Eric.ed.gov – Proceedings of the 2013 Annual Meeting of the Canadian Mathematics Education Study Group = Actes De La Rencontre Annuelle 2013 Du Groupe Canadien D’étude en Didactique Des Mathématiques (37th, St. Catharines, Ontario, Canada, May 24-28, 2013)

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This submission contains the Proceedings of the 2013 Annual Meeting of the Canadian Mathematics Education Study Group (CMESG), held at Brock University in St. Catharines, 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 and poster sessions. Papers include: (1) On the Relationships Between Mathematical Creativity, Excellence and Giftedness (Roza Leikin); (2) Are We Teaching Roman Numerals in a Digital Age? (Bill Ralph); (3) Through a CMESG Looking Glass (Eric Muller); (4) MOOCs and Online Mathematics Teaching and Learning (George Gadanidis and Philippe R. Richard); (5) Exploring Creativity: From the Mathematics Classroom to the Mathematicians’ Mind/Explorer la créativité : de la classe de mathématiques á l’esprit des mathématiciens (Ann Kajander, Dominic Manuel, and Bharath Sriraman); (6) Mathematics of Planet Earth 2013: Education and Communication / Mathématiques de la planète Terre 2013: formation et communication (K-16) (Doug Franks, Kathleen Pineau, and Walter Whitely); (7) What Does it Mean to Understand Multiplicative Ideas and Processes? Designing Strategies for Teaching and Learning (Lorraine M. Baron and Izabella Oliveira); (8) Mathematics Curriculum Re-Conceptualisation (Brent Davis and Kathy Kubota-Zarivnij); (9) Forum canadien sur l’enseignement des mathématiques / Canadian Mathematics Education Forum (Ann Arden, Richard Hoshino, and Kathleen Pineau); (10) Social Media and Mathematics Education: Whenever the Twain Shall Meet? (Egan J. Chernoff); (11) Le jeu de rôles dans un cours de didactique des mathématiques: un outil pour la formation ou un outil pour la recherche sur la formation? / Role-Play in a Mathematics Methods Course: A Tool for Mathematics Teacher Education or a Tool for Research on Mathematics Education? (Caroline Lajoie) [Written in French]; (12) Le nouveau statut des grandeurs dans le programme des mathématiques en France et ses répercussions sur les pratiques enseignantes / The New Status of Magnitudes in the Curricula of Mathematics in France and its Impact on Teaching Practices (Nathalie Anwandter-Cuellar) [Written in French]; (13) Mathematics Coaching to Improve Teaching Practice: The Experiences of Mathematics Teachers and Coaches (Priscilla Bengo); (14) Mathematical Modelling, From Novice to Expert: Thesis Summary (Chiaka Drakes); (15) Two Perspectives Regarding the Pedagogical Film ‘All is Number’: Critical and Maroon (Steven Khan); (16) A Case Study of the Multiple-Use of a Grade 9 Mathematics Assessment: Implications for the Validation Process (Martha J. Koch); (17) Creating, Understanding, and Teaching Mathematics: Complementary Processes (Tina Rapke); (18) Évolution des projects de formation de futurs enseignants du primaire au contact de situations probabilistes / Evolution of Prospective Teachers Training Projects in Contact with Probabilistic Situations (Miranda Rioux) [Written in French]; (19) Really Big Ideas: Adventures in Data Management (Iain Brodie); (20) Using Learning Objects in the Mathematics Classroom (Carol Carruthers); (21) Mathematics Therapy: Engaging Pre-Service Teachers in Rich Mathematical Experiences (Martha Mavor and Leah Payerl); (22) Students Doing Research in a Mathematics Education Course… Why Not? / Des étudiants qui font de la recherche dans un cours de didactique des mathématiques…Pourquoi pas? (Manon Leblanc); (23) Hindrances and Affordances in Teacher-as-Researcher (Tim Sibbald); (24) Interpréter la créativité manifestée dans les productions d’élèves en mathématiques / Interpreting Creativity Manifested in Students’ Production in Mathematics (Jean-Philippe Bélanger, Lucie Deblois, and Viktor Freiman); (25) E-Brock Bugs©: The Creation and Analysis of an Epistemic Mathematics Computer Game (Laura Broley); (26) Could ‘It’ be an Implementable Form/Alternative to Microworlds? (Chantal Buteau, Eric Muller, and Neil Marshall); (27) Mathematics and Social Justice: Considering School and Community Learning (Indigo Esmonde); (28) Elementary Teachers’ View of and Experiences with Mathematics, Mathematicians, and Media (Jennifer Hall); (29) Searching for Profound Understanding: Unpacking Preservice Teacher Mathematics Knowledge (Jennifer Holm and Ann Kajander); (30) The Math Olympian (Richard Hoshino); and (31) TIMSS: What Should We Focus On in Mathematics Teaching? (Zhaoyun Wang). 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. [For the 2012 proceedings, see ED547246.]

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Troels Gannerup Christensen

Jeg er ansat som adjunkt 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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