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Sinclair, Nathalie; Ferrara, Francesca – For the Learning of Mathematics, 2021
In this article, we explore Whitehead's claim that experience is fundamentally affective. We do so in the context of an Italian primary school classroom featuring the use of the multitouch application "TouchCounts." We study the way in which the children and the iPad take each other up and the meanings of number and arithmetic that…
Descriptors: Educational Technology, Technology Uses in Education, Handheld Devices, Telecommunications
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Sinclair, Nathalie – Canadian Journal of Science, Mathematics and Technology Education, 2020
In this paper, I look over the past 20 years of articles in this journal in light of some potential directions for the future. In particular, I examine the way in which some of the local specificities of a Canadian journal relate to more global issues of educational research; I consider the relation between mathematics, science and technology as…
Descriptors: Foreign Countries, Periodicals, Journal Articles, STEM Education
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Sinclair, Nathalie; Chorney, Sean; Günes, Canan; Bakos, Sandy – ZDM: Mathematics Education, 2020
Many studies have documented the challenges facing teachers who use digital technologies in their classrooms. This is especially true for digital technologies that offer new models or representations of school mathematics concepts. In this article, we report on a collaboration between teachers and researchers around the use of a novel touchscreen…
Descriptors: Computer Oriented Programs, Educational Technology, Computer Assisted Instruction, Mathematics Instruction
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Baccaglini-Frank, Anna; Carotenuto, Gemma; Sinclair, Nathalie – ZDM: The International Journal on Mathematics Education, 2020
Research has highlighted the potential of digital technology to support the development of children's number sense abilities. However, the main focus of such research has been on apps affording directed interactions, where only one solution strategy is available, and it has targeted mostly cardinality. Little is known, in these terms, about task…
Descriptors: Preschool Children, Mathematics Skills, Numeracy, Number Concepts
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Coles, Alf; Sinclair, Nathalie – Canadian Journal of Science, Mathematics and Technology Education, 2019
In this article, we question the prevalent assumption that teaching and learning mathematics should always entail movement from the concrete to the abstract. Such a view leads to reported difficulties in students moving from manipulatives and models to more symbolic work, moves that many students never make, with all the implications this has for…
Descriptors: Mathematics Education, Mathematics Instruction, Mathematical Concepts, Manipulative Materials
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Williams-Pierce, Caro; Plaxco, David; Reimer, Paul N.; Simpson, Amber; Orrill, Chandra Hawley; Burke, James P.; Sinclair, Nathalie; Guyevskey, Victoria; Ellis, Amy B.; Dogan, Muhammed F. – North American Chapter of the International Group for the Psychology of Mathematics Education, 2019
Mathematical play has a fairly short history, with strong roots further back in time (e.g., Papert, Montessori), and understanding the role of mathematical play from early childhood to adulthood is, as yet. unmapped. This working group will build on the success of last year's working group and continue to provide a community space to explore and…
Descriptors: Mathematics Instruction, Play, Mathematics Activities, Age Differences
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Coles, Alf; Sinclair, Nathalie – Educational Studies in Mathematics, 2019
In this paper, we propose a way of thinking about ritual that is new to mathematics education research and that challenges the more common approaches to ritual that dichotomise thinking and acting. We argue for a material, monist conceptualisation of ritual, which we refer to as ritualisation. In the context of early number work, we show that…
Descriptors: Repetition, Rote Learning, Mathematics Education, Numbers
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Sinclair, Nathalie; de Freitas, Elizabeth – ZDM: The International Journal on Mathematics Education, 2019
This paper offers a survey of body studies in mathematics education. Building on earlier insights about the 'embodied mind', which focused primarily on individual, intact bodies, we focus on recent work that elaborates bodies as distributed and extended and fully implicated in socio-material ecologies of learning. The aim of this article is to map…
Descriptors: Human Body, Mathematics Education, Educational Trends, Systems Approach
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Mikulan, Petra; Sinclair, Nathalie – ZDM: The International Journal on Mathematics Education, 2019
The growing number of interpretive lenses used in mathematics education research are often seen in terms of either/or, such as the individual or the social, the discursive or the bodily, the classroom interactive or the neurological events, the humanist or the post-humanist. We propose stratigraphy as a research (meta-)method that is conjunctive…
Descriptors: Mathematics Education, Educational Research, Research Methodology, Young Children
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Sinclair, Nathalie; Patterson, Margaret – Mathematical Thinking and Learning: An International Journal, 2018
The goal of this paper is to explore dynamic geometry environments (DGE) as a type of computer programming language. Using projects created by secondary students in one particular DGE, we analyse the extent to which the various aspects of computational thinking--including both ways of doing things and particular concepts--were evident in their…
Descriptors: Mathematics Instruction, Programming, Computation, Thinking Skills
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de Freitas, Elizabeth; Sinclair, Nathalie – Canadian Journal of Science, Mathematics and Technology Education, 2018
Human reasoning about and with uncertainty is often at odds with the principles of classical probability. Order effects, conjunction biases, and sure-thing inclinations suggest that an entirely different set of probability axioms could be developed and indeed may be needed to describe such habits. Recent work in diverse fields, including cognitive…
Descriptors: Mathematical Models, Mathematical Concepts, Probability, Thinking Skills
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Bruce, Catherine D.; Davis, Brent; Sinclair, Nathalie; McGarvey, Lynn; Hallowell, David; Drefs, Michelle; Francis, Krista; Hawes, Zachary; Moss, Joan; Mulligan, Joanne; Okamoto, Yukari; Whiteley, Walter; Woolcott, Geoff – Educational Studies in Mathematics, 2017
This paper finds its origins in a multidisciplinary research group's efforts to assemble a review of research in order to better appreciate how "spatial reasoning" is understood and investigated across academic disciplines. We first collaborated to create a historical map of the development of spatial reasoning across key disciplines…
Descriptors: Educational Research, Spatial Ability, Network Analysis, Intellectual Disciplines
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Sinclair, Nathalie – North American Chapter of the International Group for the Psychology of Mathematics Education, 2017
In this paper I take up the questions posed by the conference organisers with respect to what we have learned and where we are going in technology-based research in mathematics education research. I begin by troubling the metaphors of crossroads and intersections and argue--through a wide range of considerations in relation to past research, to…
Descriptors: Mathematics Education, Educational Research, Technology Uses in Education, Conferences (Gatherings)
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Francis, Krista; Bruce, Cathy; Davis, Brent; Drefs, Michelle; Hallowell, David; Hawes, Zachary; McGarvey, Lynn; Moss, Joan; Mulligan, Joanne; Okamoto, Yukari; Sinclair, Nathalie; Whiteley, Walter; Woolcott, Geoff – Canadian Journal of Science, Mathematics and Technology Education, 2017
Spatial reasoning plays a vital role in choice of and success in science, technology, engineering, and mathematics (STEM) careers, yet the topic is scarce in grade school curricula. We conjecture that this absence may be due to limited knowledge of how spatial reasoning is discussed and engaged across STEM professions. This study aimed to address…
Descriptors: Children, Robotics, Coding, Spatial Ability
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Pepin, Birgit; Choppin, Jeffrey; Ruthven, Kenneth; Sinclair, Nathalie – ZDM: The International Journal on Mathematics Education, 2017
In this conceptual review paper we draw on recent literature with respect to digital curriculum resources (DCR); we briefly outline and explain selected theoretical frames; and we discuss issues related to the design, and the use (by teachers and students) of digital curricula and e-textbooks in mathematics education. The results of our review…
Descriptors: Mathematics Education, Summative Evaluation, Formative Evaluation, Teacher Student Relationship
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