Proceedings of the 2016 Annual Meeting of the Canadian Mathematics Education Study Group = Actes de la Rencontre Annuelle 2016 du Groupe Canadien d&apos;Etude en Didactique des Mathématiques (40th, Kingston, Ontario, Canada, June 3-7, 2016)
Author: Oesterle, Susan, Ed.
Date: 2017-05-00
Type: Collected Works - Proceedings
Subjects: Mathematics Education,Elementary School Mathematics,Instructional Design,Inquiry,Geometry,Grade 10,Secondary School Mathematics,Computation,Mathematics Curriculum,Teacher Education,Problem Solving,Social Justice,Spatial Ability,Teaching Methods,Mathematical Logic,Visual Aids,Graduate Students,Professional Personnel,Adolescents,Figurative Language,Philosophy,Preservice Teachers,Teaching Skills,Required Courses,College Mathematics,Video Technology,Evaluation Methods,Student Evaluation,Logical Thinking,Manipulative Materials,Foreign Countries

This submission contains the Proceedings of the 2016 Annual Meeting of the Canadian Mathematics Education Study Group (CMESG), held at Queen's University in Kingston, Ontario. 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: (1) Apport des mathématiciens à la formation des enseignants du primaire: regards sur le « modèle Laval » (Bernard R. Hodgson) [Written in French]; (2) Task Design in Mathematics Education: Frameworks and Exemplars (Carolyn Kieran); (3) A Third Pillar of Scientific Inquiry of Complex Systems--Some Implications for Mathematics Education in Canada (Eric Muller); (4) Structure--An Allegory (Peter Taylor); (5) A Very Canadian Organization: Some Individual Observations on the First Forty Years of CMESG/GCEDM (William Higginson); (6) Mes premières années au GCEDM (Bernard Hodgson) [Written in French]; (7) Transformation Geometry in Grade 10 (Peter Taylor); (8) Introduction (Peter Liljedahl); (9) CMESG: Future Contributions to Mathematics Education (John Mason); (10) Inspirons le future (Nadine Bednarz) [Written in French]; (11) Mathematics Education (Anna Sierpinska); (12) Missing People--Important Opportunities (Walter Whiteley); (13) Computational Thinking and Mathematics Curriculum (Chantal Buteau, George Gadanidis, Miroslav Lovric, and Eric Muller); (14) Mathematics in Teacher Education: What, How… and Why/Les mathématiques dans la formation des enseignants : quoi, comment… et pourquoi (Frédéric Gourdeau and Kathy Nolan) [Written in English and French]; (15) Problem Solving: Definition, Role, and Pedagogy/Résolution de problèmes: définition, rôle, et pédagogie associée (Richard Hoshino, Elena Polotskaia, and David Reid) [Written in English and French]; (16) Mathematics Education and Social Justice: Learning to Meet the Others in the Classroom/Éducation mathématique et justice sociale: apprendre à rencontrer les autres dans las classe (David Guillemette and Cynthia Nicol) [Written in English and French]; (17) Role of Spatial Reasoning in Mathematics (Nathalie Sinclair and Patricia Marchand); (18) The Public Discourse About Mathematics and Mathematics Education/Le discours public sur les mathématiques et l'enseignement des mathématiques (Annie Savard and Elaine Simmt) [Written in English and French]; (19) From Agency to Narrative: Tools in Mathematical Learning (Sean Chorney); (20) Un modèle conceptuel du raisonnement mathématique (à l'école) (Doris Jeannotte) [Written in French]; (21) Diagramming and Gesturing Between Mathematics Graduate Student and Expert Mathematicians (Petra Menz); (22) Analyse du raisonnement covariationnel favorisant le passage de la fonction à la dérivée et des situations qui en sollicitent le déploiement chez des élèves de 15 à 18 ans/Analysis of Covariational Reasoning Promoting the Passage from the Function to the Derivative and of Situations That Lead 15- to 18-Year-Old Students to Deploy That Reasoning (Valériane Passaro) [Written in French and English]; (23) Conceptual Metaphor and Coherent Integration in the Philosophy of Mathematics (Derek Postnikoff); (24) Developing Preservice Teachers' Professional Noticing of Students' Learning (Vanessa Rayner); (25) The Canadian Journal of Science, Mathematics and Technology Education (CJSMTE): Meet the Editors (Egan J. Chernoff); (26) A Preliminary Analysis of Mathematics Requirements in Alberta Universities (Richelle Marynowski and Landry Forand); (27) Assessing Students' Strategy Understanding Through a Video Evaluation Task (Brittany Rappaport, Aryann Blondin, Nathalie Duponsel, Helena P. Osana, and Jérôme Proulx); and (28) Using Analogical Reasoning as a Framework for Investigating Teaching with Manipulatives (Anna Tomaszewski, Aryann Blondin, Helena P. Osana, and Laura Iuhas). Individual papers contain references. [For the 2015 proceedings, see ED581044.]