Looking Back, Looking Forward: The Past 15 Years of Mathematics Education in CJSMTE

REFERENCES

• Bagni, G. (2008). A theorem and its different proofs: History, mathematics education, and the semiotic–cultural perspective. Canadian Journal of Science, Mathematics and Technology Education, 8(3), 217–232.
   Google Scholar
• Bednarz, N., & Mary, C. (2007). The teaching of mathematics in the face of school and community challenges. Canadian Journal of Science, Mathematics and Technology Education, 7(1), 1–3.
   Google Scholar
• Bowen, M., & Roth, W.-M. (2010). Graph interpretation practices of science and education majors. Canadian Journal of Science, Mathematics and Technology Education, 10(1), 37–41.
   Google Scholar
• Bruce, C., & Flynn, T. (2011). Which is greater: One half or two fourths? An examination of how two Grade 1 students negotiate meaning. Canadian Journal of Science, Mathematics and Technology Education, 11(4), 309–327.
   Google Scholar
• Chick, H., & Stacey, K. (2013). Teachers of mathematics as problem-solving applied mathematicians. Canadian Journal of Science, Mathematics and Technology Education, 13(2), 121–136.
   Google Scholar
• Davis, B. (1996). Teaching mathematics: Toward a sound alternative. New York, NY: Garland Publishing.
   Google Scholar
• Diderot, D. (1949). Le paradoxe sur le comédien (1773). Paris, France: Editions Nord-Sud.
   Google Scholar
• Esmonde, I., & Caswell, B. (2010). Teaching mathematics for social justice in multicultural, multilingual elementary classrooms. Canadian Journal of Science, Mathematics and Technology Education, 10(3), 244–254.
   Google Scholar
• Esmonde, I., & Moschkovich, J. (Eds.). (2010). The Canadian Journal for Science, Mathematics and Technology Education: Special issue on equitable access to participation in mathematical discussions: Looking at students’ discourse, experiences, and perspectives. Canadian Journal of Science, Mathematics and Technology Education, 10(1), 82–85.
   Google Scholar
• Even, R., & Wallach, T. (2004). Between student observation and student assessment: A critical reflection. Canadian Journal of Math, Science & Technology Education, 4(4), 483–495.
   Google Scholar
• Karp, A., & Leikin, R. (2011). Introduction to the special issue on mathematical gift and promise: Exploring and developing/Introduction au Numéro spécial sur talent et promesse en mathématiques: Tour d’horizon et nouveaux développements. Canadian Journal of Science, Mathematics and Technology Education, 11(1), 1–7.
   Google Scholar
• Laborde, C. (2007). The role and uses of technologies in mathematics classrooms: Between challenge and modus Vivendi. Canadian Journal of Science, Mathematics and Technology Education, 7(1), 68–92.
   Google Scholar
• Mason, J., & Davis, B. (2013). The importance of teachers’ mathematical awareness for in-the-moment pedagogy. Canadian Journal of Science, Mathematics and Technology Education, 13(2), 182–197.
   Google Scholar
• Poirier, L. (2007). Teaching mathematics and the Inuit community. Canadian Journal of Science, Mathematics and Technology Education, 7(1), 53–67.
   Google Scholar
• Proulx, J., Descamps‐Bednarz, N., & Sauvé, C.K. (2006). Caracteristiques des explications orales en classe de mathematiques: Construction d’un cadre d’analyse pour rendre compte de la pratique des futurs enseignants et futures enseignantes de mathematiques du secondaire 1. Canadian Journal of Mathematics, Science & Technology Education, 6(3), 267–292.
   Google Scholar
• Rowland, T., & Zazkis, R. (2013). Contingency in the mathematics classroom: Opportunities taken and opportunities missed. Canadian Journal of Science, Mathematics and Technology Education, 13(2), 137–153.
   Google Scholar
• Ryle, G. (1949). The concept of mind. London, England: Hutchinson.
   Google Scholar
• Samson, G. (2014). From writing to doing: The challenges of implementing integration (and interdisciplinarity) in the teaching of mathematics, sciences, and technology. Canadian Journal of Science, Mathematics and Technology Education, 14(4), 346–358.
   Google Scholar
• Smida, H., Rouan, O., Ould Sidaty, M.-A., & Abdelli, M. (2007). Les dispositifs de formation des enseignants en mathématiques des pays du Maghreb face aux défis de l’école. Canadian Journal of Science, Mathematics and Technology Education, 7(2–3), 209–229.
   Google Scholar
• Taylor, P., & Sinclair, N. (2001). “Training” our students. Canadian Journal of Science, Mathematics and Technology Education, 1(1), 105–110.
   Google Scholar
• Towers, J., & Simmt, E. (2007). The teacher's responsibility in whole‐class debriefing of mathematical activity. Canadian Journal of Math, Science & Technology Education, 7(2–3), 231–255.
   Google Scholar
• Vézina, N., & Suurtamm, C. (2008). Être à l’écoute des élèves: un incontournable dans la classe de mathématiques. Canadian Journal of Science, Mathematics, and Technology Education, 8(3), 252–279.
   Google Scholar
• Wagner, D. (2008). “Just go”: Mathematics students’ critical awareness of routine procedure. Canadian Journal of Science, Mathematics and Technology Education, 8(1), 35–48.
   Google Scholar
• Wallace, J. (2009). Looking back, looking forward. Canadian Journal of Science, Mathematics and Technology Education, 9(1), 346–358.
   Google Scholar
• Watson, A., & Chick, H. (2013). Introduction to the special issue on personal mathematical knowledge in the work of teaching/Introduction au numéro spécial sur les connaissances mathématiques personnelles dans le travail des enseignants. Canadian Journal of Science, Mathematics and Technology Education, 13(2), 111–120.
   Google Scholar
• Zazkis, R., & Leikin, R. (2010). Advanced mathematical knowledge in teaching practice: Perceptions of secondary mathematics teachers. Mathematical Thinking and Learning, 12(4), 263–281.
   Web of Science ®Google Scholar