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In this companion piece to the article "A Tale of Two Metaphors: Storylines About Mathematics Education in Canadian National Media" (this issue), we further explore constructed meanings through the use of positioning theory. In our examination of 71 articles in the two Canadian national newspapers ("The Globe and Mail" and "The National Post"), we focus primarily on communication acts and further our investigation into storylines and positionings concerned with mathematics education. Elaborating on aspects of two more metaphors, those of war and competition, we highlight the production of dichotomies and the shared aspect of taking sides. An investigation of the ramifications and effects that are brought to the fore in the articles we examined involves two general themes: the purpose of education and the point of mathematics education itself. We draw on David Labaree's framework identifying social efficiency and social mobility as different patterns of educational goals and highlight its parallels with the storylines in the articles we examined. The messages of the storylines feed the continued production of culturally shared narratives surrounding the purposes of mathematics education and education in general.

In this article, we report on two lessons aimed at introducing junior high school students to the idea of shearing in a touchscreen dynamic geometry environment. By using shearing, we hoped to shift students' attention away from a formula-driven, computational conception of area toward a more geometric one. We found that the students were able to solve several problems involving the comparison of polygons based on verbal and diagrammatic explanations. We describe the features of the touchscreen dynamic geometry technology that supported their learning, as well as the specific role that the teacher played in modeling students' reasoning about area.

In this article, we review the publications served by the "Canadian Journal of Science, Mathematics and Technology Education" in the past 15 years, specific to the field of mathematics education, and make connections with development of the field. In particular, we adopt current Editor-in-Chief John Wallace's (2009) approach of "looking back, looking forward," to reflect on the journal's development both qualitatively, by recapping significant moments of the journal and highlighting recurrent themes, and quantitatively, by reviewing the number of contributions in terms of country, language, and genre. In looking forward, we inform a discussion of future directions of the journal.

In this article, we review the publications served by theCanadian Journal of Science, Mathematics and Technology Educationin the past 15 years, specific to the field of mathematics education, and make connections with development of the field. In particular, we adopt current Editor-in-Chief John Wallace's (2009) approach of “looking back, looking forward,” to reflect on the journal's development both qualitatively, by recapping significant moments of the journal and highlighting recurrent themes, and quantitatively, by reviewing the number of contributions in terms of country, language, and genre. In looking forward, we inform a discussion of future directions of the journal. [ABSTRACT FROM PUBLISHER]