R. Chorlay (2019). Justifying a Calculation Technique in Grades 3 and 6. In Jankvist, U. T., Van den Heuvel-Panhuizen, M., & Veldhuis, M. (Eds.). (2019). Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11, February 6 – 10, 2019). Utrecht, the Netherlands: Freudenthal Group & Freudenthal Institute, Utrecht University and ERME.
R. Chorlay (2018). Justifier une technique opératoire au cycle 3: le cas de la division par deux. Colloque Espace Mathématique Francophone, Gennevilliers (26-29 octobre 2018). Actes à paraître.
R. Chorlay (2018). An Empirical Study of the Understanding of Formal Proposition about Sequences, with a Focus on Infinite Limits. In V. Durand-Guerrier, R. Hochmuth, S. Goodchild & N.M Hogstad (Eds.), Proceedings of the Second Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2018, 5-7 April 2018) (pp. xx-yy). Kristiansand, Norway: University of Agder and INDRUM.
https://hal.archives-ouvertes.fr/INDRUM2018/
R. Chorlay (2017). Mathematical Analysis of Informal Arguments: A Case-Study in Teacher-Training Context. In Dooley, T. & Gueudet, G. (Eds.). (2017). Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10, February 1 – 5, 2017). Dublin, Ireland: DCU Institute of Education & ERME.
https://hal.archives-ouvertes.fr/CERME10
Chorlay, R., Ouvrier-Buffet, C. (2016). Comparaisons de schémas de genèses didactiques de définitions, le cas de la limite d’une suite. In E. Nardi, C. Winsløw, T. Hausberger (Eds), Proceedings of INDRUM 2016 - First conference of the International Network for Didactic Research in University Mathematics (pp. 173-174). Montpellier : Université de Montpellier & INDRUM.
Chorlay, R. (2015). Why is it difficult to learn from history? In K. Krainer, N. Vondrová. CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Feb 2015, Prague, Czech Republic. pp.1797-1803, Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education. <hal-01288382>
Chorlay, R. (2013). The Making of a Proof-Chain: Epistemological and Didactical Perspectives. In B. Ubuz, Ç. Haser, M.-A. Mariotti (Eds.) Proceedings of CERME8 (pp. 106-115). Ankara (Turkey): Middle East Technical University.