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Herbel-Eisenmann, Beth; Sinclair, Nathalie; Chval, Kathryn B.; Clements, Douglas H.; Civil, Marta; Pape, Stephen J.; Stephan, Michelle; Wanko, Jeffrey J.; Wilkerson, Trena L. – Journal for Research in Mathematics Education, 2016

The NCTM Research Committee identifies key influences on mathematics education that are largely outside the domain of the academic world in which most mathematics education researchers live. The groups that are identified--including the media, companies and foundations, and other academic domains--affect the public's perception of mathematics and…

Descriptors: Mathematics Education, Mathematics, Story Telling, Educational Researchers

Sinclair, Nathalie; Bartolini Bussi, Maria G.; de Villiers, Michael; Jones, Keith; Kortenkamp, Ulrich; Leung, Allen; Owens, Kay – ZDM: The International Journal on Mathematics Education, 2016

This survey on the theme of Geometry Education (including new technologies) focuses chiefly on the time span since 2008. Based on our review of the research literature published during this time span (in refereed journal articles, conference proceedings and edited books), we have jointly identified seven major threads of contributions that span…

Descriptors: Geometry, Mathematics Education, Literature Reviews, Educational Theories

de Freitas, Elizabeth; Sinclair, Nathalie – Educational Studies in Mathematics, 2013

In this paper we study the mathematical body as an assemblage of human and non-human mathematical concepts. We argue that learners' bodies are always in the process of becoming assemblages of diverse and dynamic materialities. Following the work of the historian of science Karen Barad, we argue that mathematical concepts must be considered dynamic…

Descriptors: Mathematics Education, Mathematical Concepts, Mathematics, Mathematics Instruction

Crespo, Sandra; Sinclair, Nathalie – Journal of Mathematics Teacher Education, 2008

School students of all ages, including those who subsequently become teachers, have limited experience posing their own mathematical problems. Yet problem posing, both as an act of mathematical inquiry and of mathematics teaching, is part of the mathematics education reform vision that seeks to promote mathematics as an worthy intellectual…

Descriptors: Mathematics Education, Preservice Teacher Education, Mathematics Teachers, Preservice Teachers

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

Rodney, Sheree; Rouleau, Annette; Sinclair, Nathalie – Canadian Journal of Science, Mathematics and Technology Education, 2016

Public perception about mathematics education is developed and sustained by the Canadian news media. Our goal is to understand better the nature of this public discourse by identifying what is being communicated and how it is presented. We examine a data corpus of 71 online national newspaper articles (published between 2013 and 2015, a period…

Descriptors: Foreign Countries, Public Opinion, Mathematics Education, News Media

Rhythm in Number: Exploring the Affective, Social and Mathematical Dimensions of Using "TouchCounts"

Sinclair, Nathalie; Chorney, Sean; Rodney, Sheree – Mathematics Education Research Journal, 2016

In this paper, we investigate the mathematical, social and affective nature of children's engagement with "TouchCounts," a multitouch application for counting and doing arithmetic. In order to study these dimensions of engagement in a way that recognizes their fundamental intertwinement, we use rhythm as a primary unit of analysis.…

Descriptors: Courseware, Arithmetic, Computation, Elementary School Students

de Freitas, Elizabeth; Sinclair, Nathalie – Educational Studies in Mathematics, 2012

In this paper, we use the work of philosopher Gilles Chatelet to rethink the gesture/diagram relationship and to explore the ways mathematical agency is constituted through it. We argue for a fundamental philosophical shift to better conceptualize the relationship between gesture and diagram, and suggest that such an approach might open up new…

Descriptors: Phenomenology, Semiotics, Correlation, Schemata (Cognition)

Sinclair, Nathalie; Watson, Anne; Zazkis, Rina; Mason, John – Journal of Mathematical Behavior, 2011

This paper elaborates the notion of a personal example space as the set of mathematical objects and construction techniques that a learner has access to as examples of a concept while working on a given task. This is different from the conventional space of examples that is represented by the worked examples and exercises in textbooks. We refer to…

Descriptors: Mathematics Education, Educational Resources, Models, Evidence

Sinclair, Nathalie; Heyd-Metzuyanim, Einat – Technology, Knowledge and Learning, 2014

In this paper we describe a touchscreen application called "TouchCounts," which is designed to support the development of number sense in the early years. We first provide an a priori analysis of its affordances. Then, using Sfard's communicational approach, augmented by a focus both on the role of the body--particularly the fingers…

Descriptors: Preschool Children, Mathematical Concepts, Females, Computer Oriented Programs

Sinclair, Nathalie; Crespo, Sandra – Teaching Children Mathematics, 2006

This article describes ways in which technology-supported mathematical investigation can engage students with substantive mathematics. It focuses particularly on the ways in which the NCTM Process and Content Standards for the elementary grades can be supported by the use of interactive software such as The Geometer's Sketchpad. (Contains 6…

Descriptors: Educational Technology, Mathematics Instruction, Teaching Methods, Standards

Sinclair, Nathalie – Mathematical Thinking and Learning: An International Journal, 2004

Mathematicians have long claimed that the aesthetic plays a fundamental role in the development and appreciation of mathematical knowledge. To date, however, it has been unclear how the aesthetic might contribute to the teaching and learning of school mathematics. This is due in part to the fact that mathematicians' aesthetic claims have been…

Descriptors: Mathematics Education, Mathematics Instruction, Inquiry, Aesthetics

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Schiralli, Martin; Sinclair, Nathalie – Educational Studies in Mathematics, 2003

Reviews the Lakoff and Nunez's book, "Where Mathematics Comes From: How the Embodied Mind Brings Mathematics into Being (2000)," which provided many mathematics education researchers with a novel and startling perspective on mathematical thinking. Suggests that several of the book's flaws can be addressed through a more rigorous establishment of…

Descriptors: Cognitive Processes, Concept Formation, Constructivism (Learning), Elementary Secondary Education

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

Healy, Lulu; Sinclair, Nathalie – International Journal of Computers for Mathematical Learning, 2007

This paper sets out to examine how narrative modes of thinking play a part in the claiming of mathematical territories as our own, in navigating mathematical landscapes and in conversing with the mathematical beings that inhabit them. We begin by exploring what constitutes the narrative mode, drawing principally on four characteristics identified…

Descriptors: Mathematics Instruction, Personal Narratives, Mathematical Concepts, Educational Technology

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