chose ? Une étude de praxéologies dans les deux disciplines. Dans F. Venant et S. Dumont (dir.), Actes du colloque Espace Mathématique Francophone 2025 (EMF2025) (p. 637–647).

Biza, I., Viirman, O., Florensa, I., Gueudet, G., Hitier, M. et Thoma, A. (2025). Introduction to the papers of TWG14: University mathematics education. Dans M. Bosch, S. Carreira, G. Bolondi, M. Gaidoschick et C. Spagnolo (dir.), Proceedings of the Fourteenth Congress of European Research in Mathematics Education (CERME14) (p. 2165–2172). Free University of Bozen-Bolzano and ERME. https://hal.science/hal-05237842

Samson, A.-H., Hitier, M., Hamdani, S., Charles, E., Brière, J.-F., Dugdale, M., Hughes, S., Adams, R., Laroche, K. et Lenton, K. (2025). Assessing student attitudes and understanding of interdisciplinarity: Introducing the SATIS survey. Dans P. Seitamaa-Hakkarainen et K. Kangas (dir.), General proceedings of the 5th annual meeting of the International Society of the Learning Sciences (p. 3070–3072). International Sociey of the Learning Sciences. https://doi.org/10.22318/icls2025.386725

Hitier, M. et González-Martín, A. S. (2024). Derivatives in calculus and in mechanics. Missed opportunities in the context of free-fall. Dans A. S. González-Martín, G. Gueudet, I. Florensa et N. Lombard (dir.), INDRUM2024 Proceedings, Fifth conference of the International Network for Didactic Research in University Mathematics (p. 473–482). Escola Univeristària Salesiana de Sarrià – Univ. Autònoma de Barcelona and INDRUM. https://indrum2024.sciencesconf.org/data/pages/Proceedings_INDRUM2024.pdf

Hitier, M. et González-Martín, A. S. (2024). ‘Dodging the bullet’ : constraints on the use of derivatives in mechanics courses. Dans T. Evans, O. Marmur, J. Hunter, G. Leach et J. Jhagroo (dir.), Proceedings of the 47th annual conference of the International Group for the Psychology of Mathematics Education (vol. 3, p. 41–48). 

Biza, I., Viirman, O., Bašić, M., Florensa, I., Gueudet, G., Hitier, M., Kontorovich, I., Thoma, A. et Wawro, M. (2023). An introduction to TWG14: University mathematics education. Dans P. Drijvers, C. Csapodi, H. Palmér, K. Gosztonyi et E. Kónya (dir.), Proceedings of the Thirteenth Congress of European Research Society in Mathematics Education (CERME13) (p. 2243–2250). Alfréd Rényi Institute of Mathematics and ERME. https://hal.science/hal-02422563

Hitier, M. et González-Martín, A. S. (2023). “Like finding the acceleration”: A praxeological analysis of a calculus/mechanics task with and without its physics context. Dans P. Drijvers, C. Csapodi, H. Palmér, K. Gosztonyi et E. Kónya (dir.), Proceedings of the Thirteenth Congress of European Research Society in Mathematics Education (CERME13) (p. 2379–2390). Alfréd Rényi Institute of Mathematics and ERME. https://hal.science/hal-04406697

Hitier, M. et González-Martín, A. S. (2023). Investigating practices related to the derivative in kinematics contexts in calculus and mechanics courses. Dans T. Dreyfus, A. S. González-Martín, J. Monaghan, E. Nardi et P. W. Thompson (dir.), The Learning and Teaching of Calculus Across Disciplines – Proceedings of the Second Calculus Conference (p. 113–116). MatRIC. https://matriccalcconf2.sciencesconf.org/

Hitier, M. et González-Martín, A. S. (2022). “It all depends on the sign of the derivative” : A praxeological analysis of the use of the derivative in similar tasks in mathematics and mechanics. Dans J. Hodgen, E. Geraniou, G. Bolondi et F. Ferretti (dir.), Proceedings of the Twelfth Congress of European Research Society in Mathematics Education (CERME12) (p. 2421–2428). ERME / Free University of Bozen-Bolzano. https://hal.science/hal-03750626

Hitier, M. et González-Martín, A. S. (2022). Derivatives and the study of motion at the intersection of calculus and mechanics: a praxeological analysis of practices at the college level. International Journal of Research in Undergraduate Mathematics Education, 8(2), 293–317. https://doi.org/jq4x

Lahaye-Hitier, M. (2015). Cherchez l’erreur… PLOT [Partager, Lire, Ouvrir, Transmettre], 50(2), 10–14.

Hitier, M. (2010). Famille des surfaces de Klein et fonctions rationnelles réel-étales. Éditions universitaires européennes. 

Lahaye-Hitier, M. (2005). Si les Shadocks m’étaient comptés. PLOT [Partager, Lire, Ouvrir, Transmettre], 11(3), 22–24.