Proceedings of the 2003 Annual Meeting of the Canadian Mathematics Education Study Group = Actes de la Rencontre Annuelle 2003 du Groupe Canadien d&apos;Etude en Didactique des Mathematiques (27th, Wolfville, Nova Scotia, Canada, May 30-June 3, 2003)
Author: Simmt, Elaine, Ed.
Date: 2004-04-00
Type: Collected Works - Proceedings
Subjects: Mathematics Education,History,Mathematics Instruction,Educational Research,Teacher Researchers,Undergraduate Study,College Mathematics,Mathematics Curriculum,Numbers,Competition,Secondary Education,Educational Change,Pedagogical Content Knowledge,Writing (Composition),Elementary School Teachers,Mathematics Anxiety,Mathematical Logic,Validity,Foreign Countries

This submission contains the Proceedings of the 2003 Annual Meeting of the Canadian Mathematics Education Study Group (CMESG), held at Acadia University in Wolfville, Nova Scotia. The CMESG is a group of mathematicians and mathematics educators who meet annually to discuss mathematics education issues at all levels of learning. The aims of the Study Group are: to advance education by organizing and coordinating national conferences and seminars to study and improve the theories of the study of mathematics or any other aspects of mathematics education in Canada at all levels; and to undertake research in mathematics education and to disseminate the results of this research. These proceedings include plenary lectures, working group reports, topic session descriptions, new PhD reports, and summaries of ad hoc and panel sessions. Papers include: (1) Using History of Mathematics in the Classroom: Prospects and Problems (Tom Archibald); (2) Research in Mathematics Education through a Keyhole (Anna Sierpinska); (3) L'histoire des mathematiques en tant que levier pedagogique au primaire et au secondaire / The History of Mathematics as a Pedagogic Tool in Grades K-12 (Louis Charbonneau and Irene Percival) [Portions of this paper are presented in French]; (4) Teacher Research: An Empowering Practice? (Florence Glanfield, Louise Poirier, and Vicki Zack); (5) Images of Undergraduate Mathematics (Miroslav Lovric and David Poole); (6) A Mathematics Curriculum Manifesto (Walter Whitely and Brent Davis); (7) A Report on the Canadian School Mathematics Forum 2003 (Malgorzata Dubiel); (8) The Theory of Six Stages in Learning with Integers (Zoltan Dienes); (9) Exploring the Fragility and Robustness of Students' Mathematical Understanding (Jo Towers); (10) The Role of Mathematics Contests (John Grant McLoughlin); (11) Effects of Secondary Education on Mathematical Competencies: An Exploratory Study (France Caron); (12) Documenting the Nature and Degree of Reform Instruction in the Intermediate Classroom (Alex Lawson); (13) Mathematics Content-Pedagogy Knowledge: A Psychoanalytic and Enactivist Approach (Joyce Mgombelo); (14) Classroom Explorations of Mathematical Writing with Nine- and Ten-Year-Olds (Eileen Phillips); (15) Empowering Math-Anxious, Upper Elementary Teachers in Overcoming Their Anxiety and Improving Their Teaching: An Exploratory Study (Rina Cohen); (16) MOM, Sense Making and Rich Learning Tasks (Gary Flewelling); (17) A &quot;Proof&quot; that All Triangles are Equilateral: Drawing out the Mathematics from a Rich Investigative Problem (Richard Hoshino); (18) Multiple Meanings: Why Should We Encourage Their Use? (Immaculate Namukasa); (19) New Curriculum in Mathematics in Quebec: Continuities, Changes and Challenges / Nouveau curriculum d'etudes en mathematiques au Quebec: Continuites et changements, questions qui se posent (Nadine Bednarz) [Portions of this paper are presented in French]; (20) Excerpts: The State of Mathematics Education in Ontario--Where We Came From and Where We Are in March, 2003 (Stewart Craven); (21) Atlantic Canada Mathematics Curriculum and Nova Scotia Implementation (Donna Karsten); and (22) Mathematics Curriculum in Canada (Tom O'Shea). Appended are: (1) Working Groups at Each Annual Meeting; (2) Plenary Lectures at Each Annual Meeting; and (3) Proceedings of Annual Meetings. Individual papers contain references, figures, and tables. [Abstract modified to meet ERIC guidelines. For the 2002 proceedings, see ED529557.]