Eric.ed.gov – Proceedings of the 2006 Annual Meeting of the Canadian Mathematics Education Study Group = Actes de la Rencontre Annuelle 2006 du Groupe Canadien d’Etude en Didactique des Mathematiques (30th, Calgary, Alberta, Canada, Jun 3-7, 2006)

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This submission contains the Proceedings of the 2006 Annual Meeting of the Canadian Mathematics Education Study Group (CMESG), held at the University of Calgary in Calgary, 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, working group reports, topic session descriptions, new PhD reports, and summaries of ad hoc sessions and a joint session with the Canadian Mathematical Society. Papers include: (1) Developmental Research in Mathematics Teaching and Learning: Developing Learning Communities Based on Inquiry and Design (Barbara Jaworski); (2) Mathematics as Medicine (Edward Doolittle); (3) Secondary Mathematics Teacher Development / La formation des enseignants de mathematiques du secondaire (Joyce Mgombelo, Morris Orzech, David Poole, and Sophie Rene de Cotret); (4) Developing Links between Statistical and Probabilistic Thinking in School Mathematics Education / Le developpement de liens entre la pensee statistique et al pensee probabiliste dans l’apprentissage des mathematiques a l’ecole (Steward Craven, Linda Gattuso, and Cynthia Nicolson); (5) Developing Trust and Respect When Working with Teachers of Mathematics (Chris Breen, Julie Long, and Cynthia Nichol); (6) The Body, the Sense, and Mathematics Learning (Susan Gerofsky and Patricia Marchand); (7) Imagination and Digital Mathematical Performance (George Gadanidis); (8) Developing a Serious Enrichment Program (Keith F. Taylor); (9) Transforming Images of Mathematics/Teaching: A Study of Preservice Teachers/Teaching (Paul Betts); (10) Efficacy Shifts of Preservice Teachers Learning to Teach Mathematics (Cathy Bruce); (11) Composition of Functions and the Inverse Function of a Function: Main Ideas as Perceived by Teachers and Preservice Teachers (Calin Lucas); (12) Relations among “I,” “Thou,” and “It” in an Elementary Mathematics Professional Development Setting (Gladys Sterenberg); (13) Voices in the Silence: Narratives of Disadvantage, Social Context and School Mathematics in Post-Apartheid South Africa (Dalene M. Swanson); (14) Students, Teachers, Logarithms and I (Tetyana Berezovski); (15) Guitars & Mathematics — Mathematiques et guitares (France Caron and David Lidstone); (16) Elluminating over Great Distance: Words and Images Cross the Waters (A. J. Dawson); (17) Mathematics Teaching and the Larger Purpose of Schooling: Developing “Moving Ideas” (Thomas Falkenberg); (18) A Framework for Reflecting on any “Learning Game” (Gary Flewelling); (19) Dialogical Relations in a Mathematics Classroom (Steven Khan); (20) Ethnomathematics and Audience (Lisa Lunney and David Wagner); (21) Team-Teaching Mathematics: Reflections on the Collaboration between a Mathematician and a Mathematics Educator (Ami Mamolo, Malgorzata Dubiel, and Peter Liljedahl); (22) What is Fundamental about the Fundamental Theorem of Calculus? (Bouchra Sabbagh and Olive Chapman); (23) “Why I’m Unhappy with Competition, Exams, Marks(!) and All that Stuff” (Peter Taylor); (24) E-STAT and Census at School as Resources for Inquiry-Based Mathematics Learning Using Authentic Data (Joel Yan); (25) A Teacher Education Success Story: A Collaborative Math and Health Assignment for Pre-Service Teachers Using the E-STAT Database (Joel Yan, Doug Franks, Barb Olmsted, and Mike McCabe); and (26) Does a Math Education PhD Program Belong in a Math Dept? (Peter Taylor, Pamela Hagen, Peter Liljedahl, and Lily Moshe). 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. Individual papers contain references, figures, and tables. [Abstract modified to meet ERIC guidelines. For the 2005 proceedings, see ED529560.]

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Troels Gannerup Christensen

Jeg er ansat som lektor hos Læreruddannelsen i Jelling, hvor jeg underviser i matematik, specialiseringsmodulet teknologiforståelse, praktik m.m. Jeg har tidligere været ansat som pædagogisk konsulent i matematik og tysk hos UCL ved Center for Undervisningsmidler (CFU) i Vejle og lærer i udskolingen (7.-9. klasse) på Lyshøjskolen i Kolding. Jeg er ejer af og driver bl.a. hjemmesiderne www.lærklokken.dk og www.iundervisning.dk, ggbkursus.dk og er tidligere fagredaktør på matematik på emu.dk. Jeg går ind for, at læring skal være let tilgængelig og i størst mulig omfang gratis at benytte.

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