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Another year of COVID-19 meant another virtual meeting but the Canadian Mathematics Education Study Group/Groupe Canadien d'Étude en Didactique des Mathématiques (CMESG/GCEDM) made the best of the situation and found ways to learn together and share connections. Having learned a lot from the 2021 virtual meeting, the executive was able to once again offer a virtual program that, although reduced from the normal offerings, ensured an opportunity for spirited discussions, meaningful learning, and celebrating the newest members. The 45th annual meeting took place May 27-29, 2022. These proceedings contain one plenary lecture, six working groups, and ten new PhD reports. Seventeen papers are included in these proceedings--two papers are written in both French and English; three papers are written in French; and the remainder are written in English.

With COVID-19 continuing to make meeting face-to-face impossible, the Canadian Mathematics Education Study Group/Groupe Canadien d'Étude en Didactique des Mathématiques (CMESG/GCEDM) executive decided that, for the first time, the CMESG/GCEDM meeting would be held virtually. By necessity, the program had to be much compressed with no topic sessions and no gallery walk. The 44th annual meeting took place June 11-13, 2021. These proceedings contain one plenary lecture, five working groups, one panel, 13 new PhD reports, and two ad hoc sessions. Twenty-two papers are included in these proceedings--three papers are written in both French and English; one paper is written in French; and the remainder are written in English. [For the 2019 proceedings, see ED610111.]

The 43rd meeting of Canadian Mathematics Education Study Group (CMESG) was held at St. Francis Xavier University in Antigonish, Nova Scotia (May 31-June 4, 2019). This meeting marked only the third time CMESG/GCEDM (Groupe Canadien d'Étude en Didactique des Mathématiques) had been held in Nova Scotia (1996, 2003), and the first time it had been held at St. Francis Xavier University. The meeting was attended by 116 participants, 25 of which were first timers. The meeting featured a scientific program organized into six working groups, four topic sessions, five new PhD presentations, 18 gallery walk presentations, and 12 AdHoc sessions. Twenty-six papers are included in these proceedings--two are written in French, eight are provided in both French and English, and the remainder are written in English. [For the 2018 proceedings, see ED595075.]

In June 2018 the Canadian Mathematics Education Study Group/Groupe Canadien d'étude en didactique des mathématiques (CMESG/GCEDM) held its 42nd meeting in the idyllic setting of Squamish, British Columbia. This meeting marked the first time CMESG/GCEDM had been in British Columbia since 2010 and the first time it had been held at Quest University. Among the more than 150 attendees were 35 teachers, 17 of whom had been funded by the British Columbia Association of Mathematics Teachers (BCAMT) and the Pacific Institute for Mathematical Sciences (PIMS) to attend the meeting. The meeting featured a scientific program organized into five working groups, six topic sessions, eight new PhD presentations, 16 gallery walk presentations, and six Ad Hoc sessions. Thirty-four papers are included in these proceedings--two are written in French, four are provided in both French and English, and the remainder are written in English. [For the 2017 proceedings, see ED589990.]

This submission contains the Proceedings of the 2017 Annual Meeting of the Canadian Mathematics Education Study Group (CMESG), held at McGill University in Montreal, Quebec June 2-6. 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, panel discussions, working group reports, new PhD reports, and summaries of ad hoc and poster sessions. Papers include the following: (1) The Most Unglamorous Job of All: Writing Mathematics Exercises (Yvan Saint-Aubin); (2) 40+ Years of Teaching and Thinking about University Mathematics Students, Proofs, and Proving (Annie Selden); (3) 'Elder Talk'-A Revisionist Version (Joel Hillel); (4) Teaching First Year Mathematics Courses in Transition from Secondary to Tertiary (Ann Arden, Wesley Maciejewski, Nadia Hardy); (5) L'anxiété mathématique chez les futurs enseignants du primaire : à la recherche de nouvelles réponses à des enjeux qui perdurent / Elementary Preservice Teachers and Mathematics Anxiety: Searching for New Responses to Enduring Issues (Manion LeBlanc, Jamie Pyper, Jo Towers) [Written in French and English]; (6) Social Media and Mathematics Education (Judy Larsen, Egan Chernoff, Viktor Freiman); (7) Quantitative Reasoning in the Early Years / Le raisonnement quantitatif dans les premières années du parcours scolaire (Doris Jeannotte, Lynn McGarvey)[Written in English and French ]; (8) Social, Cultural, Historical and Philosophical Perspectives on Tools for Mathematics (Yasmine Abtahi, Susan Gerofsky, Jean Francois); (9) Compréhension approfondie des mathématiques scolaires / Deep Understanding of School Mathematics (Richelle Marynowski, Sarah Dufour, Peter Liljedhal); (10) Modelling Mathematical Modelling / Modéliser la modélisation mathématique (France Caron)[Written in French and English]; (11) Collective Learning: Re-thinking the Environment, Artifacts and Classroom Interactions (Joyce Mgombelo); (12) A Psychological View of Teaching Proof Construction (John Selden); (13) Things Kids Think With: The Role of the Physical Properties of Mathematical Tools in Children's Learning in the Context of Addition of Fractions (Yasmine Abtahi); (14) Examining Mathematics Anxiety Among Classroom Teachers (Atinuke Adeyemi); (15) Teaching Teachers: A Look Inside Professional Development (Melania Alvarez); (16) Be Innovative but Don't Be Wrong: Are 21st Century Students Experiencing 21st Century Mathematics? (Jennifer Godfrey Anderson); (17) College Foundational Mathematics: Can the Affordances of ICT Enhance Self-regulation Skill of Students? / Mathématiques fondamentales du collège : est-ce que les apports des « TIC » peuvent améliorer l'autorégulation des compétences des élèves? (Carol Carruthers)[Written in English and French]; (18) Influence of the Learning Environment on Student Test Performance in Undergraduate Mathematics Courses (Amenda Chow); (19) The Role of Oral Communication Strategies in Accessing and Assessing Mathematical Understanding: Case Studies of Primary School Teachers' Perceptions of Teaching Mathematics and Teaching Literacy (Celia Kutas Chisu); (20) Reciprocal Partnership: An Intervention to Enhance Mathematics Self-efficacy and Achievement of First- and Second-semester College Students (Kerry Kwan); (21) Understanding the Interactions within a New Teacher Learning Community Composed of First Time Participants and a Novice Facilitator (Terry Wan Jung Lin); (22) Valued Kinds of Knowledge and Ways of Knowing in Mathematics and the Teaching and Learning of Mathematics: A Worldview Analysis (Gale L. Russell); (23) Opening Space: Complexity Thinking, Classroom Discourse, and Mathematics Learning in the Elementary Classroom / La technologie du forum ouvert: complexité, le discours de classe, et l'apprentissage de mathématiques en école élémentaire (Evan Throop-Robinson)[Written in English and French]; (24) Investigating Mathematics Teachers' Knowledge for Teaching and Their Learning Trajectories (Zhaoyun Wang]; (25) What/How Can We Learn from the Deaf Mathematics Classroom? (Christins M. Krause); (26) The Mathematical Association of Tanzania (MAT) Experience in CMESG Conference (Said A. Sima); (27) Toward a Hybrid Model to Describe Creative Acts in Mathematics Learning Environments (Ayman Aljarrah); (28) Problem Drift: Imaging Emerging Curricular Significance (Nat Banting); (29) Incorporating Writing into the Undergraduate Mathematics Curriculum (Lauren Dedieu); (30) Informing Local Materials Used for Concept-Rich Instruction Practice in Mathematics Class with Pre-service Teachers in Tanzanian Context (Emmanuel, Deogratias); (31) Les jeux technologiques dans les cours de mathématiques au secondaire (Caitlin, Furlong) [Written in French]; (32) De jeunes chercheurs à la rencontre de la philosophie des mathématiques (Sabrina Heroux, Sarah Mathieu-Soucy, Laura Broley) [Provided in French]; (33) Examining Parent Perspectives of Multiple Strategies (Jennifer Holm, Lynn McGarvey, Lixin Luo, Janelle McFeeters, and Iris Yin); (34) La dialectique perfection/imperfection : une nouvelle manière de penser l'activité mathématique (Marie-Line L. LaMarche, Jean-Francois Maheux) [Provided in French]; (35) Understanding School Leaders' Discourse in Regard to Mathematics Achievement (Jhonel Morvan); (36) I SEE What You're Saying: Visualization and the Growth of Mathematical Images (Jennifer Plosz); (37) Students' Relationships With Mathematics Revealed Through Drawings (Jennifer Plosz, Jo Towers, Kori Czuy, Ayman Aljarrah, Andrew Vorhies and Miwa Takeuchi); (38) Teacher Professional Learning in Tanzania: Experiences of Mathematics Teacher Leaders (Calvin Zakaria Swai); (39) "Perimeter is easier to work with than area": Students' Language Use in Group Work (Miwa Akoi Takeuchi); and (40) Toward an Understanding of Mathematics Teachers' Participation in Professional Learning Networks (Xiong Wang). Individual papers provide referenced. [For the 2016 proceedings, see ED581045.]

This submission contains the Proceedings of the 2016 Annual Meeting of the Canadian Mathematics Education Study Group (CMESG), held at Queen's University in Kingston, 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, panel discussions, working group reports, new PhD reports, and summaries of ad hoc and poster sessions. Papers include: (1) Apport des mathématiciens à la formation des enseignants du primaire: regards sur le « modèle Laval » (Bernard R. Hodgson) [Written in French]; (2) Task Design in Mathematics Education: Frameworks and Exemplars (Carolyn Kieran); (3) A Third Pillar of Scientific Inquiry of Complex Systems--Some Implications for Mathematics Education in Canada (Eric Muller); (4) Structure--An Allegory (Peter Taylor); (5) A Very Canadian Organization: Some Individual Observations on the First Forty Years of CMESG/GCEDM (William Higginson); (6) Mes premières années au GCEDM (Bernard Hodgson) [Written in French]; (7) Transformation Geometry in Grade 10 (Peter Taylor); (8) Introduction (Peter Liljedahl); (9) CMESG: Future Contributions to Mathematics Education (John Mason); (10) Inspirons le future (Nadine Bednarz) [Written in French]; (11) Mathematics Education (Anna Sierpinska); (12) Missing People--Important Opportunities (Walter Whiteley); (13) Computational Thinking and Mathematics Curriculum (Chantal Buteau, George Gadanidis, Miroslav Lovric, and Eric Muller); (14) Mathematics in Teacher Education: What, How… and Why/Les mathématiques dans la formation des enseignants : quoi, comment… et pourquoi (Frédéric Gourdeau and Kathy Nolan) [Written in English and French]; (15) Problem Solving: Definition, Role, and Pedagogy/Résolution de problèmes: définition, rôle, et pédagogie associée (Richard Hoshino, Elena Polotskaia, and David Reid) [Written in English and French]; (16) Mathematics Education and Social Justice: Learning to Meet the Others in the Classroom/Éducation mathématique et justice sociale: apprendre à rencontrer les autres dans las classe (David Guillemette and Cynthia Nicol) [Written in English and French]; (17) Role of Spatial Reasoning in Mathematics (Nathalie Sinclair and Patricia Marchand); (18) The Public Discourse About Mathematics and Mathematics Education/Le discours public sur les mathématiques et l'enseignement des mathématiques (Annie Savard and Elaine Simmt) [Written in English and French]; (19) From Agency to Narrative: Tools in Mathematical Learning (Sean Chorney); (20) Un modèle conceptuel du raisonnement mathématique (à l'école) (Doris Jeannotte) [Written in French]; (21) Diagramming and Gesturing Between Mathematics Graduate Student and Expert Mathematicians (Petra Menz); (22) Analyse du raisonnement covariationnel favorisant le passage de la fonction à la dérivée et des situations qui en sollicitent le déploiement chez des élèves de 15 à 18 ans/Analysis of Covariational Reasoning Promoting the Passage from the Function to the Derivative and of Situations That Lead 15- to 18-Year-Old Students to Deploy That Reasoning (Valériane Passaro) [Written in French and English]; (23) Conceptual Metaphor and Coherent Integration in the Philosophy of Mathematics (Derek Postnikoff); (24) Developing Preservice Teachers' Professional Noticing of Students' Learning (Vanessa Rayner); (25) The Canadian Journal of Science, Mathematics and Technology Education (CJSMTE): Meet the Editors (Egan J. Chernoff); (26) A Preliminary Analysis of Mathematics Requirements in Alberta Universities (Richelle Marynowski and Landry Forand); (27) Assessing Students' Strategy Understanding Through a Video Evaluation Task (Brittany Rappaport, Aryann Blondin, Nathalie Duponsel, Helena P. Osana, and Jérôme Proulx); and (28) Using Analogical Reasoning as a Framework for Investigating Teaching with Manipulatives (Anna Tomaszewski, Aryann Blondin, Helena P. Osana, and Laura Iuhas). Individual papers contain references. [For the 2015 proceedings, see ED581044.]

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 "Alert Bell" 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.]

This submission contains the Proceedings of the 2014 Annual Meeting of the Canadian Mathematics Education Study Group (CMESG), held at the University of Alberta in Edmonton, 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, 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) The Economic Use of Time and Effort in the Teaching and Learning of Mathematics (Dave Hewitt); (2) Mathematics in Industry, Mathematics in the Classroom: Analogy and Metaphor (Nilima Nigam); (3) Inter-action and Mathematics Knowing--An Elder's Memoire (Tom Kieren); (4) Basic Facts about PISA 2012 (Lynn M. McGarvey); (5) What Have We Not Been Hearing About PISA? (David A. Reid); (6) The performance of Québec students on PISA's mathematics assessment: What's going on in Québec? (Annie Savard); (7) PISA Reporting: Not Saying What PISA Is and Does (David Wagner); (8) Mathematical Habits of Mind/Modes de pensée mathématiques (Frédéric Gourdeau, Susan Oesterle, and Mary Stordy); (9) Formative Assessment in Mathematics: Developing Understandings, Sharing Practice, and Confronting Dilemmas (Nadia Hardy and Christine Suurtamm); (10) Texter mathématique/Texting Mathematics (Richard Barwell and Jean-François Maheux); (11) Complex Dynamical Systems (France Caron, David Lidstone, and Miroslav Lovric); (12) Role-Playing and Script-Writing in Mathematics Education: Practice and Research (Caroline Lajoie and Rina Zazkis); (13) Mathematical Problem-solving Proficiency and Knowledge for Teaching (Olive Chapman); (14) Interactions de la classe: tensions entre compréhension et difficultés à apprendre les mathématiques/Interactions in the Classroom: Tensions Between Interpretations and Difficulties Learning Mathematics (Lucie Deblois) [Written in French and English]; (15) Mawkinumasultinej! Let's Learn Together! Developing CulturallyBased Inquiry Projects in Mi'kmaw Communities (Lisa Lunney Borden); (16) Problem Posing as Storyline: Collective Authoring of Mathematics by Small Groups of Middle School Students (Alayne Armstrong); (17) Des manières de faire des mathématiques comme enseignants abordées dans une perspective ethnométhodologique pour explorer la transition secondaire collégial/An Ethnomethodological Perspective on Teachers' Ways of Doing Mathematics to Explore the Transition from Secondary to Postsecondary Level (Claudia Corriveau) [Written in French and English]; (18) Making Sense of Sense Making: Learning, Anxiety, and Education (Lissa M. D'Amour); (19) Listening to Students: A Study of Elementary Students' Engagement in Mathematics Through the Lens of Imaginative Education (Pamela A. Hagen); (20) Societal Views of Mathematics and Mathematicians and Their Influence on Elementary Students (Jennifer Hall); (21) Perceptions, Pedagogies, and Practices: Teacher Perspectives of Student Engagement in Grade 9 Applied Mathematics Classrooms (Limin Jao); (22) From Frustration to Understanding: An Inquiry into Secondary Mathematics Teachers' Experiences with Government Mandated Examinations (Richelle Marynowski); (23) Towards the Pedagogy of Risk: Teaching and Learning Risk in the Context of Secondary Mathematics (Nenad Radakovic); (24) Transitions Between Representational Modes in Calculus (Dov Zazkis); (25) A War Zone: The Framing of Mathematics Education in Public News Reporting (Richard Barwell and Yasmine Abtahi); (26) Rethinking Lesson Planning in Mathematics Classrooms (Martha J. Koch); (27) Unpacking Students' Meaning During Learning of New Concepts and Application to Task (Lydia Oladosu); (28) Mathematical Arts: Change the Name… Change the Lens (…?) … Change the Experience… (?) (Jamie Pyper); (29) Day-to-Day, Moment-to-Moment Teaching: What Does it Mean to Teach Mathematics? (Amanjot Toor); (30) Students' Images of Mathematics (Jennifer Hall, Jo Towers, and Lyndon C. Martin); (31) Unfolding of Diagramming and Gesturing Between Mathematics Graduate Student and Supervisor During Research Meetings (Petra Menz); and (32) Exploring Mathematics Through Narrative/Stories: A Humanistic Approach for Teaching Mathematics (Amanjot Toor). Individual papers contain references. [For the 2013 proceedings, see ED547247.]

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.]

This submission contains the Proceedings of the 2012 Annual Meeting of the Canadian Mathematics Education Study Group (CMESG), held at Laval University in Québec City, Québec. 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, a panel discussion, working group reports, topic session descriptions, new PhD reports, and summaries of ad hoc and poster sessions. Papers include: (1) Towards an Understanding of Ethical Practical Action in Mathematics Education: Insights from Contemporary Inquiries (Margaret Walshaw); (2) Old and New Mathematical Ideas from Africa: Challenges for Reflection (Paulus Gerdes); (3) Cooda, Wooda, Didda, Shooda: Time Series Reflections on CMESG/GCEDM (William Higginson); (4) Panel: What is Fundamental Mathematics for Learners? (Elaine Simmt, Darien Allan, Ralph Mason, Ruth Beatty, Peter Taylor, and Hélène Paradis); (5) Numeracy: Goals, Affordances, and Challenges (France Caron and Peter Liljedahl); (6) Diversities in Mathematics and their Relation to Equity (Beverly Caswell and David Wagner); (7) Technology and Mathematics Teachers (K-16) / La technologie et l'enseignant mathématique (K-16) (Chantal Buteau and Nathalie Sinclair); (8) La preuve en mathématiques et en classe / Proof in Mathematics and in Schools (David Reid and Denis Tanguay); (9) The Role of Text/books in the Mathematics Classroom / Le rôle des manuels scolaires dans la classe de mathématiques (Peter Appelbaum and Susan Gerofsky); (10) Preparing Teachers to Develop Algebraic Thinking in Primary and Secondary School / Préparer les enseignants au développement de la pensée algébrique au primaire et au secondaire (Hassane Squalli, Chris Suurtamm, and Viktor Freiman); (11) Collaboration Between Research in Mathematics Education and Teaching Mathematics: Case Study of Teaching Infinity in Calculus (Miroslav Lovric); (12) Dialogue sur la lecture de textes historiques dans la classe de mathématiques / Dialogue on Reading Original Texts in the Mathematics Classroom (Louis Charbonneau and David Guillemette) [Written in French]; (13) Teaching Toward Equity in Mathematics (Beverly Caswell); (14) Inequalities in the History of Mathematics: From Peculiarities to a Hard Discipline (Elena Halmaghi); (15) The Study of On-line Situations of Validation Experienced by 13- and 14-year-old Students With and Without the Aid of an Electronic Forum (Manon Leblanc); (16) Institutional Acculturation of the Researcher, Teacher, and Secondary 1 Students with Learning Difficulties in Problem Situations Involving Rational Numbers / Les effets d'une démarche d'acculturation sur l'action didactique conjointe de l'enseignant, des élèves et du chercheur, dans l'enseignement/apprentissage des nombres rationnels auprès d'élèves en difficultés d'apprentissage (Geneviève Lessard) [Written in French]; (17) Mathematics Education: An Aporetic of Epistemology, Language and Ethics (Jean-François Maheux); (18) Diverse Perspectives on Teaching "Math for Teachers": Living the Tensions (Susan Oesterle); (19) Conversations Held and Roles Played During Mathematics Teachers' Collaborative Design: Two Dimensions of Interaction (Armando Paulino Preciado Babb); (20) The Ordinary Yet Extraordinary Emotions and Motives of Preservice Mathematics Teachers (Oana Radu); (21) Élaboration et analyse d'une intervention didactique, co-construite entre chercheur et enseignant, visant le développement d'un contrôle sur l'activité mathématique chez les élèves du secondaire / Development and Analysis of a Didactic Intervention, Co-constructed Between Researcher and Teacher For the Development of a Control of the Mathematical Activity Among High School Students (Mireille Saboya) [Written in French]; (22) Publishing in the Journal of Mathematics Teacher Education (Olive Chapman and Margaret Walshaw); (23) Is It Possible to Measure the Effectiveness of a Specific Approach to Teaching Foundations Mathematics in a Post-Secondary Setting? / Est-il possible de mesurer l'efficacité d'une approche spécifique à l'enseignement mathématiques fondations dans un cadre de post-secondaire? (Taras Gula); (24) Challenges in Supporting Mathematics Teachers to Develop Their Teaching Practices (Lionel Lacroix); (25) Rapport sur le ad hoc éthique et éducation mathématique / Report on the Ethics and Mathematics Education Ad Hoc (Jean-François Maheux); (26) Reading Biographies and Autobiographies of Mathematicians: What Do They Tell Us About the Subject of Mathematics? (Veda Roodal Persad); (27) Online Environments for Mathematics Sharing and Collaboration (Geoffrey Roulet); (28) Ad Hoc Session on Planning for the Next Canadian Math Education Forum (CMEF) to be Held in May 2014 (Peter Taylor); (29) Preservice Elementary Teachers' Beliefs Toward Mathematics and Mathematics Teaching (Sean Beaudette, Alexandra Penn, and Geoffrey Roulet); (30) Gearing Up For Grade 9: A Learning Object (Laura Broley); (31) Students' Perceptions of the Role of Theory and Examples in College Level Mathematics (Dalia Challita and Nadia Hardy); (32) Une expérimentation de pratiques gagnantes en enseignement des mathématiques / An Experiment with Successful Practices in Mathematics Teaching (Lucie Deblois); (33) Blended Mathematical Collaboration Using a Wiki, Geogebra and Jing (Jill Lazarus and Geoffrey Roulet); (34) Some Things Technologies Can Tell Us About Technologies: An Instrumented Analysis of Two Successive Mathematics Curricula (Jean-François Maheux and Fabienne Venant); (35) Investigating the Teaching Practices of a Group of Mathematics Graduate Students (Tod L. Shockey and Sibylle Weck-Schwarz); (36) Mathematics For Young Children: Exploring What is Possible in Early Mathematics Education? (Diane Tepylo, Joan Moss, Catherine Bruce, Tara Flynn, Diana Chang, and Zachary Hawes); and (37) Mise à l'essai d'une situation d'enseignement-apprentissage en lien avec le métier du scénographe pour favoriser l'engagement mathématique des élèves du 1er cycle du secondaire (Josianne Trudel) [Written in French]. 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 2011 proceedings, see ED547245.]

This submission contains the Proceedings of the 2011 Annual Meeting of the Canadian Mathematics Education Study Group (CMESG), held at Memorial University of Newfoundland in St. John's, Newfoundland. 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) Pattern Composition: Beyond the Basics (Chris K. Palmer); (2) The Pair-Dialogue Approach in Mathematics Teacher Education (Pessia Tsamir and Dina Tirosh); (3) Mathematics Teaching and Climate Change (Richard Barwell, Stewart Craven, and David Lidstone); (4) Meaningful Procedural Knowledge in Mathematics Learning (Wes Maciejewski, Joyce Mgombelo, and Annie Savard); (5) Emergent Methods for Mathematics Education Research: Using Data to Develop Theory / Méthodes émergentes pour les recherches en didactique des mathématiques : Partir des données pour développer des théories (Olive Chapman, Souleymane Barry, and P. Janelle McFeetors); (6) Using Simulation to Develop Students' Mathematical Competencies--Post Secondary and Teacher Education (Eric Muller, Jean-Philippe Villeneuve, and Philippe Etchecopar); (7) Making Art, Doing Mathematics / Créer de l'art; faire des maths (Eva Knoll and Tara Taylor); (8) Selecting Tasks for Prospective Teachers in Mathematics Education (Marie-Pier Morin, Christian Bernèche, and Ralph Mason); (9) How to Prepare a Public Lecture? First Questions, Then Execution??? (Yvan Saint-Aubin); (10) Warm Hands Taking Cold Mathematics (David Wagner); (11) Opportunities to Learn IN and THROUGH Professional Development: An Analysis of Curriculum Materials (Jenny Sealy Badee); (12) Challenging Our Beliefs and Practices in Secondary Mathematics Education (Lorraine Baron); (13) Pattern Rules, Patterns and Graphs: Analyzing Grade 6 Students' Learning of Linear Functions Through the Processes of Webbing, Situated Abstractions, and Convergent Conceptual Change (Ruth Beatty); (14) Learning Mathematics for the Workplace: An Activity Theory Study of Pipe Trades Training (Lionel Lacroix); (15) Transforming Mathematics Education for Mi'kmaw Students through Mawikinutimatimk (Lisa Lunney Borden); (16) Coming to Know Mathematics: Views of Two Teacher Mathematicians (Veda Abu-Bakare); (17) What Does 'Better' University Mathematics Instruction Look Like? (Mary Beisiegel and Asia Matthews); (18) Exploring Variability in a Dynamic Computer-Based Environment (George Ekol); (19) Virtual Mathematics Marathon: A Mathematical Game For All Children (Margo Kondratieva and Viktor Freiman); (20) Early Childhood Mathematics Education (Donna Kotsopolous and Joanne Lee); (21) The Challenges of Mathematics In-Service (Susan Oesterle); (22) High School Mathematics Students' Trajectories: Tracking or Differentiating for Success? (Ralph T. Mason and P. Janelle McFeetors). Appended are: (1) Working Groups at Each Annual Meeting; (2) Plenary Lectures at Each Annual Meeting; and (3) Proceedings of Annual Meetings. Appendixes contain: (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 2010 proceedings, see ED529564.]

This submission contains the Proceedings of the 2010 Annual Meeting of the Canadian Mathematics Education Study Group (CMESG), held at Simon Fraser University in Burnaby, British Columbia. 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) Ambiguity and Mathematical Thinking (William Byers); (2) Learning From and With Parents: Resources for Equity in Mathematics Education (Marta Civil); (3) Collaboration et echanges internationaux en education mathematique dans le cadre de la CIEM: regards selon une perspective canadienne / ICMI as a Space for International Collaboration and Exchange in Mathematics Education: Some Views From a Canadian Perspective (Bernard R. Hodgson) [Written in French]; (4) Teaching Mathematics to Special Needs Students: Who Is At-Risk? (Cathy Bruce, Genevieve Lessard, and Laurent Theis); (5) Attending to Data Analysis and Visualizing Data (Veda Abu-Bakare, Linda Gattuso, and Georges Monette); (6) Recruitment, Attrition, and Retention in Post-Secondary Mathematics (Miroslav Lovric, Olivier Turcotte, and Walter Whiteley); (7) Can We Be Thankful for Mathematics?: Mathematical Thinking and Aboriginal Peoples (Edward Doolittle, Lisa Lunney Borden, and Dawn Wiseman); (8) Beauty in Applied Mathematics (France Caron and Leo Jonker); (9) Noticing and Engaging the Mathematicians in Our Classrooms (Egan J. Chernoff, Eva Knoll, and Ami Mamolo); (10) Emotion, reflexion et action: mathematiques et enseignement / Doing, Feeling, Thinking Mathematics... in Teacher Preparation (Frederic Gourdeau) [Presented in both French and English]; (11) On the Origins of Dynamic Number in the Breakdown of Structural, Metaphoric, and Historic Conceptions of Human Mathematics (Nicholas Jackiw and Nathalie Sinclair); (12) Analysis of Resources Mobilized by a Teacher and Researcher in Designing/Experimenting/Reflecting Upon Modelling Sequences Based on Elementary Combinatorics and Aimed at Introducing 7th Graders to Modelling (Souleymane Barry); (13) Being (Almost) a Mathematician: Teacher Identity Formation in Post-Secondary Mathematics (Mary Beisiegel); (14) Subjective Probabilities Derived from the Perceived Randomness of Sequences of Outcomes (Egan J. Chernoff); (15) Learning to Play with Mathematics Online (Krista Francis-Poscente); (16) Students' Models of the Knowledge to Be Learned About Limits in College-Level Calculus Courses: The Influence of Routine Tasks and the Role Played by Institutional Norms (Nadia Hardy); (17) Making Connections: Network Theory, Embodied Mathematics, and Mathematical Understanding (Elizabeth Mowat); (18) Recovering Mathematics: An Ontological Turn toward Coming to Understand the Teaching of Mathematics with Children (Mary Stordy); (19) Who Teaches the Teachers? Challenging Our Practices (Lorraine Baron); (20) What Does Mathematics Education Have To Do With Climate Change? (Richard Barwell); (21) Construction du sens des objets mathematiques chez les eleves d'un cours de mise a niveau (Analia Berge) [Written in French]; (22) The Study of Resilience in Mathematics Education (Pavneet Braich); (23) What My Students Taught Me About Jim Totten's Geometry Problem in FLM (Elias Brettler); (24) Social Interaction in a Virtual Environment: Fostering Online Communication and Collaboration in Mathematics Education Research (Stephen R. Campbell); (25) Editing Mathematics Teachers' Journals in Canada: Bridging the Gap Between Researchers and Teachers (Sean Chorney, Egan J. Chernoff, and Peter Liljedahl); (26) Reasoning Demands in Mathematics Textbooks (Simon Karuku); (27) Laughing @ Mathematics Education: Exploring Potentials of Online Mathematics Comics (OMC) for Socially Just Pedagogies (Stephen Khan); (28) The Relocation Property (Kim Ledger-Langen); (29) Beyond the Superficial: Procedural Knowledge in University Mathematics (Wes Maciejewski and Ami Mamolo); (30) Inquiry Activities in High School Mathematics: Issues in Authoring Curricular Products (Janelle McFeetors, Ralph Mason, and Elaine Simmt); (31) "I Don't Understand What You Don't Understand!": A Look at the Phenomenon of "Not Understanding" in Mathematics Pedagogic Situations (Ayopo Odunuga); (32) Geometric Reasoning: Developing Habits of Mind (Lydia Oladosu and Olive Chapman); (33) A Performance Assessment Approach to the Evaluation of Mathematics Knowledge for Teaching (Tony Pascuzzo); (34) Teachers' Professional Development by Collaborative Design: Why Does It Work? (Armando P. Preciado); (35) Reducing Abstraction: The Case of Logarithms (Krishna Subedi); (36) Identity of a Learner in an Undergraduate Mathematics Programme (Amanjot Toor); (37) Rapport au savoir et service A.M.I. (Olivier Turcotte) [Written in French]; and (38) Using Mathematical Proof to Enrich Conceptual Knowledge (John Wiest). Three appendixes present: (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 2009 proceedings, see ED529559.]

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.]

This submission contains the Proceedings of the 2008 Annual Meeting of the Canadian Mathematics Education Study Group (CMESG), held at the Universite de Sherbrooke in Sherbrooke, Quebec. 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 panel discussion. Papers include: (1) Art, culture et mathematiques en pays d'Islam (Ahmed Djebbar) [Written in French]; (2) Adolescent Learning and Secondary Mathematics (Anne Watson); (3) Mathematical Reasoning of Young Children (Lynn McGarvey and Joan Moss); (4) Mathematics-in-and-for-Teaching (MifT): The Case of Algebra (Carolyn Kieran, Kathy Kubota-Zarivnij, and John Mason); (5) Mathematics and Human Alienation (David Henderson, John Grant McLoughlin, and Frederic Gourdeau); (6) Communication and Mathematical Technology Use throughout the Post-Secondary Curriculum / Utilisation de technologies dans l'enseignement mathematique postsecondaire (Chantal Buteau, Philipe Etchecopar, and George Gadanidis); (7) Cultures of Generality and their Associated Pedagogies (David Pimm, Nathalie Sinclair, and Immaculate Namukasa); (8) Virtual Problem Solving Opportunities to Meet the Needs of the Net Generation: Knowledge Building, Knowledge Sharing and Being Part of the Community (Viktor Freiman); (9) Towards the 2009 Canadian Mathematics Education Forum (Malgorzata Dubiel, France Caron, and Peter Taylor); (10) Les flocons de neige au service des mathematiques (Marie-Pier Morin) [Written in French]; (11) Innovative Methodology: Pre-Service Secondary Mathematics Teacher Knowledge (Tetyana Berezovski); (12) From Mathematics Learner to Mathematics Teacher: Preservice Teachers' Growth of Understanding of Teaching and Learning Mathematics (Katharine Borgen); (13) Tracking the T.I.P.S. Mathematics Document: Curriculum Negotiation and Professional Development Models (Daniel Jarvis); (14) Investigating "Epistemologically Correct" Experiences of Mathematical Learning / Experiences d'apprentissage mathematique "epistemologiquement correctes": une investigation (Eva Knoll); (15) Communication in Mathematics: A Discourse Analysis of Peer Collaborations (Donna Kotsopoulos); (16) The Nature of Mathematics Students' Questions (Gregory Belostotski); (17) Disrupting (Gifted) Teenagers' Mathematical Identity with Epistemological Messiness (Paul Betts and Laura McMaster); (18) Problem Solving Strategies in the Primary Grades (Michelle Cordy); (19) Recruitment and Retention of Mathematics Students (Laura Fenwick-Sehl, Marcella Fioroni, and Miroslav Lovric); (20) Experiences of Female Undergraduate Mathematics Students (Jennifer Hall); (21) Isn't All Teaching Scaffolding: What Do You Scaffold For? (Eva Knoll and Mary Jane Harkins); (22) Translating Messages from Curriculum Statements into Classroom Practice: Communication in Grade 9 Applied Mathematics (Jill Lazarus); (23) High School Students and Mathematics Homework (Ralph T. Mason); (24) Certainty and Ambiguity: Prolegomena to an Undergraduate Course in Writing and Mathematics (Mircea Pitici); (25) The Complexity of Teacher Concern, Orientation, and Efficacy in Preservice Programs (Jamie Pyper); (26) Enabling In-Service Teacher Professional Development Through Action Research (Natasa Sirotic and Susan Oesterle); and (27) Rupture and Coherence in Advocacy in Public Policy (Mary Cameron, Peter Liljedahl, Frederic Gourdeau, Walter Whitely, and Florence Glanfield). Three appendixes are included: (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. [Abstract modified to meet ERIC guidelines.]

This submission contains the Proceedings of the 2007 Annual Meeting of the Canadian Mathematics Education Study Group (CMESG), held at the University of New Brunswick in Fredricton, 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, working group reports, topic session descriptions, new PhD reports, and summaries of ad hoc sessions and a panel discussion. Papers include: (1) Understanding Abstraction in Mathematics Education: Meaning, Language, Gesture, and the Human Brain (Rafael Nunez); (2) Mathematics Departments, New Faculty, and the Future of Collegiate Mathematics (T. Christine Stevens); (3) Outreach in Mathematics--Activities, Engagement, & Reflection (Veronique Hussin and Eric Muller); (4) Geometry, Space, and Technology: Challenges for Teachers and Students (Shelley Hunter, Donna Kotsopoulos, and Walter Whiteley); (5) The Design and Implementation of Learning Situations (Anna McQuillan, Fernando Hitt, and Luis Radford); (6) The Multifaceted Role of Feedback in the Teaching and Learning of Mathematics (Jerome Proulx and Florence Glanfield); (7) Mathematics Educational Neuroscience: Origins, Activities, and New Opportunities (Stephen R. Campbell); (8) Communicating the Excitement and Beauty of Mathematics (Malgorzata Dubiel); (9) Conception et experimentation de situations didactiques au prescolaire/primaire / Design and Experimentation of Didactical Situations in Kindergarten and Elementary School (Jacinthe Giroux) [Written in French]; (10) Cabri 3D: An Environment for Purposeful Mathematical Activity? (Kate Mackrell); (11) Equity and Opportunities to Learn in Cooperative Mathematical Work (Indigo Esmond); (12) (Elargir les) Connaissances mathematiques des enseignants de mathematiques du secondaire: une etude sur la formation continue / (Enlarging) Secondary-Level Mathematics Teachers' Mathematical Knowledge: An Investigation of Professional Development (Jerome Proulx) [Presented in both French and English]; (13) Un paradigme d'experimentation au laboratoire de sciences pour l'identification et l'optimisation statistique d'un modele algebrique par interaction visuo-graphique (Georges Touma) [Written in French]; (14) What Factors Influence Understanding of Written Arithmetic Problems? (Dominic Voyer); (15) Probabilities / Probabilites (Egan Chernoff and Annie Savard); (16) First Steps toward an Archeology of Gesture in Graphing (Susan Gerofsky); (17) Function Modelling Using Secondary Data from Statistics Canada's E-STAT Database (Jennifer Hall); (18) Explanation and Proof in Mathematics and Mathematics Education (Gilla Hanna, Ella Kaye, and Riaz Saloojee); (19) Exploring Our Embodied Knowing of the Gauss-Bonnet Theorem: Barn-Raising and Endo-Pentakis-Icosi-Dodecahedron (Eva Knoll); (20) Mathematical Biography (John Grant McLoughlin); (21) This Is Mathematics; This Isn't Mathematics; But That... I'm Not So Certain About: The Possible "Emancipation" of Secondary School Mathematics from the Bonds of "Real" Mathematics (Craig Newell); and (22) What Courses Could or Should Mathematics Departments Offer to Graduate Programs in Mathematics Education? (France Caron, Morris Orzech, and Elaine Simmt). Appended are: (1) Working Groups at Each Annual Meeting; (2) Plenary Lecture at Each Annual Meeting; and (3) Proceedings of Annual Meetings. Individual papers contain references, figures, and tables. [Abstract modified to meet ERIC guidelines. For the 2006 proceedings, see ED529562.]

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.]

This submission contains the Proceedings of the 2005 Annual Meeting of the Canadian Mathematics Education Study Group (CMESG), held at the University of Ottawa in Ottawa, 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) Learning Mathematics as Developing Identity in the Classroom (Stephen Lerman); (2) Formative Influences (Jean E. Taylor); (3) Mathematics Education, Society, and Peace (Arthur Powell and A. J. Dawson); (4) Learning Mathematics in the Early Years (pre-K-3) (Ann Anderson, Laurent Theis, and Ruth Dawson); (5) Discrete Mathematics (Leo Jonker and David Lidstone); (6) Socio-Cultural Dimensions of Mathematics Learning (Kathy Nolan and Elaine Simmt); (7) Partition of Integers and Their Reciprocals as Hidden K-12 Mathematics Curriculum (Sergei Abramovich and Peter Brouwer); (8) Mathematiques et musique (Chantal Buteau) [Written in French]; (9) Students' Understanding of the Completeness Property of the Set of Real Numbers (Analia Berge); (10) Study of Two Teaching Approaches Focusing on Spatial Sense with Three Different Profiles of High School Students (Patricia Marchand); (11) Communicating Mathematics Online: The Case of Online Help (Dragana Martinovic); (12) Attending in Mathematics: A Dynamic View about Students' Thinking (Immaculate Kizito Namukasa); (13) Silence and Voice in the Mathematics Classroom (David Wagner); (14) What Can We Learn from Learner-Generated Examples: A Case of Linear Algebra? (Marianna Bogomolny); (15) Reconstructing Foundational Mathematical Knowledge: Experiences of Math-Anxious Elementary Teachers in a Graduate Course (Rina Cohen); (16) Roadkill, Skeletons, and Other Mathematical Metaphors (Julie Long and Gladys Sterenberg); (17) Mathematics in Waldorf Education (John Grant McLoughlin); (18) Using Mathematics as a Source When Creating Metaphors or Images for Teaching and Learning (Joyce Mgombelo and Dave Hewitt); (19) Refining the Canadian Survey Questions for the "Census at School" Survey to Provide Richer Mathematical Learning (Joel Yan, Mary Townsend, and Florence Glanfield); and (20) Undergraduate Students' Errors That May Be Related to Confusing a Set with Its Elements (Kalifa Traore, Caroline Lajoie, and Roberta Mura). 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 2004 proceedings, see ED529563.]

This submission contains the Proceedings of the 2004 Annual Meeting of the Canadian Mathematics Education Study Group (CMESG), held at Universite Laval in Quebec City, Quebec. 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 panel sessions. Papers include: (1) La situation du professeur et les connaissances en jeu au cours de l'activite mathematique en classe (Claire Margolinas) [Written in French]; (2) La personnalite d'Evariste Galois: le contexte psychologique d'un gout prononce pour les mathematiques abstraites (Nicolas Bouleau) [Written in French]; (3) Learner-Generated Examples (Nathalie Sinclair, Anne Watson, and Rina Zazkis); (4) Transition to University Mathematics (Tom O'Shea and Peter Taylor); (5) L'integration de l'application et de la modelisation dans les mathematiques au secondaire et au collegial / Integrating Applications and Modelling in Secondary and Postsecondary Mathematics (France Caron and Eric Muller); (6) Elementary Teacher Education: Defining the Crucial Experiences (Ann Kajander and Jean Dionne); (7) La technologie dans l'enseignement des mathematiques: regard critique sur le discours et la pratique / A Critical Look at the Language and Practice of Mathematics Education (Andre Boileau and Geoffrey Roulet; (8) L'enseignment des probabilities dans les ecoles primaires du Quebec (Renee Caron) [Written in French]; (9) Feedback (Dave Hewitt); (10) Body, Tool, and Symbol: Semiotic Reflections on Cognition (Luis Radford); (11) Standards for Excellence in Teaching Mathematics (Steve Thornton); (12) The AHA! Experience: Mathematical Contexts, Pedagogical Implications (Peter Liljedahl); (13) The Issues of Learning the Equals Sign for Grade 1 Students (Laurent Theis); (14) Measuring the Impact of a Mentor Program (A. J. Dawson); (15) Ten Dimensions of Mathematics Education--A Framework for Improving Mathematics (Douglas McDougall); (16) To JUMP or not to JUMP (Tom Steinke and Stewart Craven); (17) Undergraduate Students' Errors That May Be Related to Confusing a Set with Its Elements (Kalifa Traore, Caroline Lajoie, and Roberta Mura); (18) Expressing Mathematical Fluency (David Wagner); (19) What is Canadian about Canadian Mathematics Education? / La didactique des mathematiques au Canada se distingue-t-elle de ce qui se fait ailleurs dans le monde? (David A. Reid) [Presented in both English and French]; (20) What are the Issues and Problems Facing Mathematical Education in Canada? (Eric Muller); and (21) Unique Features of the Body of Mathematics Education in Canada: A Brief Sketch (Thomas E. Kieren). 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. [Abstract modified to meet ERIC guidelines. For the 2003 proceedings, see ED529558.]

This submission contains the Proceedings of the 2002 Annual Meeting of the Canadian Mathematics Education Study Group (CMESG), held at Queen's University in Kingston, 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 special anniversary sessions. Papers include: (1) Toward a Practice-Based Theory of Mathematical Knowledge for Teaching (Deborah Ball and Hyman Bass); (2) The Experimental Mathematician: The Pleasure of Discovery and the Role of Proof (Jon Borwein); (3) Mathematics and the Arts (Susan Gerofsky, Nathalie Sinclair, and Brent Davis); (4) Philosophy for Children and Mathematics (Richard Pallascio and Elaine Simmt); (5) The Arithmetic/Algebra Interface: Implications for Primary and Secondary Mathematics / Articulation arithmetique/algebre: Implications pour l'enseignement des mathematiques au primaire et au secondaire (Nadine Bednarz and Lesley Lee); (6) Mathematics, the Written and the Drawn (David Pimm and Nick Jackiw); (7) Des cours de mathematiques pour les futurs (et actuels) maitres au secondaire / Types and Characteristics Desired of Courses in Mathematics Programs for Future (and In-Service) Teachers (Walter Whiteley, Peter Taylor, and Harry White) [Presented in both French and English]; (8) High School Mathematics Teachers' Perspectives of Mathematical Word Problems (Olive Chapman); (9) What are Critical Online Experiences for Mathematics Teachers and Students? (George Gadanidis); (10) Socioeconomic Gradients in Mathematics Achievement: Findings for Canada from the Third International Mathematics and Science Study (George Frempong); (11) Light and Shadows (in) Knowing Mathematics and Science (Kathleen Nolan); (12) Supporting Student Efforts to Learn with Understanding: An Investigation of the Use of "JavaSketchpad" Sketches in the Secondary Geometry Classroom (Margaret P. Sinclair); (13) Conceptualizing Limit in Calculus (Why is It Still a Problem?) (Allan Brown); (14) Amplifying Mathematical Intelligence Using Web-Based Interactive Activities (George Gadanidis); (15) Grades 5-6 Teachers' Algebra Teaching Beliefs and Practices (George Gadanidis); (16) Researching the Effect of Interactive Applets in Mathematics Teaching (George Gadanidis); (17) Creativity and the Psychology of Mathematical Invention (Peter Liljedahl); (18) Logical Reasoning and Mathematical Games (Ralph Mason and Janelle McFeetors); (19) Collective Mathematical Thinking (Immaculate Namukasa); (20) Proofs and Refutations on the Web: Mathematics Environments for Grades 7 & 8 (Geoffrey Roulet); (21) Being in a Mathematical Place: Immersion in Mathematical Investigation (David Wagner); (22) Reflections on 25 Years with CMESG (Eric Muller); (23) Reflexions d'un mathematicien sur le GCEDM (Frederic Gourdeau) [Written in French]; (24) A Historical Perspective on Mathematics Education Research in Canada: The Emergence of a Community (Carolyn Kieran); (25) Lessons from the Past, Questions for the Future (Brent Davis); and (26) Lessons from the Past, Questions for the Future: meditation sur theme impose (Roberta Mura) [Written in French]. 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. [Abstract modified to meet ERIC guidelines. For the 2001 proceedings, see ED472094.]

This document contains the proceedings of the 2001 annual meeting of the Canadian Mathematics Education Study Group (CMESG) held at the University of Alberta, May 25-39, 2000. The proceedings consist of two plenary lectures, four working groups, five topic sessions, new Ph.D. reports, an AD Hoc Session, and panel discussions. Papers include: (1) "Mathematics in Action: A Challenge for Social Theorizing" (Ole Skovsmose); (2) "Mathematics, A Living Discipline within Science and Technology" (Christiane Rousseau); (2) "Considering How Linear Algebra is Taught and Learned" (Morris Orzech and Joel Hillel); (3) "Children's Proving" (Lynn Gordon Calvert, Vicki Zack, and Roberta Mura); (4) "Inservice Mathematics Teacher Education" (Douglas McDougall and Olive Chapman); (5) "Where Is the Mathematics?" (John Mason and Eric Muller); (6) "Professional Narratives in Mathematics Teacher Education" (Joao Pedro da Ponte); (7) "From Kindermath to Preservice Education: Some Connections with Content and Student Responses" (Ann Kajander); (8) "Mathematics and Literature I: Cross Fertilization" (Brett Stevens); (9) "Elementary Number Theory: (Some Issues in) Research and Pedagogy" (Rina Zazkis); (10) "Difficultes Liees aux Premiers Apprentissages en Theorie des Groupes" (Caroline Lajoie); (11) "The 'AHA Moment'" (Peter Liljedahl); (12) "Multicultural Math on the Menu" (Irene Percival); and (13) "David Wheeler Memorial Session" (Malgorzata Dubiel and David Pimm). (KHR)

This document contains the proceedings of the annual meeting of the Canadian Mathematics Education Study Group (CMESG) held at the University of Quebec in Montreal, Canada, May 26-30, 2000. The proceedings consist of two plenary lectures, five working groups, four topic sessions, new Ph.D. reports, and panel discussions. Papers include: (1) "Manipulating Combinatorial Structures" (Gilbert Labelle); (2) "The Theoretical Dimension of Mathematics: A Challenge for Didacticians" (Maria Bartolini Bussi); (3) "Mathematics Courses for Prospect Elementary Teachers" (Caroline La Joie and Ed Barbeau); (5) "Crafting an Algebraic Mind: Intersections from History and the Contemporary Mathematics Classroom" (Louis Charbonneau and Luis Radford); (6) "Mathematics Education et Didactique des Mathematiques: Is There a Reason for Living Separate Lives?" (Tom Kieren and Anna Sierpinska); (8) "Teachers, Technologies, and Productive Pedagogy" (David A. Reid and Rosamund Sutherland); (9) "Calculus Reform: A Critical Assessment" (Sylvie Desjardins and Harald Proppe); (10) "A Proof Ought to Explain: A Classroom Teacher-Researcher, a Mathematics Educator, and Three Cohorts of Fifth Graders Seek to Make Meaning of a Non-Obvious Algebraic Equation" (Vicki Zack and David A. Reid); (11) "Assessment for All" (Leigh N. Wood and Geoffrey H. Smith); (12) "Mathematics--By Invitation" (Ralph T. Mason); (13) "Math Central: An Internet Service for Teachers and Students" (Mhairi (Vi) Maeers and Harley Weston); (14) "Mathematical Conversations within the Practice of Mathematics" (Lynn Gordon Calvert); (15) "The Word Problem as Genre in Mathematics Education" (Susan Gerofsky); (16) "How Visual Perception Justifies Mathematical Thought" (Dennis Lomas); (17) "Folding Back and Growing Mathematical Understanding" (Lyndon Martin); (18) "La Place et les Fonctions de la Validation Chez les Futures Enseignants des Mathematiques au Secondaires" (Claudine Mary); (19) "Mathematics Knowing in Action: A Fully Embodied Interpretation" (Elaine Simmt); (20) "Pourquoi Enseigner les Mathematiques a Tous?" (Bernard R. Hodgson); (21) "Why Teach Mathematics to Everyone?" (Bernard R. Hodgson); (22) "Why Teach Mathematics to All Students?" (Sandy Dawson); (23) "Why Teach Mathematics to All Students?" (Brent Davis); and (24) "Why Teach Mathematics to Everyone?" (Nadine Bednarz). (KHR)

This document contains the proceedings of 1999 annual meeting of the Canadian Mathematics Education Study Group (CMESG). Papers include: (1) "Mathematics Lecture I: The Impact of Technology on the Doing of Mathematics" (Jonathan Borwein); (2) "Mathematics Lecture II: The Decline and Rise of Geometry in 20th Century North America" (Walter Whiteley); (3) "Mathematics Lecture III: Industrial Mathematics for the 21st Century" (William F. Langford); (4) "Didactique Lecture I: Learning to Understand Mathematics Teacher Development and Change, Researching Resource Availability and Use in the Context of Formalized INSET in South Africa" (Jill Adler); (5) "Didactique Lecture II: An Archaeology of Mathematical Concepts: Sifting Languages for Mathematical Meanings" (Bill Barton); (6)"Information Technology and Mathematics Education: What's Out There and How Can We Use It?" (Nathalie Sinclair, Dragana Martinovic, Margaret Sinclair, and Lynda Colgan); (7) "Applied Mathematics in the Secondary School Curriculum" (Gord Doctorow and Claude Gaulin); (8) "Elementary Mathematics" (Ann Anderson and Louise Poirier); (9) "Teaching Practices and Teacher Education" (Norma Evans, Linda Gattuso, and Tom O'Shea); (10) "Amusing About Aesthetics And mAthematics" (William Higginson); (11) "Report on the ICMI Study on University Mathematics" (Joel Hillel); (12) "A Course on Visualization" (Walter Whiteley); (13) "Encouraging Expert-Like Thinking in Mathematics" (Rick Seaman); (14) "The Impact Mathematics In-Service Project: Case Studies at One Research Site" (Ann Kajander); (15)"Improving the Quality of In-Service Teacher Education in Sri Lanka" (Kanthi Jayasundera); (16) "Math Central" (Vi Maeers and Harley Weston); (17) "Large Scale Performance-Based Assessment in Ontario" (Mary Lou Kestell); (18) "What is Mathematical Meaning?" (Olive Chapman); (19) "Cleansing the Mathematical Palette: Metaphors as Scaffolds for Higher Order Thinking" (George Gadanidis); (20) "Between-Methods Triangulation: Is it Possible?" (Kgomotso G. Garegae-Garekwe); (21) "Linear Algebra as a Distance Course" (Asuman Oktac); (22) "New Faculty Teaching at York (1999-2000)" (Pat Rogers); (23) "Learning to Teach Mathematics through Math Letter Exchanges with Fourth Graders" (Sandra Crespo); (24) "Exploring Students' Perceptions of Mathematics through the Context of an Undergraduate Problem Solving Course" (John Grant McLoughlin); and (25) "Teachers' Interventions and the Growth of Students' Mathematical Understanding" (Jo Towers). (ASK)

This proceedings includes the following papers: (1) "Structure of Attention in Teaching Mathematics" (John Mason); (2) "Communicating Mathematics or Mathematics Storytelling" (Kathy Heinrich); (3) "Assessing Mathematical Thinking" (Florence Glanfield and Pat Rogers); (4) "From Theory to Observational Data (and Back Again)" (Carolyn Kieran and Jo Towers); (5) "Bringing Ethnomathematics into the Classroom in a Meaningful Way" (Kgomotso Garegae-Garekwe); (6) "Mathematical Software for the Undergraduate Curriculum" (Frederic Gourdeau, Michael B. Monagan, and Joel Hillel); (7) "Professional Development for Preservice Mathematics Teachers" (Nadine Bednarz and Linda Gattuso); (8) "How Does the Achievement of Canadian Students Compare to That of Students in Other Countries?" (David Robitaille); (9) "The Commonsense of Teaching" (David Wheeler); (10) "A Look at the Conference Logo" (Klaus Hoechsmann); (11) "Preservice Primary Teachers' Beliefs about Mathematics and Levels of Cognitive Functioning" (Sandra Frid); (12) "Where Do I Want Students' Attention? And What Can I Do To Affect Their Attention?" (Dave Hewitt); (13) "Impact Math: A Mathematics Reform Project for Ontario Grade 7 and 8 Teachers" (Doug McDougall); (14) "A Man Left Albuquerque Heading East: Word Problems as Foundational Narrative in Mathematics Education" (Susan Gerofsky); (15) "Learning Algebra Personally" (Ralph Mason); (16) "Exemplary Mathematics Teachers: Subject Conceptions and Instructional Practices" (Geoffrey Roulet); (17) "Recognizing and Supporting Children's Conceptions of Number" (Heather Kelleher); and (18) "Learning to Teach Prospective Teachers: A Teacher Educator's View" (Cynthia Nicol). (ASK)

This document contains the proceedings of the annual meeting of the Canadian Mathematics Education Study Group. Papers include: (1) "What Does It Really Mean To Teach Mathematics through Inquiry?" (Raffaella Borasi); (2) "The High School Math Curriculum" (Peter Taylor); (3) "Triple Embodiment: Studies of Mathematical Understanding-in-Inter-action in My Work and in the Work of CMESG/GCEDM" (Thomas E. Kieren); (4) "Awareness and Expression of Generality in Teaching Mathematics" (Louis Charbonneau and John Mason); (5) "Communicating Mathematics" (Douglas Franks and Susan Pirie); (6) "The Crisis in School Mathematics Content" (Malgorzata Dubiel and David Reid); (7) "Abstract Algebra: A Problems-centered and Historically Focused Approach" (Israel Kleiner); (8) "Algebraic Understanding" (Lesley Lee); (9) "Students' Explanations in Linear Algebra" (Tommy Dreyfus); (10) "Mathematics Teaching--How It Could Be Done" (George Kondor); (11) "Mathematics Teachers' Needs in Dynamic Geometric Computer Environments: In Search of Control" (Douglas McDougall); (12) "Teachers Taking Action: Using the National Mathematics Profile To Improve Teaching and Learning" (Sandra Frid); (13) "Materials To Stimulate Mathematical Thinking at the Elementary Level--A Progress Report on the Kindermath Project" (Ann Kajander); (14) "Tomorrow's Mathematics Classroom: A Vision of Mathematics Education" (Gary Flewelling, Bill Higginson, Geoff Roulet and Peter Taylor); (15) "A Model for the Development of Algebraic Thinking" (Mohamed Mosaad Nouh); (16) "Working towards Curriculum Renewal in Undergraduate Mathematics" (Sandra Frid and Joanne Tims Goodell); (17) "A Conjecture on the History of Mathematical Word Problems: Were the Word Problems Ever Practical?" (Susan Gerofsky); (18) "Desperately Seeking Something: Dilemmas Surrounding the Interpretation of Teachers' Interventions" (Jo Towers); (19) "Scarborough Review of Grade 12 Mathematics" (Lynda Colgan, Peter Harrison and Clara Ho); and (20) "Teaching of Graph Theory for High School and College" (Abraham Bar-Shlomo Turgman). (ASK)

These conference proceedings include two invited lectures, three working group reports, three topic group reports, two Ad Hoc group reports, a round table report, a list of participants, and a list of previous proceedings. The invited lectures were: "Values in Mathematics Education" (Ubiratan D'Ambrosio) and "Remarks on Understanding in Mathematics" (Anna Sierpinska). The topics of the working group reports were: (1) Fractal Geometry and Chaos for High Schools (Ron Lewis and Brian Kaye); (2) The NCTM Standards and the Canadian Reality (Tom Kieren and George Gadanidis); and (3) A Cognitive Matrix Describing the Understanding of Early Multiplication (Nicolas Herscovics, Jacques Bergeron, Candice Beattys, and Nicole Nantais). The topic groups dealt with: the evaluation of student achievement in the Toronto Board of Education Benchmarks Programme, experiences using the computer software "Maple" (Joel Hillel, Lesley Lee, Robert Benjamin, Pat Lytle, and Helena Osana), and the Simon Fraser joint master's program for mathematics and education (Harvey Gerber). The ad hoc groups reported on the development of student understanding of functions (Steve Monk) and fractalicious structures and probable events (Brian Kaye). The Round Table report on the future of mathematical curricula in light of technical advances was moderated by Bernard Hodgson and Eric Muller, and featured panelists Harold Brochmann, Sandy Dawson, Gary Flewelling, and Israel Weinzweig. Appended are lists of proceedings participants and of previous proceedings available through the Educational Resources Information Center (ERIC). (MDH)

These conference proceedings include two invited lectures, four working group reports, five topic group reports, a list of participants, and a list of previous proceedings. The invited lectures were: "Teaching Mathematical Proof: Relevance and Complexity of a Social Approach" (Nicolas Balacheff) and "Geometry Is Alive and Well!" (Doris Schattschneider). The topics of the working group reports were: (1) using LOGO-based software (Benoit Cote, Sandy Dawson); (2) using the Computer Algebra Systems (Eric Muller, Stan Devitt); (3) aspects of communication and other functions of language used in mathmematics (David Pimm); and (4) using research methods of mathematical conceptions based on constructivism (Rafaella Borasi, Claude Janvier). The topic groups dealt with: computer uses in the elementary classroom (W. George Cathcart); constructions of fundamental mathematical concepts and the kindergartner's construction of natural numbers (Jacques Bergeron, Nicolas Herscovics); multicultural influences (Linda Davenport); meaning of grades assigned by teachers (Rose Traub et al.); and a discussion (not presented in this document) of the results of the 1988 International Assessment of Educational Progress Study (Dennis Raphael). Appended are lists of proceedings participants and of previous proceedings available through ERIC. (YP)

These papers from the fifth annual meeting of the Canadian Mathematics Education Study Group are organized similarly to the meeting, presenting materials from the lectures, working groups, special groups, and panel groups, as well as ad hoc groups. Iverson delivered one lecture on computer programming, stressing the place of APL, while Kilpatrick lectured on theoretical and methodological reasons why research in mathematics education has made little impact on classrooms so far. Working group reports concerned research and the classroom, computer education for teachers, issues in the teaching of calculus, and revitalizing mathematics in teacher education courses. Special groups reported on the place of geometry in the elementary school and an example of mathematics, the Rubik cube. Panels considered mathematics and language, and the relationship of history and the teaching of mathematics. In the appendix are reports from individual members of the working groups and panel groups, concerning a variety of mathematics education topics. (MNS)

Papers from the eighth annual meeting of the Canadian Mathematics Education Study Group are presented, beginning with a lecture by Alan Bishop on "The Social Construction of Meaning--A Significant Development for Mathematics Education." Also included are reports of four working groups: "LOGO and the Mathematics Curriculum" (Dale Burnett and William Higginson); "The Impact of Research and Technology on School Algebra Curricula" (Carolyn Kieran and Thomas Kieren); "Epistemology and Mathematics" (Maurice Belanger and David Wheeler); and "Visual Thinking in Mathematics" (Tony Thompson and John Mason). A panel of speakers (David Alexander, Michael Silbert, Dale Drost, and Claude Gaulin) discussed the general trends of current curriculum reforms in school systems in three Canadian provinces. The discussion of a second panel (Peter Taylor, John Poland, and Keith Geddes) on the impact of computers on undergraduate mathematics is briefly summarized. Subjects included conclusions of a report based on earlier Study Group discussions, a college's commitment to the use of computers in first-year courses, and the use of software for the exact manipulation of matrices and functions. A digest of a paper by George Davis, "A Microcomputer for Every Student," is appended. Also included are accounts of two courses with a historical flavor: "Famous Problems in Mathematics: An Outline of a Course" by Israel Kleiner and "Intellectual Respectability--A Historical Approach" by Abe Schenitzer. A list of participants concludes the document. (MNS)

These conference proceedings include two invited lectures, four working group reports, seven reports from topic groups, one ad hoc presentation paper, a list of participants and a list of previous proceedings. The invited lectures were: "Mathematics Education and Technology" (Christine Keital); and "All One System" (Lynn A. Steen). The working group areas were concerned with techer education, natural learning and mathematics, using software for geometrical investigation, and remedial teaching of mathematics. The topic groups addressed working on culture and mathematics education, the use of computers in undergraduate mathematics service courses, a model for the study of mathematical problem solving, mathematical exposition and writing, the Perry development scheme and its implications, the power of mathematical autobiography, and what or how teachers teach mathematics in school. "A Talk on the Conference 'Women Do Math'" (Tasoula Berrgren) was presented in an ad hoc session. (YP)

The papers in this document follow the order of the meeting and consist of two guest lecturers and reports from four working groups; two topic group presentations are noted but not included. One lecture, delivered by Peter Hilton, discusses the nature of mathematics today and implications for mathematics teaching, while, in the other paper, Stephen I. Brown explores the nature of problem generation in the mathematics curriculum. Working group reports concern statistical thinking, training in diagnosis and remediation for teachers, mathematics and language, and the influence of computer science on the undergraduate mathematics curriculum. Topic groups heard presentations by Daniel Kahneman on intuitions and fallacies in reasoning about probability and by Tom Kieren on mathematics curriculum development in Canada. A list of participants is given. (MNS)

These proceedings contain lectures concerned with problem solving, applications of undergraduate mathematics, and aspects of current research in mathematics. The four working groups considered: (1) the role of feelings in learning mathematics; (2) the problem of rigor in mathematics teaching; (3) microcomputers in teacher education; and (4) the role of microcomputers in developing statistical thinking. Additionally, the two topic groups considered natural language and mathematics in human evolution and gender differences in learning outcomes on the Second International Mathematics Study. (PK)

These conference proceedings include three invited lectures, a panel discussion, three working group reports, two reports from topic groups and a participant list. The invited lectures include a discussion of the impact of calculators on the calculus curriculum (Herbert S. Wilf); a consideration of the role of misconceptions in learning mathematics (Pearla Nesher); and an address on the limits of rationality (David Wheeler). The working group areas were concerned with methods courses for secondary teacher education, the problem of formal reasoning in undergraduate mathematics, and small group work in the classroom. The topic groups addressed working in a remedial college situation and motivation theory in pre-service teacher education. (PK)

This conference proceedings includes two plenary lectures by Celia Hoyles and David Henderson. Papers from working groups deal with teacher growth, dynamic algebra, and the role of proof in post-secondary education. Topic sessions from the conference examine problems, puzzles, and games; the relationships among parents, children, and mathematics; the Internet and mathematics education; and a problem solving approach to teaching. Mathematics enrichment in a non-school setting, an exploration of students' mathematical talk, and a discussion of the whole math curriculum are topics examined in the ad hoc sessions. The proceedings of one panel on who controls curriculum are also included. (DDR)

These proceedings contain the papers presented at the 1995 annual meeting of the Canadian Mathematics Education Study Group. Papers are organized into four sections: (1) plenary lectures; (2) working groups; (3) topic sessions; and (4) ad hoc sessions. Papers include: (1) "The Role of Epistemology in the Analysis of Teaching/Learning Relationships in Mathematics Education" (Michele Artigue); (2) "Teaching and Making it Count" (Kenneth Millett); (3) "Autonomy and Authority in the Design and Conduct of Learning Activity" (Gary Flewelling and Mhairi Maeers); (4) "Expanding the Conversation: Trying To Talk about What Our Theories Don't Talk about" (Brent Davis and Ralph T. Mason); (5) "Factors Affecting the Transition from High School To University" (John Poland, Pat Rogers, and Walter Whiteley); (6) "Geometric Proofs and Knowledge without Axioms" (David Henderson and David Pimm); (7) "Building Community: Exploring the Potential in a Local Mathematics Context" (Douglas R. Franks); (8) "Criticalmathematics: Observations on Its Origins and Pedagogical Purposes" (Arthur B. Powell); (9) "Women and Change: Examining the Voices of Reluctant Mathematics Learners" (Dorothy Buerk); (10) "Reshuffling the Baggage" (John Grant McLoughin); (11) "Enacting a Chaos Theory Curriculum through Computer Interactions" (Judy M. Iseke-Barns); (12) "Writing To Learn High School Mathematics and Conceptual Growth" (Gordon Doctorow); (13) "Using Analogies To Overcome Probability Misconceptions" (Gerald R. Fast); (14) "The Efficacy of an Elementary Mathematics Methods Course in Changing Preservice Elementary Teachers' Mathematics Anxiety" (Grace Lynch); (15) "Listening To Reason: An Inquiry in Mathematics Teaching-A Report of My Doctoral Research" (Brent Davis); (16) "Computer Explorations: Math Courses at Simon Fraser University" (Tasoula Berggren); (17) "A Linguistic View of Mathematical Word Problems" (Susan Gerofsky); and (18) "Rigor in Calculus and Teaching of Calculus" (Marina Padamadan). Appendices include working groups at each annual meeting, plenary lectures, previous proceedings, and a list of participants. (JRH)

These proceedings contain papers from the 1994 annual meeting of the Canadian Mathematics Education Study Group. Papers are divided into the following sections: (1) invited lectures; (2) working groups; (3) topic groups; (4) ad hoc groups; and (5) reports on ICMI (International Committee on Mathematical Instruction) studies. Papers include: (1) "Understanding = Doing + Seeing" (Anna Sfard); (2) "A Collegiate Mathematical Experience for Non-Science Majors" (Keith Devlin); (3) "Theories and Theorizing in Mathematics Education" (Thomas Kieren and Olive Chapman); (4) "Popularizing Mathematics" (Bernard Hodgson and Eric Muller); (5) "Preservice Teachers as Purposeful Learners: Issues of Enculturation" (George Gadanidis and Anita Losasso); (6) "Les didacticiens et les didacticiennes des mathematiques au Canada: Un portrait de famille" (Roberta Mura); (7) "A Look at Current Software Designed To Provide Different Representations of Functions" (Pat Lytle); (8) "Math in the Mall, the SFU (Simon Fraser University) Experience" (Malgorzata Dubiel); (9)"'Booking,' a Non-Traditional Approach to the Teaching of Mathematics in the Transition Years" (Gary Flewelling); (10) "Student-Teachers' Conceptions of Mathematics: What They Are and How They Are Formed" (R. Geoffrey Roulet); (11) "'Can We Follow What We Preach?' Teaching According to Constructivist Principles" (Uri Leron); (12) "Enacting a Chaos Theory Curriculum" (Judy Barnes); (13) "Mathematical Modelling" (Don Kapoor); (14) "Asian, American, and Albertan Mathematics Comparisons" (Sol Sigurdson); (15) "Conference on Gender and Mathematics Education" (Gila Hanna); and (16) "What Is Research in Mathematics Education and What Are Its Results?" (Anna Sierpinska). Appendices contain lists of participants and previous proceedings. (JRH)

These proceedings contain papers presented at the 1993 annual meeting of the Canadian Mathematics Education Study Group. Papers are presented in four sections: (1) invited lectures; (2) working groups; (3) topic groups; and (4) ad hoc groups. Papers include: (1) "What is a Square Root? A Study of Geometrical Representation in Different Mathematical Traditions" (George Gheverghese Joseph); (2) "Forging a Revised Theory of Intellectual Development: Piaget, Vygotsky and Beyond" (Jere Confrey); (3) "Research in Undergraduate Teaching and Learning in Mathematics" (Joel Hillel & Anna Sierpinska); (4) "New Ideas in Assessment" (David Robitaille, Cynthia Nicol, and Heather Kelleher); (5) "Computers in the Classroom: Mathematical and Social Implications" (Geoffrey Roulet and Lars Jansson); (6) "Gender and Mathematics" (Lesley Lee); (7) "Training Pre-Service Teachers for Creating Mathematical Communities in the Classroom" (LaDonna MacRae and Thomas Schroeder); (8) "Connected Knowledge in Prospective Secondary Mathematics Teachers" (Eric Wood); (9) "Narrative Inquiry in Mathematics Teacher Development" (Olive Chapman); (10) "Competences Spatiales Geometriques chez de Jeunes Quebecois du Nord (Inuit) et du Sud" (Richard Pallascio and Richard Allaire); (11) "Projet d'Auto-apprentissage Informatise" (Bernard Vanbrugghe); (12) "Teaching and Learning University Level Mathematics: Perspectives of a Mathematics Educator" (Mary L. Crowley); (13) "Windows and Mirrors: Metaphors for Computer Screens" (David Pimm); and (14) "Pre-Formal, Formal, and Formulaic Proving" (David Reid). Appendices contain lists of participants and previous proceedings. (JRH)

The proceedings report is divided into four sections that include: (1) two invited lectures by Colette Laborde and James Kaput on the topics of students' reading and writing of mathematics and an allegory in which writing is introduced into a technology-based mathematical society; (2) working group reports on the topics of fractal geometry in the curriculum, the socio-cultural aspects of mathematics, the role of technology in understanding mathematics as presented in nine appendices, and the implications constructivism has for the teacher; (3) topic group reports on the analysis of peer discussions in mathematics classes and their effects on pupil learning, children's behavior and thinking about partitioning, using software to develop pupil's probabilistic and statistical thinking, and discussion of the meaning of critical mathematics education; and (4) an ad hoc group report that discuss a constructivist approach to mathematics education. Appendices include lists of the conference participants and the ERIC document numbers for previous proceedings, and the paper "Our Theories, Ourselves" by Linda Brandau. (MDH)