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Web-page:
http://www.brocku.ca/mathematics/people/buteau/
Muller,
E., Buteau, C.,Ralph, B., & Mgombelo, J. (in press). Learning mathematics through the design
and implementation of exploratory and
learning objects.International Journal for Technology in
Mathematics Education, 14
pp.
Assude,
T., Buteau, C., & Forgasz, H. (in press). Factors Influencing Implementation of Technology-Rich
Mathematics Curriculum and Practices.
In L. H. Son, N. Sinclair, J.-B. Lagrange, & C. Hoyles (Eds.),
ICMI Study 17: Digital
technologies in mathematics education—Rethinking the terrain.New York: Springer, 16
pp.
Muller,
R., Buteau, C., Klincsik M., Perjési-Hámori, I. & Sárvári, C. (in press): Systemic integration
of evolving technologies in
undergraduate mathematics education and its impact on student retention. International Journal
of Mathematical Education in Science
and Technology, 15 pp.
Mgombelo,
J.& Buteau, C. (accepted): Mathematics teacher education research and practice:
researching inside the MICA program. Proceedings of the Sixth Conference of European Research in
Mathematics Education
(CERME), France, Jan. 2009,10 pp.
Jarvis,
D. H.,Lavicza, Z., & Buteau, C.(2008). Computer algebra systems (CAS) in university mathematics
instruction: A preliminary research
report investigating CAS technology usage and sustainability.
In on-line proceedings of
the 11th Annual Conference on Research in
Undergraduate Mathematics Education (RUME)(11 pp.). San Diego,
CA.
Buteau,
C.,Camilleri, S., Fodil, K., Lacroix, M.-E., & Mgombelo, J. (2008).Fantasy fractions: When a
Grade 5 class creates computer
mathematics games. Ontario Mathematics Gazette, 46(3),
26-30.
Buteau,
C.& Muller, E. (2006). Evolving technologies integrated into undergraduate mathematics
education. In L. H. Son, N. Sinclair, J. B. Lagrange, & C. Hoyles (Eds.), proceedings of the
ICMI Study 17 Conference:
Digital technologies in mathematics education—Rethinking the terrain[CD-ROM] (8 pp.).
Hanoi University of Technology, Hanoi,
Vietnam.
Muller,
E. & Buteau, C.(2006). Un nouveau rôle de l'informatique dans la formation initiale des
enseignants. In proceedings of the Colloque Espace Mathématique Francophone[CD-ROM] (17 pp.),
Sherbrooke, Canada.
Email: joyce.mgombelo@brocku.ca
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.
Mgombelo, J. (2003). Cartesian Subjectivity and the
Question of Knowledge. Educational Insights, 8(2).
Webpage: http://www.brocku.ca/mathematics/people/muller/
Email: emuller@brocku.ca
Muller,
E., Buteau C, Klincsik M., Perjési-Hámori I., Sárvári C. (forthcoming).
Systemicintegration of evolving technologies in undergraduate mathematics
education, iJMEST
Muller,
E., R., Buteau, C., Ralph, B., & Mgombelo, J. (forthcoming). Learning
mathematics through the design and implementation of Exploratory and Learning
Objects. IJTME
Holton,
D., Muller, E., Oikkonen, J., Sanchez Valenzuela, A. O., Zizhao, R.,
(forthcoming). Some reasons for change in undergraduate mathematics enrolments,
iJMEST
Muller,
E.R. and Burkhardt H. (2007). Applications and Modelling for Mathematics. In
Blum et al. (Eds) Applications and Modelling in Mathematics Education The 14th
ICMI Study, Springer, New York, pp. 265-318
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. 381-394
Muller,
E.R. (2001). Flexibility of Student Access to Mathematics and Flexibility of
Student Action in Mathematics, Quaestiones Mathematicae, Supplement Number 1,
p. 65-72
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., Zuke, C. & Walton, G. (in
press). Teaching unheard voices: Students at risk in mathematics. Canadian Journal
of Education, 31(4).
Kajander, A. & Lovric, M. (in press).
Mathematics textbooks and their potential role in supporting misconceptions. International
Journal of Mathematics, Science and Technology Education.
Kajander, A. & Lovric, M. (2008). Textbooks
in mathematics learning: The potential for misconceptions. Delta K, 45(2), pp. 18-20.
Kajander, A. & Zuke, C. (2008). Listening
for their voices: A study of intermediate students at risk in mathematics. Delta K, 45(2),
pp. 21-24.
Kajander, A. & Mason, R. (2007). Examining
teacher growth in professional learning groups for in-service teachers of
mathematics. Canadian
Journal of Mathematics, Science and Technology Education, 7(4), pp.
417-438.
Kajander, A. (2007). Unpacking mathematics for
teaching: A study of preservice elementary teachers evolving mathematical
understandings and beliefs. Journal of Teaching and Learning, 5(1), pp. 33-54.
Kajander,
A. (2007). Big Ideas for Growing Mathematicians. Chicago: Chicago Review Press.
Kajander,
A. (2007). The role of understanding and beliefs in
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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. (2003). Big Ideas for
Small Mathematicians. Tucson: Zephyr Press.
Email: alawson@oise.utoronto.ca
Lawson,
A. & Suurtamm, C.
(2004). A Local Interpretation 0f 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.
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Radford, L. et Demers, S. (2004). Communication et apprentissage. Repčres 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:
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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),
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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
Clark, M. & Lovric, M. (To appear). Suggestion for a Theoretical Model
for the Secondary-Tertiary Transition in Mathematics. Mathematics
Education Research Journal.
Kajander,
A. & Lovric, M. (To appear). Mathematics Textbooks And Their Potential Role
In Supporting Misconceptions. International
Journal of Mathematics Education in Science and Technology.
Lovric, M. (2007). Vector Calculus. Hoboken, NJ: Wiley.
Trim, K., Harnish, D., Lovric, M., &
Roy, D. (2007).
Adjusting to learning and teaching with inquiry: A qualitative study of McMaster
first-year science students and their instructor. In Christopher Knapper, (ed.)
Experiences
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Kajander, A. & Lovric, M. (2006). Mathematics Background
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Courses, Proceedings
of the First Africa Regional Congress of the International Commission on
Mathematical Instruction (ICMI), 22 - 25 June 2005.
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.
Kajander,
A., & Lovric, M. (2005). Transition from secondary to tertiary mathematics,
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Kajander,
A., & Lovric, M. (2004). Transition from Secondary to Post-Secondary
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Kajander,
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transition from secondary to university level mathematics. The Ontario
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Lovric, M. (2003). Magic Geometry: Mosaics in the Alhambra,
Meeting Alhambra, ISAMA - Bridges Conference Proceedings, University of Granada.
Webpage:
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Email:
danj@nipissingu.ca
Jarvis,
D. H., & Namukasa, I. (in press). Geometry, Geography, and Equity:
Fostering Global-Critical Perspectives in the Mathematics Classroom. Delta-K.
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J.-B., Grugeon-Allys, B., Jarvis, D. H., with Alagic, M., Das, M., den Hertog,
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education--Rethinking the terrain. New York: Springer.
Jarvis,
D. H. (in press). Thinking outside the rectangular prism: Fostering
problem-based mathematics learning. Ontario Mathematics Gazette.
Jarvis,
D. H. (2008). CCADGME conference 2007 report. Fields Notes (January), 8(2), p. 12.
Jarvis,
D. H. (2007). Mathematics and visual arts: Exploring the golden ratio. Mathematics
Teaching in the Middle School, Focus Issue: Mathematics and the Arts, 12(8),
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Jarvis,
D. H. (2007). Dynamic geometry endorsed through provincial
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Dynamic Geometry Systems in Mathematics Education, University of Pécs,
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Jarvis,
D. H. (2006). The impotence of being Ernest: Deskside reflections of a
mathematics student at risk. Ontario Mathematics Gazette, 44(3), 30-35.
Jarvis, D. H. (2006). On-line professional development for mathematics educators: Overcoming significant barriers to the modelling of reform-oriented pedagogy. In L. H. Son, N. Sinclair, J. B. Lagrange, & C. Hoyles (Eds.), proceedings of the ICMI 17 Study Conference: Digital technologies in mathematics education--Rethinking the terrain. Hanoi University of Technology, Hanoi, Vietnam.
Jarvis, D. H. (2005). The benefits of risk-taking and mistake-making:
Reflections of a father and daughter on the learning process. Child &
Family Journal, 8 (2), 22-27 .
Jarvis, D. H. (2005). Up, down, sideways: Difficulties of a daughter and
dad in learning mathematics. Ontario Mathematics Gazette, 44 (1),
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Jarvis, D. H. (2005). SMARTWORKS: Syncretistic mathematics and visual art
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Email:
rcohen@oise.utoronto.ca
Cohen,
R. (2006). Reconstructing Foundational Mathematical Knowledge: Experiences of
Math-Anxious. Elementary Teachers in a Graduate Course.
Proceedings of the 29-th Annual Meeting of the
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R. (2005). Journal Writing as a Tool for Expressing
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IN PROCESS: a set of rich exploratory
problems available for $10 at taylorp@post.queensu.ca
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ann.lesage@uoit.ca
Email: suurtamm@uottawa.ca
Suurtamm,
C., & Vézina, N. (accepted). Engaging students in
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continuum. In W. Blum, P. Galbraith, H-W. Henn, & M. Niss (Eds.), Applications and
modelling in mathematics education: The 14th ICMI study. New ICMI
Studies Series no. 10 (pp.
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N., & Suurtamm, C. (2008).
Ętre ŕ l’écoute des élčves : Un incontournable dans la classe de
mathématiques. Canadian
Journal of Science, Mathematics, and Technology Education, 8(3), 252-279.
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integrity of reform mathematics in large-scale assessment. Studies in Educational Evaluation, 34,
31-43.
Suurtamm, C., & Graves, B. (2007), Curriculum
Implementation in Intermediate Mathematics (CIIM): Research Report. www.edu.gov.on.ca/eng/studentsuccess/lms/files/CIIMResearchReport2007.pdf
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A., & Suurtamm, C. (2006). The challenges and possibilities of aligning
large-scale testing with mathematical reform: The case of Ontario. Assessment in
Education: Principles, Policy
& Practice, 13(3), 305-325.
Suurtamm,
C., & Graves, B. (2006). Immersion in mathematical inquiry: The experiences
of beginning teachers. In J. Novotná, H. Moraová, M. Krátká & N. Stehlíková
(Eds.),
Proceedings of the 30th Conference of the International Group for the
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Republic.
Suurtamm, C. (2004). Developing authentic assessment: Case
studies of secondary school mathematics teachers’ experiences. Canadian Journal
of Science, Mathematics and Technology Education.4(4), 497-513.
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.
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:
--
Links to problems for elementary teachers, secondary teachers and undergrad
students.
--
Downloadable materials for the Mathematical Olympiads Correspondence Program.
Hanna, G. &
Barbeau, E. (2008). Proofs as bearers of mathematical
knowledge. ZDM.
The International Journal on Mathematics Education, 40(3), 345-353.
Barbeau, E.J. & Taylor, P.J., (2009). Challenging Mathematics In and Beyond the
Classroom: The 16th ICMI Study. New ICMI Study Series: Volume 12. New York:
Springer.
Webpage: http://publish.edu.uwo.ca/george.gadanidis
Email: ggadanid@uwo.ca
See George Gadanidis' webpage for a list
of publications and interactive content.
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.
(2009). The schema-based mathematics project in Walpole Island: Enriching
mathematics teaching and learning using a culture-sensitive curriculum.
Forthcoming: http://www.aprc-crmpa.ca
Lira, J. &
Ezeife, A. N. (2008). Strengthening intermediate level mathematics teaching
using manipulatives: A theory-backed discourse. http://asstudents.unco.edu/students/AE-Extra/2008/9/indxmain.html
Magliaro, J. &
Ezeife, A. N. (2007). Preservice teachers’ preparedness to integrate computer
technology into the curriculum. Canadian
Journal of Learning and Technology, 33(3),
95-111.
Ezeife, A.N.
(2006). Culture-sensitive mathematics: The Walpole Island experience. In White,
Jerry P. et al (Eds.). Aboriginal Policy
Research: Moving Forward, Making a Difference, III, 53-68. Toronto:
Thompson Educational Publishing Inc.
Ezeife, A. N.
(2005). The impact of a culture-sensitive curriculum on the teaching and
learning of mathematics in an aboriginal classroom. Academic Exchange Extra, http://asstudents.unco.edu/students/AE-Extra/2005/10/indxmain.html
Ezeife, A. N.
(2004). Modifying the secondary mathematics and science curricula for the
collateral learner. Journal of Research
in Curriculum, 12(3), 135-148.
Ezeife, A. N.
(2003). The pervading influence of cultural border crossing and collateral
learning on the learner of science and mathematics. Canadian Journal of Native Education, 27(2), 179-194.
Ezeife, A. N.
(2003). Effects of strengthening the mathematics content base of pre-service
elementary school teachers. http://asstudents.unco.edu/students/AE-Extra/2003/9/indxmain.html
Ezeife, A. N.
(2003). Using the environment in mathematics and science teaching: An African
and Aboriginal perspective. International
Review of Education, 49(3),
319-342. Kluwer Academic Publishers.
Ezeife, A. N.
(2002). Mathematics and culture nexus: The interactions of culture and
mathematics in an Aboriginal classroom. International
Education Journal, 3(3), 176-187.
Flinders University, Adelaide, Australia. http://iej.cjb.net
Email: dragana@uwindsor.ca
Articles in Refereed Journals
Martinovic, D., & Ralevich, V. (2007). Privacy issues in educational systems. International Journal of Internet Technology and Secured Transactions (IJITST), 1(1/2), 132-150.
Dlamini, N., & Martinovic, D. (2007). In pursuit of being Canadian: Examining the challenges of culturally relevant education in teacher education. Race, Ethnicity and Education, 10(2), 155-175.
Martinovic, D., Windle, S., & Dlamini, N. (2007). Shifting from ideal to real multiculturalism in Canadian teacher education programs: Examining the challenges. Canadian and International Education, 36(1), 15-38.
Martinovic, D. (2007). Affective pointers in mathematics online help. The International Journal of Technology in Mathematics Education, 14(1), 40-49.
Martinovic, D., & Magliaro, J. (2007). Openness in the context of computer networks: Educators' Perspective. The International Journal of Technology, Knowledge and Society, 3(3), 43-52.
Martinovic, D. (2007). Computer agent’s role in modeling an online math help user. The Journal of Systemics, Cybernetics and Informatics (JSCI-online). 5(3), 1-8.
Martinovic, D., &
Magliaro, J. (2007). Computer networks and globalization. Brock
Education Journal (in print).
Refereed Conference Proceedings:
Martinovic, D. (2007). Using calculus-related secondary Web resources in a course for pre-service teachers, The Eight International Conference on Technology in Mathematics Teaching (ICTMT8), Prague, Czech Republic, July 1-4, 2007 (CD).
Martinovic, D. (2006). Culturally diverse mathematics teacher candidates as learners and as teachers. 28th Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education (PMENA06) (Vol. 2-770). Yucatan, Mexico, November 9-12, 2006.
Email: progers@uwindsor.ca
Rogers, P., & Kaiser, G. (Eds.). (1995). Equity in
mathematics education: Influences of feminism and culture. London: The
Falmer Press.
Email: dstanley@uwindsor.ca
Stanley, Darren (2002). A response to Nunokawa’s “Surprises in mathematics lessons”.
For the Learning of Mathematics, 22(1), pp. 15-16.
Davis, Brent and
Stanley, Darren (2001). Learning mathematics teaching. In Proceedings Of The Twenty-Third Annual
Meeting Of The North American Chapter Of The International Group For The
Psychology Of Mathematics Education, Snowbird, Utah, October 20, 2001.
Web site: www.mathematicsresearcher.org
Kotsopoulos,
D., & Cordy, M. (in press – to appear March 2009). Investigating
imagination as a cognitive space for learning mathematics. Educational Studies in Mathematics.
Gadanidis,
G., Kotsopoulos, D. (in press – to appear January 2009). "This is how we do this and this is the
way it is." Factors affecting teachers' choice of mathematical compass. For the
Learning of Mathematics.
Kotsopoulos,
D., & Heide, D. (Accepted, November 2008). Demonstration classrooms in
mathematics: Professional development for teachers in communities of practice. Teaching Children
Mathematics.
Kotsopoulos,
D. & Lavigne, S. (2008). Examining “mathematics for teaching” through an
analysis of teachers’ perceptions of student “learning paths.” International
Electronic Journal of Mathematics Education, 3(1), 1-23.
Kotsopoulos,
D. (2008). Beyond teachers’ sight lines: Using video modeling to examine peer
discourse. Mathematics
Teacher. 101(6), 468-472.
Kotsopoulos,
D. (2007). Unraveling student challenges with quadratics: A cognitive approach.
The Australian
Mathematics Teacher, 63(2), 19-24.
Kotsopoulos,
D. & Lavigne, S. (2007). What is water pressure? Reflecting on a grade 10
academic performance task. Ontario Mathematics Gazette, 45(3), 25-28.
Kotsopoulos,
D. (2007). Mathematics discourse: “It sounds like hearing a foreign language.” Mathematics
Teacher, 101(4), 301-305.
Kotsopoulos,
D. (2004). Literacy across the curriculum: Myth, mystery or bi-literacy? The Case of Mathematics Education. TESOL: The Bilingual
Basics, 2(6),
1-6.
Kotsopoulos, D. (2007). Joy of X: Poetry, narrative, video, music, and mathematics? Mathematics
Teaching, 203, 44-45.
Kotsopoulos, D. (2007). Unraveling student challenges with
quadratics: A cognitive approach. The Australian Mathematics Teacher,
63(2), 19-24.
Kotsopoulos, D. (2007). Turning surveillance inwards:
Interrogating mathematical identities through self-surveillance. Paper
presented at the American Educational Research Association, Chicago, Illinois.
Kotsopoulos, D. (2007). Investigating peer as “expert other”
during small group collaborations in mathematics. Paper presented at the
Psychology of Mathematics Conference - North American chapter (PME-NA), Reno,
Nevada.
Kotsopoulos,
D. (2006). Researching linguistic discrimination. For the Learning of Mathematics, 26(3), 21-22.
Kotsopoulos,
D., & Taylor, S. (2004).
Appropriating the discourse of language in mathematics education. International Journal of
Diversity in Organisations, Communities and Nations, Volume 4. (ISSN
1447-9532 (print). ISSN 1447-9583 (online).
Allan, A. (2008) Building student-teacher rapport by
humanizing the mathematics classroom. Ontario Mathematics Gazette, 47 (1), 31-35.
Email:
gfrempong@edu.yorku.ca
Frempong, G., Deng,
J., & Huang, S. (2004). Access to computer technologies and mathematics
outcomes: Findings from Canadian grade 8 mathematics classrooms. Poster
presentation. 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. 1517). Toronto:
OISE/UT.
Frempong, G. (2004)
The influence of reform instructional practices on the socioeconomic
disadvantaged students’ attitude towards mathematics and their confidence in
mathematics. Paper presented at Topic Study Group 24, of the 10th International Congress on Mathematical Education, Copenhagen, Denmark, July
11-14.
Frempong, G. (2003)
Socioeconomic gradients in mathematics achievement: Findings for Canada from
the Third International Mathematics and Science Study. In Elaine Simmt and
Brent Davis (Eds.) Proceedings of the 2002 Annual Meeting of the Canadian Mathematics
Education Study Group, (pp. 109-115). Edmonton, Alberta: CMESG.
Back to To
Webpage: http://www.yorku.ca/sinclair
Email: msinclair@edu.yorku.ca
Whiteley,
W. J., Sinclair, M., Craven, S., Moshe, L., Dutfield, A., & Seco, M. (2008)
Helping elementary teachers develop visual and spatial skills for teaching
geometry. Paper presented at the 11th conference of the International
Congress for Mathematical Education, Monterrey, Mexico, July, 2008.
Sinclair, M., Wideman, H.,
Kallish, L.,& Fiorini, M. (2008). Linked hand-held technology in
early secondary mathematics. Paper presented at the 11th conference of the
International Congress for Mathematical Education, Monterrey, Mexico, July,
2008.
Owston,
R. D., Sinclair, M., & Wideman, H. (2008). Blended learning for
professional development: An evaluation of a program for middle school
mathematics and science teachers. Teachers College Record,
110 (7).
Sinclair,
M., & Owston, R. D. (2007). Teacher professional development in mathematics
and science: A blended learning approach. Canadian Journal of University Continuing
Education, 32(2), 43-66.
Sinclair,
M., Orpwood, G., & Schollen, L. (2007) The college mathematics project. OAME Gazette, 45
(4), 33-34.
Sinclair, M. & Margerm, P. (2007). Adapting
mathematics lesson study to meet the needs of elementary preservice teachers.
Paper presented at the conference of the American Educational Research
Association, Division K, Chicago, IL, April, 2007
Sinclair, M. (2006). Teaching with technology:
Complexity theory as a lens for reflecting on practice. In C. Hoyles, J.-B.
Lagrange, L. H. Son & N. Sinclair (Eds.), Proceedings of the Seventeenth ICMI Study
Conference: "Technology Revisited". Hanoi, Vietnam, December,
2006.
Sinclair, M., & Byers, P. (2006) Supporting mathematics
improvement: Analyzing contributing factors. In S. Alatorre, J. L. Cortina, M. Sáiz and A. Méndez (Eds.), Proceedings of the twenty-eighth annual meeting of the North American
Chapter of the International Group for the Psychology of Mathematics Education. (Vol. 2, pp. 199-201). Merida, Yucatan, Mexico,
November, 2006.
Sinclair,
M. (2006) Designing tasks with interactive geometry applets for use in research
– Some methodological issues. International Journal for Technology in Mathematics
Education: Special ICTMT7 issue #1, pp. 31-36.
Sinclair, M. (2005) Using technology in
the junior grades. OAME Gazette, 33(4), 30-34.
Sinclair,
M. P. (2005) Peer Interactions in a lab: Reflections on results of a case study
involving web-based dynamic geometry sketches. Journal of Mathematical Behavior 24(1),
89-107.
Sinclair,
M., de Bruyn, Y., Hanna, G., & Harrison, P. (2004). Cinderella and The Geometer’s
Sketchpad.
[Review]
Canadian Journal of Science, Mathematics and Technology Education, 4(3),
423-437.
Sinclair,
M.P. (2004). Complexity theory and the mathematics lab-classroom. Complicity: An
International Journal of Complexity in Education, 1(1), 57-72.
Sinclair,
M. (2004). Working with accurate representations: The case of pre-constructed
dynamic geometry sketches, Journal of Computers in Mathematics and Science Teaching, 23(2), 191-208.
Webpage: http://www.math.yorku.ca/Who/Faculty/Whiteley/menu.html
Email: whiteley@mathstat.yorku.ca
Team chair of Topic Study Group 16:
Visualisation in the teaching and learning of mathematics, at the 10th International Congress on Mathematical Education, Copenhagen, Denmark, July
11-14.
Whiteley, W. (2004). Teaching to see
like a mathematician. In G. Malcolm (Ed.), Multidisciplinary Approaches to Visual
Representations and Interpretations. Studies in Multidisciplinarity, Vol. 2, pp 279-292. Amsterdam: Elsevier.
Whiteley, W. (1999). The decline and rise of geometry
in 20th century North America. In M. John Grant (Ed.),
Proceedings,
CMESG 1999 annual meeting (pp. 7-30). St. John's, Newfoundland:
Memorial University of Newfoundland.
Email: doctor2@sympatico.ca