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Email: joyce.mgombelo@brocku.ca
Mgombelo, J. (2003). Cartesian
Subjectivity and the Question of Knowledge. Educational
Insights, 8(2).
Mgombelo, J. (2004).
Mathematics virtual learning village: Occasioning student teachers learning to
teach mathematics. In
D. E. McDougall & J. A. Ross (Eds.), Proceedings of the twenty-sixth
annual meeting of the North American Chapter of the International Group for the
Psychology of Mathematics Education (Vol. 3, pp. 1276-1278). Toronto:
OISE/UT.
Webpage: http://www.brocku.ca/mathematics/people/muller/
Email: emuller@brocku.ca
Muller, E.R. and Burkhardt
H. (to appear). Applications and Modelling for Mathematics. In W. Blum (Ed.) Applications
and Modelling in Mathematics Education. Kluwer Academic Publishers
Muller, E.R. (2004) Enhancing Mathematics
Programs for Future Teachers, Brock
Education, 13.
Muller, E.R. (2004). Future Teachers
Use Technology to Explore Mathematics Concept Development, Proceedings of the Tenth International Congress on Mathematics
Education, Copenhagen.
Muller, E.R. (2002). Enhancing mathematics teacher
programs and responding to the shortage of mathematics teachers. Proceedings of the Second
International Conference on the Teaching of Mathematics at the undergraduate
level, Crete.
Muller, E.R. (2001). Reflections on the sustained use of technology in
undergraduate mathematics education. In D. Holton (Ed.), The Teaching and Learning of Mathematics at
University Level. Kluwer Academic Publishers, p.
381.
Muller, E.R. (2001). Flexibility of Student Access to
Mathematics and Flexibility of Student Action in Mathematics”, Quaestiones Mathematicae,
Supplement Number 1, p. 65.
Byers, P. (1998). Mathematics in an Articulated
Nursing Program. OCMA News and
Views, 98(2).
Email: jmoss@oise.utoronto.ca
Vuletic, L., Scullion, S., & Moss, J. (2004)
Teaching long division to learning disabled students: A psychological analysis
of two algorithms. [Poster session.]In D. E. McDougall
& J. A. Ross (Eds.), Proceedings of the twenty-sixth annual meeting of
the North American Chapter of the International Group for the Psychology of
Mathematics Education (Vol. 3, p. 1526). Toronto: OISE/UT.
Moss, J. (Feb,
2003). Introducing percents in linear measurement to foster an understanding
of rational-number operations.
In Teaching Children Mathematics Focus Issue: Computational Fluency (pp.
335-345). Reston, VA: National Council of Teachers of Mathematics.
Moss,
J. (2002). Percents and proportion at
the center: Altering the teaching sequence for rational number. In B. Littweiller (Ed.), Making
Sense of Fractions, Ratios, and Proportions (pp. 109-120). Reston,
VA: National Council of Teachers of Mathematics.
Moss,
J, & Case, R. (2002).
Developing
children’s understanding of the rational numbers. In J. Sowder
& B. Chapelle (Eds.), Lessons Learned from Research, (pp. 143-150). Reston, VA: National
Council of Teachers of Mathematics.
Email: akajande@lakeheadu.ca
Kajander, A. (2005). Towards conceptual understanding
in the preservice classroom: A study of evolving knowledge and values. Proceedings
of the 27th Annual Meeting of the North American Chapter of the
International Group for the Psychology of Mathematics Education, Roanoke:
University of Virginia.
Kajander, A. (2005). Supports for
effective implementation of the revised grade 9/10 curriculum: The role of
manipulatives in making algebra meaningful. The Ontario Mathematics Gazette.
44(1), 26-28.
Kajander, A., & Lovric, M. (2005). Transition from secondary
to tertiary mathematics, McMaster University experience. International
Journal of Mathematics Education in Science and Technology, 6(2-3), 149-160.
Kajander, A., & Lovric, M. (2004). Transition from Secondary to
Post-Secondary Mathematics: Changing Features of Students' Mathematical
Knowledge and Skills and Their Influence on Students' Success. In D. E. McDougall & J.
A. Ross (Eds.), Proceedings of the twenty-sixth annual meeting of the North
American Chapter of the International Group for the Psychology of Mathematics
Education (Vol. 1, pp. 155-161). Toronto: OISE/UT.
Kajander, A. (2003). Big Ideas for Small Mathematicians. Tucson:
Zephyr Press.
Email: alawson@oise.utoronto.ca
Lawson, A. & Suurtamm, C. (2004). A Local Interpretation Of
The Cognitive-By-Content Matrix: A Barrier To Better Test Design. International Congress on
Mathematical Education. Copenhagen .
Denmark . July 2004.
Lawson, A., (2003). Documenting
reform instruction in the classroom, In E. Simmt and B. Davis (Eds.), Proceedings
of the 2003 Annual Meeting of the Canadian Mathematics Education Study Group,
(pp. 125-130). Edmonton, Alberta: CMESG.
Email: sdemers@laurentienne.ca
Radford,
L. et Demers, S. (2004). Communication et apprentissage. Repères conceptuels et pratiques pour la salle de classe de mathématiques. Ottawa :
Centre franco-ontarien des ressources
pédagogiques.
Radford,
L. and Demers, S. (2004). La formazione iniziale per l’insegnamento nell’Ontario: qualche parametro del contesto
istituzionale, in: M. I. Fandiño
Pinilla (ed.) Riflessioni
sulla formazione iniziale degli insegnanti di matematica:
una rassegna internazionale, (pp. 177-194). Bologna: Pitagora Editrice.
Radford,
L., Cerulli, M., Demers, S., and Guzmán,
J. (2004). The sensual and the conceptual: Artefact-mediated
kinesthetic actions and semiotic activity. In M. J. Høines
and A. B. Fuglestad (eds.), Proceedings of the 28
Conference of the international group for the psychology of mathematics
education (PME 28), Vol. 4, pp. 73-80. Norway: Bergen University College.
Radford,
L., Demers, S., Guzmán, J. and Cerulli,
M. (2003). Calculators, graphs, gestures, and the production
meaning. In N., Pateman, B.
Dougherty and J. Zilliox (eds.), Proceedings of
the 27 Conference of the international group for the psychology of
mathematics education (PME27 –PMENA25), Vol. 4, pp. 55-62, University of
Hawaii.
Webpage: http://laurentian.ca/educ/lradford/index.html
Email: lradford@nickel.laurentian.ca
Comment: The current research at Laurentian, funded
by SSHRC and carried out at the Laboratory
of Cultural Semiotics and Mathematical Thinking, deals with the
investigation of the role played by body, artifacts,
and symbols in mathematical thinking.
Radford, L. (in press). The
Anthropology of meaning. Educational Studies in Mathematics.
Radford, L. (2003). On the
epistemological limits of language. Mathematical
knowledge and social practice in the Renaissance. Educational Studies in Mathematics, 52(2), 123-150.
Radford, L. (2003). Gestures,
speech, and the sprouting of signs. Mathematical
Thinking and Learning, 5(1), 37-70.
Radford, L. (2002). The seen, the
spoken and the written. A semiotic approach to the
problem of objectification of mathematical knowledge. For the Learning of Mathematics, 22(2),
14-23.
Radford, L.: (2000) Signs and meanings in students’
emergent algebraic thinking: A semiotic analysis. Educational Studies in
Mathematics, 42 (3), 237-268.
Email: lovric@mcmaster.ca
Kajander, A., & Lovric, M. (2006). Mathematics Background
Survey – An Insight Into Students’ Preparation For University Mathematics
Courses, Proceedings of the First Africa Regional Congress of the International Commission on
Mathematical Instruction (ICMI), 22 - 25 June 2005 (to appear)
Lovric, M. (2005). Narratives In
Mathematics - Case of Arts And Science Mathematics Course At McMaster
University, Proceedings of the First International Symposium of Mathematics and its
Connections to the Arts and Sciences,
19-21 May 2005, pp. 153-161, 2005.
Lovric, M. (2004) Transition from secondary to
tertiary Mathematics, the McMaster University Experience. Paper presented
at Topic Study Group 3, of the 10th International Congress on Mathematical Education, Copenhagen, Denmark, July 11-14.
Lovric, M. &
Poole, D (2004). Images of undergraduate
mathematics. In Canadian
Mathematics Education Study Group/Groupe canadien d’etude en didactique des mathematiques:
Proceedings, 2003 Annual Meeting. Acadia University.
Kajander, A.,
& Lovric, M. (2004). The double cohort: preliminary research on the
transition from secondary to university level mathematics. The Ontario Mathematics Gazette, 42 (4), pp 33-36.
Birkan,
R. & Lovric, M. (2004). Myungsook Lee and The Appropriation of Geometry in the Paintings, McMaster Museum of Art publicatione.
Lovric, M. (2003). Magic Geometry:
Mosaics in the Alhambra, Meeting
Alhambra, ISAMA - Bridges Conference Proceedings, University of Granada.
Lovric, M. (2001). "Teaching Mathematics" Course at McMaster University -
Partnership for Teaching and Learning.
Proceedings of the 24th
International HERDSA Conference. Australian Capital Territory:
HERDSA.
Email: annl@nipissingu.ca
Email: rcohen@oise.utoronto.ca
Cohen, R. (2005). Journal
Writing as a Tool for Expressing Mathematics-Related Attitudes and Feelings.
In J. Miller
& Al. (Eds). Holistic Learning and Spirituality in Education: Breaking New Ground. SUNY Press, pp.45-53.
Cohen, R., & Leung, P. (2004). Math anxious, elementary teachers’ change
processes in a graduate course aimed at building math confidence and reducing
anxiety. In D. E. McDougall & J. A. Ross (Eds.), Proceedings of the
twenty-sixth annual meeting of the North American Chapter of the International
Group for the Psychology of Mathematics Education (Vol. 3, pp. 1079 -
1086). Toronto: OISE/UT.
R. Cohen. (2003). Empowering
Math-Anxious Elementary Teachers in Overcoming Their Anxiety and Improving
Their Teaching: An Exploratory Study. In E. Simmt & Davis, B.
(Eds.), Proceedings of the 28-th Annual
Meeting of The Canadian Mathematics
Education Study Group, (pp. 137-139), Acadia University, Nova Scotia..
Cohen, R. & Green,
K. (2002). Upper Elementary Teachers' Mathematics
Related Anxieties and Their Effects on Their Teaching. In Proceedings of the 26-th Annual Conference
of the International Group for the Psychology of Mathematics (Vol.2, pp.
265-272), Norwich, England.
Cohen, R. (2001). Constance Kamii's research and Recent Math Reforms. Canadian Journal for Science, Mathematics and Technology Education, Vol. 1(3), pp. 365-368.
Webpage: http://fcis.oise.utoronto.ca/~ghanna/
Email: ghanna@oise.utoronto.ca
Hanna, G. (2005). A brief overview of proof, explanation, exploration and modeling. In Henn,
H.W. and Kaiser, G. (Eds.), Mathematikunterricht
im Spannungsfeld von
Evolution und Evaluation. Berlin, Verlag Franzbecker, pp. 139-151.
Hanna,
G., DeBruyn, Y., Sidoli, N.
& Lomas, D. (2004). Teaching Proof in the
Context of Physics. Zentralblatt für Didaktik
der Mathematik,
International reviews on mathematical education, 36(3), 82-90.
Hanna, G. (2003). Reaching
Gender Equity in Mathematics Education. The Educational Forum, 67(3),
204-214.
Hanna, G. (2003). Journals of Mathematics
Education, 1900-2000. In Coray, D. and Furringhetti, F. (Eds.) One
Hundred Years of L’Enseignement Mathématique : Moments of
Mathematics Education in the 20th Century. Geneva: L’Enseignement
Mathématique, pp. 67-84.
Hanna, G. & Jahnke, H. N. (2002). Arguments from physics in
mathematical proofs: An educational perspective. For the learning of mathematics, 22(3), 38-45.
Hanna, G. &
Barbeau, E. (2002). What
is Proof? In Baigrie, B. (Ed.).
History of Modern
Science and Mathematics. (4 volumes). Charles
Scribner's Sons, Vol. 1, 36-48. ISBN 0-684-80636-3
Email: dmcdougall@oise.utoronto.ca
McDougall, D.E. (2004). School Leadership Handbook for
Elementary Mathematics. Toronto: Thomson Nelson. (96 pp)
McDougall, D.E. & Ross, J.A. (Eds). (2004). Proceedings of the Annual
Conference of the North American Chapter of the Psychology of Mathematics
Education, 3 volumes, 1659 pages.
Ross, J.A. & McDougall, D. E. (2004)
Mathematics. In Leithwood, K., McAdrie,
P., Bascia, N. & Rodrigue,
A. Teaching for deep understanding: Towards the Ontario curriculum that we
need, 25-31. Ontario Teachers Federation, Toronto.
Ross, J. A., McDougall, D. E., Bruce, C.,
Ben Jafaar, S., & Lee, J., (2004). A multi-dimensional approach to mathematics in-service. In
D. E. McDougall & J. A. Ross (Eds.), Proceedings of the twenty-sixth
annual meeting of the North American Chapter of the International Group for the
Psychology of Mathematics Education (Vol. 3, pp. 1101-1109). Toronto:
OISE/UT.
Ross, J. A., McDougall, D., Hogaboam-Gray, A., & LeSage,
A. (2003). A survey measuring elementary teachers'
implementation of standards-based mathematics teaching. Journal for
Research in Mathematics Education, 34(4), 344-363.
Ross, J. A., McDougall, D., & Hogaboam-Gray, A. (2002). Research on
Reform in Mathematics Education, 1993-2000. Alberta
Journal of Educational Research 48(2), 122-38.
Email: colganl@educ.queensu.ca
Colgan, L.E.C. (2003). Connect-ME: A Case Study on Individual and
Small Group Change in a Local, On-Line Professional learning Community for
Elementary Mathematics Educators. CSSE 2003 conference
Colgan, L.E.C. (2002). Parent Resources for Elementary Math ...
What’s New? What works?. Faculty of
Education, Queen’s University. Proceedings of the
Trading Places Mathematics Conference for Queen’s Teacher Candidates, Kingston.
Colgan, L.E.C., Higginson,
W.C., &
Sinclair, N. (2001). Connect-ME: A virtual community of elementary mathematics educators.
Orbit, 31 (3).
Special issue on the theme of: Science, Technology and Mathematics Learning for
All.
Colgan, L.E.C., & Sinclair, N. (2000). Matisse mathematics: Paper
dolls and transformational geometry. Mathematics in Schools, 2-8.
Colgan, L.E.C. (2000). Meeting the challenge:
Mentoring and leadership training in pre-service teacher education.
CMS Notes, 32 (8), 17-19. Canadian Mathematical Society.
Email: higginsw@educ.queensu.ca
Schiralli, M. Edited with W. Higginson, D. Pimm
& N. Sinclair. (in press). Mathematics and the
Aesthetic: Modern Approaches to an Ancient Affinity. New York: Springer-Verlag.
Upitis, R.,
Phillips, E., & Higginson, W. (2002). Creative Mathematics: Exploring Children’s
Understanding, EBook edition (Microsoft Reader
and Acrobat ). London and New York: Taylor and
Francis.
Higginson, W.C., & Colgan,
L.E.C. ( 2001). Algebraic
thinking through origami. Mathematics
Teaching in the Middle School, 6 (6), 343-349.
Higginson, W., Jackiw, N., & Sinclair, N.
(2000).
The SketchMad Collaborative: A project to support
Ontario teachers using “the Geometer’s Sketchpad” Ontario Mathematics
Gazette.
Flewelling, G., &
Higginson, W. (2000). Realizing a Vision of Tomorrow's Mathematics
Classroom: A Handbook on Rich Learning Tasks. Kingston, Ontario:
Centre for Mathematics Science and Technology Education.
Email: leo@mast.queensu.ca
Jonker, L. & Nielsen, O.
(2002). An example concerning the order-two density of a set, Houston
Journal of Mathematics 28(3), 553-563.
Jonker, L., (2002) Teaching and
Understanding Mathematics, Promising Practices, special issue of Education
Canada, pp. 8-9
Email: rouletg@educ.queensu.ca
Roulet, G. & Suurtamm,
C .
(2004). Modelling: Subject Images and Teacher Practice. Proceedings of the
International Commission on Mathematical Instruction – Study 14. February,
2004. Dortmund , Germany .
Roulet, G.
(2002). Social issues and Statistics Canada resources in the mathematics
classroom. School Libraries in Canada, 22 (1), 25-27.
Roulet, G.
(2001). Proofs
and refutations on the Web: Mathematics environments for grades 7 & 8. In
E. Simmt (Ed.), Canadian Mathematics Education Study Group/Groupe canadien d’etude en didactique des mathematiques: Proceedings, 2001 Annual Meeting.
Edmonton: University of Alberta.
Roulet, G., Abernethy, L., Lemmon, C.,
Muller, A., Saarimaki, P., Veltri, E.,
& Warren, M. (2001). Grades 7 and 8 to 9: Bridging the gap.
Ontario Mathematics Gazette, 40 (1), 11-14.
Roulet, G.
(2000). Exemplary
mathematics teachers: Subject conceptions and instructional practices.
Philosophy of Mathematics Education Journal, 13 Available at: http://www.ex.ac.uk/~PErnest/thesis/cover_pg.htm.
Webpage: http:// www.mast.queensu.ca/~peter/
Email: taylorp@post.queensu.ca
IN PROCESS: a set of rich exploratory
problems available for $10 at taylorp@post.queensu.ca
Taylor, P.D. The teacher as artist: a letter to my
colleagues. MAA Focus 24, May/June 2004:
8-9.
Taylor, P.D. (2004) Review of the CUPM Curriculum
Guidelines 2004, MAA Online: <http://www.maa.org/reviews/cupmguide.html>
Taylor, P.D. (2001). Mathematical
Inquiries. Toronto: Pearson Education. (pp. 75).
Taylor,
P.D., &
Sinclair, N. (2000). “Training” our students.
Canadian Journal of Science, Mathematics and Technology, 1,
110-116.
Email: riaz.saloojee@senecac.on.ca
Saloojee, R. (2004). Affects of
engagement in reform-based practice on a college instructor’s conceptions of
mathematics. In D. E. McDougall & J. A. Ross (Eds.), Proceedings
of the twenty-sixth annual meeting of the North American Chapter of the
International Group for the Psychology of Mathematics Education (Vol. 1, pp
933-939). Toronto: OISE/UT.
Ross, J.A., & Bruce, C. (in press).
Self-assessment and professional growth: The Case of One Grade 8 Teacher. Teaching and Teacher
Education.
Ross,
J.A. & Bruce, C. (in press). The impact
of a professional development program on student achievement in grade 6
mathematics. Journal
of Mathematics Teacher Education.
Bruce, C. (2005). Pre-Service Teacher Efficacy
Mathematics: Stories of Experience. Proceedings of the Psychology of Mathematics Association-North
America, Roanoke, Virginia.
Ross, J.A. & Bruce, C. (2005). Teachers’ Beliefs in
Their Instructional Capacity. Proceedings of the Psychology of Mathematics Association-North
America, Roanoke, Virginia.
Bruce, C. (2004). Teacher efficacy in preservice
mathematics: Changing perception through experiences. In D. E. McDougall &
J. A. Ross (Eds.), Proceedings of the twenty-sixth annual meeting of the
North American Chapter of the International Group for the Psychology of
Mathematics Education (Vol. 3, p. 1279-1280). Toronto: OISE/UT.
Ross, J. A., McDougall, D. E., Bruce, C.,
Ben Jafaar, S., & Lee, J., (2004). A multi-dimensional
approach to mathematics in-service. In D. E. McDougall & J. A. Ross
(Eds.), Proceedings of the twenty-sixth annual meeting of the North American
Chapter of the International Group for the Psychology of Mathematics Education
(Vol. 3, pp. 1101-1109). Toronto: OISE/UT.
Ross, J.A., Hogaboam-Gray,
A., McDougall, D., & Bruce, C. (2001-02). The contribution of technology to
the implementation of mathematics education reform: Case studies of grade 1-3
teachers. Journal of Educational Computing Research, 26(1),
123-140.
Bruce, C. (2003). Multiage
Author Groups: One way to untangle the revision knot. In S.
Peterson (Ed.), Untangling Some Knots in
K-8 Writing (pp. 27-39). Newark, DE: International Reading
Association.
Email: fredpulfer@trentu.ca
Email: dpoole@trentu.ca
Email: robin.kay@uoit.ca
Kay, R. H. (in press). The Role of Errors in Learning Computer Software. Computers and Education.
Kay, R. H. (in press). Learning performance and computer software: An exploration of knowledge transfer. Computers in Human Behavior.
Kay, R. H. (in press). Evaluating strategies used to incorporate technology into preservice education: A review of the literature. Journal of Research on Computing in Education.
Kay, R. H. (in press). Developing a Comprehensive Metric for Assessing Discussion Board Effectiveness. British Journal of Educational Technology.
Kay, R. H. (in press). Addressing Gender Differences in Computer Ability. Attitudes and Use: The Laptop Effect. Journal of Educational Computing Research.
Kay, R. H. (in press). Using Online Discussion Boards to Teach Computer Science: An Exploratory Analysis. Canadian Journal of Learning and Technology.
Kay, R.
H. (2006). Evaluating of the Use of Learning Objects in Secondary School
Mathematics, AERA, San
Francisco.
Kay, R. H. (2006) Developing and Evaluating Learning Objects for
Secondary School Education. NECC, San Diego.
Kay, R. H., & Knaack, L. (2006). A case for ubiquitous, integrated computing in teacher education. Technology, Pedagogy, & Education, 14(3), 391-412.
Kay, R. H., & Knaack, L. (2005). Developing learning objects for secondary school students: A multi-component model. Interdisciplinary Journal of Knowledge and Learning Objects, 1, 229-254.
Email: suurtamm@uottawa.ca
Suurtamm,
C. & Roulet, G. (accepted). Modelling in Ontario: Success
in Moving along the Continuum. In W. Blum (Ed.) ICMI Study Volume 14:
Applications and Modelling. Kluwer Academic Press.
Suurtamm,
C. (in press). Developing authentic assessment: case studies
of secondary school mathematics teachers’ experiences. Canadian Journal of Science, Mathematics and Technology Education.
Suurtamm, C., Vézina, N., Graves, B., Berger,
M.J., Forgette-Giroux, R. & Maltais,
C. (2004). Studies of the Early Math
Strategy: A Longitudinal Study of Teacher Development. International Group for Psychology of
Mathematics Education. July 2004. Bergen ,
Norway
Suurtamm,
C., Graves, B., & Vezina, N. (2004) Longitudinal study of professional development to build
primary teacher expertise in teaching mathematics. In D. E. McDougall & J.
A. Ross (Eds.), Proceedings of the
twenty-sixth annual meeting of the North American Chapter of the International
Group for the Psychology of Mathematics Education (Vol. 3, pp. 1111-1117).
Toronto: OISE/UT.
Suurtamm,
C . (2000).Teachers make it authentic: supporting new
assessment practices. Research
in Ontario Secondary Schools, 6 (1).
Email: bgraves@uottawa.ca
Suurtamm,
C., Graves, B., & Vezina, N. (2004) Longitudinal study of professional development to build
primary teacher expertise in teaching mathematics. In D. E. McDougall & J.
A. Ross (Eds.), Proceedings of the
twenty-sixth annual meeting of the North American Chapter of the International
Group for the Psychology of Mathematics Education (Vol. 3, pp. 1111-1117).
Toronto: OISE/UT.
Webpage: http://www.math.utoronto.ca/barbeau
Email: barbeau@math.utoronto.ca
See the webpage for:
-- Information on ICMI Study 16 - Challenging Mathematics In and Beyond the Classroom.
-- Links to problems for elementary teachers, secondary teachers and undergrad students.
-- Downloadable materials for the Mathematical Olympiads Correspondence Program.
Webpage: http://publish.edu.uwo.ca/george.gadanidis
Email: ggadanid@uwo.ca
Gadanidis, G. (forthcoming-March 2006). Exploring Digital Mathematical Performance in an Online Teacher
Education Setting. The
Society for Information Technology and Teacher Education 17th International
Conference, Orlando, Florida.
Gadanidis, G. & Schindler, K.
(forthcoming-2006).
Learning objects and embedded pedagogical models. Computers in the Schools
23 (1/2), 19-32.
Gadanidis, G., Gadanidis, J. & Huang,
A. (2005). Using humor to gain mathematical insight. Mathematics Teaching in the
Middle School, 10(5), 244-250.
Gadanidis, G. (2004). The pleasure
of attention and insight. Mathematics Teaching, 186(1), 10-13.
Gadanidis, G., Sedig, K., & Liang, H.N.
(2004). Designing online mathematical investigation. Journal of
Computers in Mathematics and Science Teaching, 23(3), 273-296.
Gadanidis, G., & Hoogland, C. (2003). Mathematics as story.
In G. Gadanidis, C. Hoogland & K. Sedig (Eds.), Proceedings of mathematics as story: A
symposium on mathematics through the lenses of art and technology (pp.
128-135). London: University of Western Ontario.
Webpage: http://publish.edu.uwo.ca/immaculate.namukasa
Email: inamukas@uwo.ca
Namukasa, I. (2004). Globalization and School Mathematics. Interchange. 16
pages
Namukasa, I. (2003). Collective mathematical thinking. In Elaine Simmt and Brent
Davis (Eds.) Proceedings of the 2002 Annual Meeting of the Canadian
Mathematics Education Study Group, (pp. 145-146). Edmonton, Alberta: CMESG.
Namukasa, I. (2003). What
Counts as Knowing? Is Knowing Free of Culture and
Context? Educational Insights, 8(2). [Available
at http://www.ccfi.educ.ubc.ca/publication/insights/v08n02/contextualexplorations/sumara/namukasa.html]
11pages
Email: aezeife@uwindsor.ca
Ezeife, A.N. (2002). An African and aboriginal
perspective on the use of the environment in mathematics and science teaching.
(Article under review by the United Nations Educational,
Scientific, and Cultural Organisation (UNESCO) Institute of Education Journal – International Review of Education -
Hamburg, Germany).
Ezeife, A.N. (2002). The Pervading Influence of
Cultural Border Crossing and Collateral Learning on the Learner of Science and
Mathematics. (Article under review by Canadian Journal of Native Education,
University of British Columbia, Vancouver, B.C.)
Ezeife, A.N. (2001): Mathematics/culture nexus: A Case Study of the
Interactions of Culture and Mathematics in an Aboriginal classroom. International Education
Journal, 2(5).
Email: dragana@uwindsor.ca
Martinovic, D. (2005). Feedback and Hedges in Mathematics Online Help. Proceedings of the 7th International Conference on Technology in
Mathematics Teaching. (Vol. 2, pp. 192-200).
Bristol, Great Britain: ICTMT7.
Martinovic, D. (2005). What Are the Characteristics of Asynchronous
Online Mathematics Help Environments and Do They Provide Conditions for
Learning? Proceedings of the Workshop: Representing and Analyzing Collaborative
Interactions: What works? When does it work? To what extent are methods
re-usable? (pp. 32-39). Amsterdam, Holland: IJAIED.
Martinovic, D. (2005). Students Taking Control: Patterns in Students_
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