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CANADIAN MATHEMATICS EDUCATION

STUDY GROUP

GROUPE CANADIEN DÉTUDE EN DIDACTIQUE

DES MATHÉMATIQUES

PROCEEDINGS / ACTES

2016 ANNUAL MEETING /

RENCONTRE ANNUELLE 2016

Kingston, Ontario

June 3 June 7, 2016

EDITED BY:

Susan Oesterle, Douglas College

Darien Allan, Simon Fraser University

Jennifer Holm, University of Alberta

Proceedings of the 2016 Annual Meeting of the

Canadian Mathematics Education Study Group /

Groupe Canadien dÉtude en Didactique des Mathématiques are published by CMESG/GCEDM.

They were published online in May 2017.

ISBN: 978-1-77287-020-6

iii

PROCEEDINGS OF THE 2016 ANNUAL MEETING OF THE

CANADIAN MATHEMATICS EDUCATION STUDY GROUP / ACTES

DE LA RENCONTRE ANNUELLE 2016 DU GROUPE CANADIEN

DÉTUDE EN DIDACTIQUE DES MATHÉMATIQUES

40th Annual Meeting

Kingston, Ontario

June 3 June 7, 2016

CONTENTS / TABLES DES MATIÈRES

OLIVE CHAPMAN vii Introduction

xi Schedule / Horaire

PLENARY LECTURES / CONFÉRENCES

PLÉNIÈRES

BERNARD R. HODGSON 3 Apport des mathématiciens à la formation des enseignants du primaire : regards sur le " modèle Laval » CAROLYN KIERAN 45 Task Design in Mathematics Education: Frameworks and

Exemplars

ERIC MULLER 67 A Third Pillar of Scientific Inquiry of Complex SystemsSome

Implications for Mathematics Education in Canada

PETER TAYLOR 79 StructureAn Allegory

OPENING PANEL / PANEL DOUVERTURE

WILLIAM HIGGINSON 87 A Very Canadian Organization: Some Individual Observations on the First Forty Years of CMESG/GCEDM BERNARD HODGSON 89 Mes premières années au GCEDM PETER TAYLOR 93 Transformation Geometry in Grade 10 iv

CLOSING PANEL / PANEL DE CLÔTURE

PETER LILJEDAHL 99 Introduction

JOHN MASON 101 CMESG: Future Contributions to Mathematics Education

NADINE BEDNARZ 107 Inspirons le futur

ANNA SIERPINSKA 113 Mathematics Education

WALTER WHITELEY 115 Missing PeopleImportant Opportunities

WORKING GROUPS / GROUPES DE TRAVAIL

CHANTAL BUTEAU,

GEORGE GADANIDIS,

MIROSLAV LOVRIC &

ERIC MULLER

119 A Computational Thinking and Mathematics Curriculum

FRÉDÉRIC GOURDEAU &

KATHY NOLAN

137 B Mathematics in Teacher Education: What, How and Why /

Les mathématiques dans la formation des enseignants : quoi,

RICHARD HOSHINO,

ELENA POLOTSKAIA &

DAVID REID

151 C Problem Solving: Definition, Role, and Pedagogy / Résolution

de problèmes : définition, rôle, et pédagogie associée

DAVID GUILLEMETTE &

CYNTHIA NICOL

163 D 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

NATHALIE SINCLAIR &

PATRICIA MARCHAND

177 E Role of Spatial Reasoning in Mathematics

ANNIE SAVARD &

ELAINE SIMMT

193 F The Public Discourse About Mathematics and Mathematics

Education / Le discours public sur les mathématiques et lenseignement des mathématiques

NEW PHD REPORTS / PRÉSENTATIONS DE

THÈSES DE DOCTORAT

SEAN CHORNEY 205 From Agency to Narrative: Tools in Mathematical Learning

DORIS JEANNOTTE 213

v PETRA MENZ 219 Diagramming and Gesturing Between Mathematics Graduate

Student and Expert Mathemticians

VALÉRIANE PASSARO 227 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

DEREK POSTNIKOFF 235 Conceptual Metaphor and Coherent Integration in the Philosophy of Mathematics

VANESSA RAYNER 243

Learning

AD HOC SESSIONS / SÉANCES AD HOC

EGAN J. CHERNOFF 253 The Canadian Journal of Science, Mathematics and Technology

Education (CJSMTE): Meet the Editors

MATHEMATICS GALLERY / GALERIE

MATHÉMATIQUE

RICHELLE MARYNOWSKI

& LANDRY FORAND

257 A Preliminary Analysis of Mathematics Requirements in Alberta

Universities

BRITTANY RAPPAPORT,

ARYANN BLONDIN,

NATHALIE DUPONSEL,

HELENA P. OSANA &

JÉRÔME PROULX

259 a Video

Evaluation Task

ANNA TOMASZEWSKI,

ARYANN BLONDIN,

HELENA P. OSANA &

LAURA IUHAS

261 Using Analogical Reasoning as a Framework for Investigating

Teaching with Manipulatives

APPENDICES / ANNEXES

265 A Working Groups at Each Annual Meeting

273 B Plenary Lectures at Each Annual Meeting

277 C Proceedings of Annual Meetings

vii

INTRODUCTION

Olive Chapman President, CMESG/GCEDM

University of Calgary

The 40th Annual Meeting of the Canadian Mathematics Education Study Group/Groupe memorable academic and social event that lived up to the theme of Celebrating the Past,

Inspiring the Future.

On behalf of CMESG/GCEDM executive and participants of the meeting, I acknowledge the and managed from beginning to end. The Town Crier to open the meeting, the Kingston 1000 Islands dinner cruise on the Island Queen triple-deck paddle-wheeler that allowed us to enjoy the remarkable scenery and learn more about the geography and history of the region, and the conference dinner at the beautiful Isabel Bader Centre for the Performing Arts with floor to ceiling windows to enjoy the scenic shores of Lake Ontario on which it is located, are some of the highlights of the social program that made the event special, memorable, and celebratory. Thanks to our colleagues, Jamie Pyper, who in his fearless manner took the lead on everything for the local organizing of the meeting, and Peter Taylor, who noted that he could hardly stop marveling at what 40 years hath wrought. Thanks to the graduate students and post-docs (members of the organizing team and volunteers during the conference) who did a tremendous amount of work both before and during the meeting: Heather Braund, Meghan Dale, Steve MacGregor, Asia Matthews, Andrew McEachern, Matt Norris Deena Salem, Adelina Valliquette and Judy Wearing. Thanks for the financial support and considerable administrative support before, during and after the conference that was provided by the Mathematics, Science and Technology Education Group (MSTE) and by the Mathematics and Statistics Department. and general support, encouragement and advice that were freely bestowed by Rebecca Luce- y of Education. I also acknowledge the CMESG/GCEDM executive for organizing a special scientific program to honour our 40th anniversary meeting. As a significant landmark of the annual gathering of the birthplace of our organization, where the first three meetings were held. This landmark meeting was also an excellent opportunity to celebrate our history and provide inspiration for the future of our Group. Thus, the choice of Celebrating the Past, Inspiring the Future as the theme for the scientific program. Consistent with this theme, the executive developed a program that highlighted past and current senior members of our Group as key presenters and leaders. This resulted in a significant deviation from our regular program of having two plenary sessions (one with a mathematician and one with a mathematics education researcher as speakers), separate sessions for small- group discussion of plenaries and preparation of questions that are presented to the plenary speakers in separate plenary question sessions, and topic sessions. These sessions were replaced with special anniversary plenary sessions that involved past and current senior members of our

Group as plenary and plenary panel presenters.

CMESG/GCEDM Proceedings 2016 Introduction

viii On behalf of the executive and members, thanks to these colleagues who were instrumental in realizing the vision of the meeting by serving as plenary and plenary panel speakers. Our four plenary speakers inspired us in a variety of ways. For example, Bernard R. Hodgson emphasized the importance of the contribution of mathematicians in the education of mathematics teachers at all levels and the need for a context that furthers and strengthens the links between mathematicians and mathematics educators involved in the preparation of teachers for this contribution to fully flourish. Carolyn Kieran highlighted the importance of task design in mathematics education with a focus on its history, its frameworks, and its heuristics. Eric Muller explored implications of a third pillar of scientific inquiry of complex systems and the connection to two mathematics courses at Brock University. Peter Taylor treated participants to a unique artistic, touching rendition of his plenary, which consisted of an allegory of aspects of his journey as a mathematician and was held at the impressive Isabel Bader Centre Performance Hall. The presenters also contributed to the theme of the meeting by making connections to their experiences with CMESG/GCEDM that provided lenses for us to look back and to consider future directions for CMESG/GCEDM and mathematics education in Canada. The goal of the two plenary panels was to focus specifically on the theme of the meeting. The opening plenary panel, coordinated and chaired by Olive Chapman, focused on the portion of Hodgson, Tom Kieren and Peter Taylor who were present at the first meeting of the Group (i.e., founding members) inspired and entertained us with memories of the years they were (Peter continues to be) actively engaged in the Group as participants and leaders. Their ways of looking back reminded us of our rich past of excellence, collaboration, and collegiality and illustrated the kind of organization we want CMESG/GCEDM to continue to be. The closing plenary panel, coordinated and chaired by Peter Liljedahl, focused on the other portion of the Sierpinska, and Walter Whiteley, in looking forward, opened some rich avenues for our Group to think about and consider acting on regarding possible futures of the work of the Group and mathematics education in Canada. The presence and contributions of these colleagues at the meeting were highly appreciated. Their participation and interactions with participants throughout the meeting helped us to achieve our goal of making this meeting one of the most memorable. With their presence, the meeting was an exciting reunion for some of us and an opportunity for others to engage with some of our prominent and inspiring Canadian researchers in mathematics and mathematics education. In addition to these plenary sessions, other aspects of the scientific program (working groups, new PhDs, gallery walk, and ad hoc discussion sessions) remained the same. Over the last 40 years, the Working Groups, which form the core of the scientific program, have engaged participants in learning activities and deep discussions on a variety of timely and significant topics in mathematics education from Kindergarten to post-secondary levels. Thus, for this 40th anniversary meeting, working group topics were selected to reflect trends and key aspects among these topics of our past meetings that continue to be relevant and important to our community and the field of mathematics education. Thanks to our 15 experienced colleaguesquotesdbs_dbs42.pdfusesText_42

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