Proceedings of the 2017 Annual Meeting of the Canadian Mathematics Education Study Group = Actes de la Rencontre Annuelle 2017 du Groupe Canadien d&apos;Etude en Didactique des Mathématiques (41st, Montreal, Quebec, Canada, June 2-6, 2017)
Author: Holm, Jennifer, Ed.
Date: 2017-05-00
Type: Collected Works - Proceedings
Subjects: Foreign Countries,Mathematics Instruction,Writing Exercises,Mathematical Concepts,College Mathematics,Mathematical Logic,Validity,College Freshmen,Elementary School Mathematics,Preservice Teachers,Mathematics Anxiety,Social Media,Mathematical Models,Addition,Fractions,Faculty Development,Undergraduate Students,Elementary School Teachers,Teacher Attitudes,Self Efficacy,Intervention,Partnerships in Education,Mathematics Teachers,Parent Attitudes,Mathematics Achievement,Teacher Participation,Mathematics,Professional Personnel,Numbers,Calculus,Problem Solving,Secondary School Teachers,Algebra,Interaction,Teaching Methods,Geometry

This submission contains the Proceedings of the 2017 Annual Meeting of the Canadian Mathematics Education Study Group (CMESG), held at McGill University in Montreal, Quebec June 2-6. 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, panel discussions, working group reports, new PhD reports, and summaries of ad hoc and poster sessions. Papers include the following: (1) The Most Unglamorous Job of All: Writing Mathematics Exercises (Yvan Saint-Aubin); (2) 40+ Years of Teaching and Thinking about University Mathematics Students, Proofs, and Proving (Annie Selden); (3) 'Elder Talk'-A Revisionist Version (Joel Hillel); (4) Teaching First Year Mathematics Courses in Transition from Secondary to Tertiary (Ann Arden, Wesley Maciejewski, Nadia Hardy); (5) L'anxiété mathématique chez les futurs enseignants du primaire : à la recherche de nouvelles réponses à des enjeux qui perdurent / Elementary Preservice Teachers and Mathematics Anxiety: Searching for New Responses to Enduring Issues (Manion LeBlanc, Jamie Pyper, Jo Towers) [Written in French and English]; (6) Social Media and Mathematics Education (Judy Larsen, Egan Chernoff, Viktor Freiman); (7) Quantitative Reasoning in the Early Years / Le raisonnement quantitatif dans les premières années du parcours scolaire (Doris Jeannotte, Lynn McGarvey)[Written in English and French ]; (8) Social, Cultural, Historical and Philosophical Perspectives on Tools for Mathematics (Yasmine Abtahi, Susan Gerofsky, Jean Francois); (9) Compréhension approfondie des mathématiques scolaires / Deep Understanding of School Mathematics (Richelle Marynowski, Sarah Dufour, Peter Liljedhal); (10) Modelling Mathematical Modelling / Modéliser la modélisation mathématique (France Caron)[Written in French and English]; (11) Collective Learning: Re-thinking the Environment, Artifacts and Classroom Interactions (Joyce Mgombelo); (12) A Psychological View of Teaching Proof Construction (John Selden); (13) Things Kids Think With: The Role of the Physical Properties of Mathematical Tools in Children's Learning in the Context of Addition of Fractions (Yasmine Abtahi); (14) Examining Mathematics Anxiety Among Classroom Teachers (Atinuke Adeyemi); (15) Teaching Teachers: A Look Inside Professional Development (Melania Alvarez); (16) Be Innovative but Don't Be Wrong: Are 21st Century Students Experiencing 21st Century Mathematics? (Jennifer Godfrey Anderson); (17) College Foundational Mathematics: Can the Affordances of ICT Enhance Self-regulation Skill of Students? / Mathématiques fondamentales du collège : est-ce que les apports des « TIC » peuvent améliorer l'autorégulation des compétences des élèves? (Carol Carruthers)[Written in English and French]; (18) Influence of the Learning Environment on Student Test Performance in Undergraduate Mathematics Courses (Amenda Chow); (19) The Role of Oral Communication Strategies in Accessing and Assessing Mathematical Understanding: Case Studies of Primary School Teachers' Perceptions of Teaching Mathematics and Teaching Literacy (Celia Kutas Chisu); (20) Reciprocal Partnership: An Intervention to Enhance Mathematics Self-efficacy and Achievement of First- and Second-semester College Students (Kerry Kwan); (21) Understanding the Interactions within a New Teacher Learning Community Composed of First Time Participants and a Novice Facilitator (Terry Wan Jung Lin); (22) Valued Kinds of Knowledge and Ways of Knowing in Mathematics and the Teaching and Learning of Mathematics: A Worldview Analysis (Gale L. Russell); (23) Opening Space: Complexity Thinking, Classroom Discourse, and Mathematics Learning in the Elementary Classroom / La technologie du forum ouvert: complexité, le discours de classe, et l'apprentissage de mathématiques en école élémentaire (Evan Throop-Robinson)[Written in English and French]; (24) Investigating Mathematics Teachers' Knowledge for Teaching and Their Learning Trajectories (Zhaoyun Wang]; (25) What/How Can We Learn from the Deaf Mathematics Classroom? (Christins M. Krause); (26) The Mathematical Association of Tanzania (MAT) Experience in CMESG Conference (Said A. Sima); (27) Toward a Hybrid Model to Describe Creative Acts in Mathematics Learning Environments (Ayman Aljarrah); (28) Problem Drift: Imaging Emerging Curricular Significance (Nat Banting); (29) Incorporating Writing into the Undergraduate Mathematics Curriculum (Lauren Dedieu); (30) Informing Local Materials Used for Concept-Rich Instruction Practice in Mathematics Class with Pre-service Teachers in Tanzanian Context (Emmanuel, Deogratias); (31) Les jeux technologiques dans les cours de mathématiques au secondaire (Caitlin, Furlong) [Written in French]; (32) De jeunes chercheurs à la rencontre de la philosophie des mathématiques (Sabrina Heroux, Sarah Mathieu-Soucy, Laura Broley) [Provided in French]; (33) Examining Parent Perspectives of Multiple Strategies (Jennifer Holm, Lynn McGarvey, Lixin Luo, Janelle McFeeters, and Iris Yin); (34) La dialectique perfection/imperfection : une nouvelle manière de penser l'activité mathématique (Marie-Line L. LaMarche, Jean-Francois Maheux) [Provided in French]; (35) Understanding School Leaders' Discourse in Regard to Mathematics Achievement (Jhonel Morvan); (36) I SEE What You're Saying: Visualization and the Growth of Mathematical Images (Jennifer Plosz); (37) Students' Relationships With Mathematics Revealed Through Drawings (Jennifer Plosz, Jo Towers, Kori Czuy, Ayman Aljarrah, Andrew Vorhies and Miwa Takeuchi); (38) Teacher Professional Learning in Tanzania: Experiences of Mathematics Teacher Leaders (Calvin Zakaria Swai); (39) &quot;Perimeter is easier to work with than area&quot;: Students' Language Use in Group Work (Miwa Akoi Takeuchi); and (40) Toward an Understanding of Mathematics Teachers' Participation in Professional Learning Networks (Xiong Wang). Individual papers provide referenced. [For the 2016 proceedings, see ED581045.]