Proceedings of the 2015 Annual Meeting of the Canadian Mathematics Education Study Group = Actes De La Rencontre Annuelle 2015 Du Groupe Canadien D&apos;etude en Didactique Des Mathematiques (39th, Moncton, New Brunswick, Canada, June 5-9, 2015)
Author: Oesterle, Susan, Ed.
Date: 2015-06-00
Type: Collected Works - Proceedings
Subjects: Foreign Countries,Mathematics Education,Teaching Methods,Interdisciplinary Approach,Indigenous Knowledge,Theories,Educational Research,Early Childhood Education,Interaction,Elementary Education,College Mathematics,Educational Innovation,College School Cooperation,Problem Solving,Thinking Skills,Mathematical Concepts,Concept Formation,Educational Practices,Elementary School Mathematics,Secondary School Mathematics,Preservice Teacher Education,Pedagogical Content Knowledge,Multiplication,Geometry,Word Problems (Mathematics),Freehand Drawing,History,Faculty Development,Communities of Practice,Undergraduate Study,Figurative Language,Addition,Subtraction,Cooperative Learning

This submission contains the Proceedings of the 2015 Annual Meeting of the Canadian Mathematics Education Study Group (CMESG), held at the Université de Moncton in Moncton, New Brunswick. 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) Diversité, variabilité et convergence des pratiques enseignantes/Diversity, Variability, and Commonalities Among Teaching Practices (Éric Roditi) [Written in French]; (2) Connections: Mathematical, Interdisciplinary, Electronic, and Personal (Deborah Hughes Hallet); (3) Task Design and Problem Posing (Ami Mamolo and John McLoughlin); (4) Indigenous Ways of Knowing in Mathematics (Lisa Lunney Borden and Florence Glanfield); (5) Theoretical Frameworks in Mathematics Education Research/Les cadres théoriques dans la recherche en didactique des mathématiques (Jérôme Proulx and Anna Sierpinska) [Written in English and French]; (6) Early Years Teaching, Learning and Research: Tensions in Adult-Child Interactions Around Mathematics (Ann Anderson and Helena P. Osana); (7) Innovations in Tertiary Mathematics Teaching, Learning and Research/Innovations au post-secondaire pour l'enseignement, l'apprentissage et la recherché (Taras Gula and Denis Tanguay) [Written in English and French]; (8) Some Thoughts on Mathematics as the Alien Word (Richard Barwell); (9) Interaction Between a Mathematics Department in a University and the School System/Interaction entre un département de mathématiques universitaire et le système scolaire (Paul Deguire) [Written in English and French]; (10) Building Thinking Classrooms: Conditions for Problem Solving (Peter Liljedahl); (11) Growing Mathematical Understanding and Folding Back: The Individual, the Collective, the Teacher (Lyndon Martin); (12) De la « clochette de vigilance » au changement de posture: Quelques questions issues de la didactique des mathématiques et étudiées depuis la didactique du sens commun/From the Use of an &quot;Alert Bell&quot; to a Change of Posture: Some Questions Emerging from the Didactics of Mathematics Being Studied by the Didactics of Common Sense (Sophie René de Cotret) [Written in French and English]; (13) Secondary School Mathematics Teacher Candidates' Research, Pedagogical, and Content Knowledge (Alexander Antropov); (14) Étude des significations de la multiplication pour différents ensembles de nombres dans un contexte de géométrisation…et un aperçu de quelques réflexions d'ordre épistémologique (Raquel Isabel Barrera Curin) [Written in French]; (15) The Role of Drawing in Arithmetic Word Problem Solving: Microanalysis of the Subject/Material Dialectic (Élysée-Robert Cadet); (16) Histoire des mathématiques dans la formation des enseignants du secondaire : Une narration polyphonique sur la fragilité, l'adversité et l'empathie--Résumé de thèse/History of Mathematics in a Preservice Teacher's Training Context: A Polyphonic Narration on Fragility, Adversity and Empathy--Thesis Summary (David Guillemette) [Written in French and English]; (17) Improving Mathematics Teaching Through Professional Learning Groups (Jennifer Holm); (18) Mathematics Problems and Thinking Mathematically in Undergraduate Education (Asia R. Matthews); (19) Understanding Learning in Mathematics Through the Metaphor of Authoring (P. Janelle McFeetors); (20) How Elementary Students Learn to Mathematically Analyze Word Problems: The Case of Addition and Subtraction (Elena Polotskaia); (21) Le concept de variabilité chez des enseignants de mathématiques au secondaire (Sylvain Vermette) [Written in French]; (22) Lesson and Learning Study: Collaborative Learning Structures for Preservice Teacher Education (Diana Royea); and (23) Hear My Voice: Teachers' Stories (Ann Kajander and Jennifer Holm). Individual papers contain references. [For the 2014 proceedings, see ED581042.]