Proceedings of the 2014 Annual Meeting of the Canadian Mathematics Education Study Group = Actes De La Rencontre Annuelle 2014 Du Groupe Canadien D&apos;étude en Didactique Des Mathématiques (38th, Edmonton, Alberta, Canada, May 30-June 3, 2014)
Author: Oesterle, Susan, Ed.
Date: 2015-05-00
Type: Collected Works - Proceedings
Subjects: Mathematics Education,Time Management,Mathematics Instruction,Industry,Figurative Language,Knowledge Level,Foreign Countries,Achievement Tests,Secondary School Students,International Assessment,Academic Achievement,Cognitive Processes,Problem Solving,Formative Evaluation,Mathematics Tests,Educational Technology,Technology Uses in Education,Role Playing,Scripts,Mathematics Teachers,Interaction,Culturally Relevant Education,Indigenous Populations,Canada Natives,Middle School Students,Secondary School Mathematics,Cooperative Learning,Teaching Methods,College Mathematics,Learning,Anxiety,Elementary School Mathematics,Professional Personnel,Social Attitudes,Teacher Attitudes,Learner Engagement,Grade 9,Standardized Tests,Risk,Calculus,News Reporting,Lesson Plans,Planning,Concept Formation,Mathematical Concepts,Student Attitudes,Graduate Students,Supervisors,Interpersonal Communication,Personal Narratives

This submission contains the Proceedings of the 2014 Annual Meeting of the Canadian Mathematics Education Study Group (CMESG), held at the University of Alberta in Edmonton, Alberta. 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, an elder talk memoire, panel discussions, working group reports, topic sessions, new PhD reports, and summaries of ad hoc and poster sessions. Papers include: (1) The Economic Use of Time and Effort in the Teaching and Learning of Mathematics (Dave Hewitt); (2) Mathematics in Industry, Mathematics in the Classroom: Analogy and Metaphor (Nilima Nigam); (3) Inter-action and Mathematics Knowing--An Elder's Memoire (Tom Kieren); (4) Basic Facts about PISA 2012 (Lynn M. McGarvey); (5) What Have We Not Been Hearing About PISA? (David A. Reid); (6) The performance of Québec students on PISA's mathematics assessment: What's going on in Québec? (Annie Savard); (7) PISA Reporting: Not Saying What PISA Is and Does (David Wagner); (8) Mathematical Habits of Mind/Modes de pensée mathématiques (Frédéric Gourdeau, Susan Oesterle, and Mary Stordy); (9) Formative Assessment in Mathematics: Developing Understandings, Sharing Practice, and Confronting Dilemmas (Nadia Hardy and Christine Suurtamm); (10) Texter mathématique/Texting Mathematics (Richard Barwell and Jean-François Maheux); (11) Complex Dynamical Systems (France Caron, David Lidstone, and Miroslav Lovric); (12) Role-Playing and Script-Writing in Mathematics Education: Practice and Research (Caroline Lajoie and Rina Zazkis); (13) Mathematical Problem-solving Proficiency and Knowledge for Teaching (Olive Chapman); (14) Interactions de la classe: tensions entre compréhension et difficultés à apprendre les mathématiques/Interactions in the Classroom: Tensions Between Interpretations and Difficulties Learning Mathematics (Lucie Deblois) [Written in French and English]; (15) Mawkinumasultinej! Let's Learn Together! Developing CulturallyBased Inquiry Projects in Mi'kmaw Communities (Lisa Lunney Borden); (16) Problem Posing as Storyline: Collective Authoring of Mathematics by Small Groups of Middle School Students (Alayne Armstrong); (17) Des manières de faire des mathématiques comme enseignants abordées dans une perspective ethnométhodologique pour explorer la transition secondaire collégial/An Ethnomethodological Perspective on Teachers' Ways of Doing Mathematics to Explore the Transition from Secondary to Postsecondary Level (Claudia Corriveau) [Written in French and English]; (18) Making Sense of Sense Making: Learning, Anxiety, and Education (Lissa M. D'Amour); (19) Listening to Students: A Study of Elementary Students' Engagement in Mathematics Through the Lens of Imaginative Education (Pamela A. Hagen); (20) Societal Views of Mathematics and Mathematicians and Their Influence on Elementary Students (Jennifer Hall); (21) Perceptions, Pedagogies, and Practices: Teacher Perspectives of Student Engagement in Grade 9 Applied Mathematics Classrooms (Limin Jao); (22) From Frustration to Understanding: An Inquiry into Secondary Mathematics Teachers' Experiences with Government Mandated Examinations (Richelle Marynowski); (23) Towards the Pedagogy of Risk: Teaching and Learning Risk in the Context of Secondary Mathematics (Nenad Radakovic); (24) Transitions Between Representational Modes in Calculus (Dov Zazkis); (25) A War Zone: The Framing of Mathematics Education in Public News Reporting (Richard Barwell and Yasmine Abtahi); (26) Rethinking Lesson Planning in Mathematics Classrooms (Martha J. Koch); (27) Unpacking Students' Meaning During Learning of New Concepts and Application to Task (Lydia Oladosu); (28) Mathematical Arts: Change the Name… Change the Lens (…?) … Change the Experience… (?) (Jamie Pyper); (29) Day-to-Day, Moment-to-Moment Teaching: What Does it Mean to Teach Mathematics? (Amanjot Toor); (30) Students' Images of Mathematics (Jennifer Hall, Jo Towers, and Lyndon C. Martin); (31) Unfolding of Diagramming and Gesturing Between Mathematics Graduate Student and Supervisor During Research Meetings (Petra Menz); and (32) Exploring Mathematics Through Narrative/Stories: A Humanistic Approach for Teaching Mathematics (Amanjot Toor). Individual papers contain references. [For the 2013 proceedings, see ED547247.]