Eric.ed.gov – Proceedings of the 2009 Annual Meeting of the Canadian Mathematics Education Study Group = Actes de la Rencontre Annuelle 2009 du Groupe Canadien d’Etude en Didactique des Mathematiques (33rd, Toronto, Ontario, Canada, June 5-9, 2009)

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This submission contains the Proceedings of the 2009 Annual Meeting of the Canadian Mathematics Education Study Group (CMESG), held at York University in Toronto, 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, working group reports, topic session descriptions, new PhD reports, and summaries of ad hoc sessions. Papers include: (1) Humans-With-Media and the Production of Mathematical Knowledge in Online Environments (Marcelo C. Borba); (2) Mathematically Gifted Students / Les eleves doues et talentueux en mathematiques (Ed Barbeau, Viktor Freiman, and Margo Kondratieva); (3) Mathematics and the Life Sciences (Richard Barwell and Hongmei Zhu); (4) Les methodologies de recherches actuelles et emergentes en didactique des mathematiques / Contemporary and Emergent Research Methodologies in Mathematics Education (Lucie DeBlois and Gladys Sterenberg); (5) Reframing Learning (Mathematics) as Collective Action (Caroline Lajoie, Lyndon Martin, and Jo Towers); (6) Etude des pratiques d’enseignement (Jamie Pyper, Hassane Squalli, and Laurent Theis); (7) Mathematics as Social (In)justice / Mathematiques citoyennes face a l'(in)justice sociale (Yves Saint-Pierre and David Wagner); (8) Etude des sens accordes a la relation d’egalite et au signe d’egalite dans la realisation d’activites portant sur le concept d’egalite (Adolphe Adihou) [Written in French]; (9) The Didactic Dimension of Advanced Mathematical Concepts: An Example With Series (Alejandro S. Gonzalez-Martin); (10) The Emergence of Disparities in Mathematics Classrooms (Christine Knipping); (11) Mapping Multiple Worlds: Imagining School Mathematics Beyond the Grid (Cynthia Nicol and Susan Gerofsky); (12) A Study of Understandings of Combinatorial Structures (Shabnam Kavousian); (13) Caring for Students and Caring for Mathematical Ideas in an Elementary Classroom (Julie Long); (14) Glimpses of Infinity: Intuitions, Paradoxes, and Cognitive Leaps (Ami Mamolo); (15) Exploration de pratiques d’enseignement de la proportionnalite au secondaire en lien avec l’activite mathematique induite chez les eleves dans des problemes de proportion (Izabella Oliveira) [Written in French]; (16) Le developpement d’une pensee critique envers les jeux de hasard et d’argent par l’enseignement des probabilites a l’ecole primaire : vers une prise de decision (Annie Savard) [Written in French]; (17) Professional Learning of Beginning Mathematics Teachers Using Lesson Study (Paul Betts and Ralph Mason); (18) The Art of Exploration (Sean Chorney); (19) Representations of Mathematics and Mathematicians in Magazine Advertisements (Jennifer Hall); (20) Mathematics for Teaching and Learning (Ann Kajander); (21) Geogebra Institute of Canada (Zekeriya Karadag and Oana Radu); (22) The Role of Rote: What is Meaningful Practice? (Wes Maciejewski); (23) Math for Elementary Teachers: What Do We/Should We Teach in “Content” Courses? (Susan Oesterle); (24) Interdisciplinary Doctoral Work: A Joint Expression of Mathematics and Education Research (Tina Rapke); (25) Online Environments for Collaborative Mathematical Exploration (Geoffrey Roulet); (26) Multiple Definitions of a Mathematical Concept (Angela Smart); (27) Technological Pedagogical Content Knowledge in Secondary Mathematics Education (Dorian Stoilescu); (28) The Vedic Approach to Multiplication of Binomials and Factorization of Quadratic Trinomials (Krishna Subedi and George Ekol); (29) The Effect of DGS on Students’ Conceptions of Slope (Shiva Gol Tabaghi and Ami Mamolo); (30) Mathematics Teachers’ Beliefs and Practice of Integrating Communication (Svitlana Voytsekhovska); and (31) A Conversation with Mathematician and Activist Lee Lorch-Professor Emeritus, York University (Martin Muldoon). 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, tables, and figures. [Abstract modified to meet ERIC guidelines. For the 2008 proceedings, see ED529561.]

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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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