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Quelques publications dans le cadre des projets2011 - Kieran, C. (2011). Note de lecture à propos de « Ressources vives - le travail documentaire des professeurs en mathématiques ». Recherches en Didactique des Mathématiques.
- Kieran, C., Tanguay, D., & Solares, A. (2011). Teachers
participating in a research project on learning: The spontaneous
shaping of researcher-designed resources within classroom teaching
practice. In B. Ubuz (Ed.), Proceedings of 35th Conference of the International Group for the Psychology of Mathematics Education. Ankara, Turkey: PME Program Committee.
- Guzmán, J., Kieran, C., & Martínez, C. (2011). Simplification of rational algebraic expressions in a CAS environment: A technical-theoretical approach. In B. Ubuz (Ed.), Proceedings of 35th Conference of the International Group for the Psychology of Mathematics Education. Ankara, Turkey: PME Program Committee.
2010 - Kieran, C., Tanguay, D., & Solares, A. (in press). Researcher-designed
resources and their adaptation within classroom teaching practice :
Shaping both the implicit and the explicit. In G. Gueudet, B. Pepin, & L. Trouche (Eds.), Mathematics curriculum material and teacher development: from text to ‘lived’ resources. New York: Springer.
- Kieran, C. (2010). Taking advantage of the surprise factor of CAS responses to spur the growth of algebraic understanding. Keynote lecture presented at USACAS Conference, Chicago, June 2010.
- Kieran,
C., & Guzman, J. (2010). Role of task and technology in
provoking teacher change: A case of proofs and proving in high school
algebra. In R. Leikin & R. Zazkis (Eds.), Learning through teaching mathematics: Development of teachers’ knowledge and expertise in practice (pp. 127-152). New York: Springer.
- Guzmán, J., Kieran, C., & Martínez, C. (2010). The
role of Computer Algebra Systems (CAS) and a task on the simplification
of rational expressions designed with a technical-theoretical approach. In P. Brosnan, D.B. Erchick, & L. Flevares (Eds.), Proceedings of the 32nd PME-NA Conference (pp. 1497-1505). Columbus, OH: PME-NA Program Committee.
- Kieran, C. (in press).
Conceptualizing the learning of algebraic technique: Role of tasks and
technology. In M. Santillan (Ed.), 11th International Congress on
Mathematical Education, Selected Lectures. Monterrey,
Mexico: ICME-11 Editorial Committee.
2009 - Hitt,
F., & Kieran, C. (2009). Constructing knowledge via a peer
interaction in a CAS environment with tasks designed from a
Task-Technique-Theory perspective. International Journal of Computers
for Mathematical Learning, 14, 121-152. (disponible chez Springer On-line)
- Kieran, C. & Guzmán, J. (2009). Developing
teacher awareness of the roles of technology and novel tasks: An
example involving proofs and proving in high school algebra. In M. Tzekaki, M. Kaldrimidou, & H. Sakonidis (Eds.), Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education (PME) (Vol. 3, pp. 321-328). Thessaloniki, Greece: PME Program Committee.
- Hitt, F., & Kieran, C. (2009). Constructing knowledge via a peer interaction in a CAS environment with tasks designed from a Task-Technique-Theory perspective. International Journal of Computers for Mathematical Learning. (Available from Springer On-line here.)
- Boileau, A., & Tanguay, D., with Kieran, C., & Drijvers, P., Hitt, F., Saldanha, L., & Guzmán, J.
(2006). Using CAS in Letter-Symbolic Algebra at the Secondary Level : a Classroom Activity. Workshop presented at the 15th International Conference ACA 2009 (Montréal, june 2009)
2008 - Kieran, C. (2008). Conceptualizing the learning of algebraic technique: Role of tasks and technology.
Invited plenary presentation, Regular Lecture, 11th International
Congress on Mathematical Education, Monterrey, Mexico, July 2008.
- Kieran, C., & Saldanha, L. (2008). Designing tasks for the co-development of conceptual and technical knowledge in CAS activity: An example from factoring. In K. Heid & G.W. Blume (Eds.), Research on technology and the teaching and learning of mathematics: Syntheses, cases, and perspectives (Vol. 2, pp. 393-414). Greenwich, CT: Information Age Publishing.
- Kieran, C., Guzmán, J., Boileau, A., Tanguay, D., & Drijvers, P. (2008). Orchestrating whole-class discussions in algebra with CAS technology. In O. Figueras, J.-L. Cortina, S. Alatorre, T. Rojano, & A. Sepúlveda (Eds.), Proceedings of the joint 32nd PME Conference and 30th PME-NA Conference (Vol. 3, pp. 249-256). Morelia, Mexico: PME et PME-NA.
- Kieran, C. (2008). Les Débats. Recherches en didactique des mathématiques, 29(1), 80-85.
2007
- Bartlo, J., Saldanha, L., & Kieran, C.
(2007). Attending
to structure and form in algebra: challenges in designing CAS-centered
instruction that supports construing patterns and relationships among
algebraic expressions. In T. Lamberg, & L. R. Wiest
(Eds.), Proceedings
of the 29th annual meeting of the North American Chapter of the
International Group for the Psychology of Mathematics Education.
Lake Tahoe, NV: PME-NA.
- Guzmán, J., & Kieran, C. (2007). La
discusión en el salón de clases en un ambiente
tecnológico-algebraico. In E. Mancera
Martínez & C. A. Pérez Gamboa (Eds.), Memorias
de la XII Conferencia Interamericana de Educación
Matemática – Historia y Prospectiva de la
Educación
Matemática (CIAEM). Querétaro,
México: CIAEM Program Committee.
- Kieran, C. (2007). Interpreting
and assessing the answers given by the CAS expert : A reaction paper.
The
International Journal for Technology in Mathematics Education,
14(2), 103-108.
- Kieran, C., & Damboise, C. (2007). “How
can we describe the relation between the factored form and the expanded
form of these trinomials? – we don’t even know if
our
paper-and-pencil factorizations are right”: The case for
Computer
Algebra Systems (CAS) with weaker algebra students. In J.-H.
Woo, H.-C. Lew, K.-S Park, & D.-Y Seo (Eds.), Proceedings of 31st PME
Conference (Vol. 3, pp. 105-112). Seoul, Korea: PME.
2006
- Drijvers, P., & Kieran, C., with Boileau, A.,
Hitt, F., Tanguay, D., Saldanha, L., Guzmán, J. (2006). Reconciling
factorizations made with CAS and with paper-and-pencil: The power of
confronting two media. In J. Novotná, H.
Moraová, M. Krátká, & N.
Stehliková (Eds.), Proceedings
of 30th PME (Vol. 2, pp. 473-480). Prague, Czech Republic:
PME.
- Kieran, C., Boileau, A., Saldanha, L., Hitt, F.,
Tanguay, D., & Guzmán, J. (2006). Le
rôle des calculatrices symboliques dans
l’émergence
de la pensée algébrique : le cas des expressions
équivalentes. Actes
du colloque EMF2006 (Espace Mathématique
Francophone, mai 2006). Sherbrooke, QC.
- Kieran, C., & Drijvers, P., with Boileau, A.,
Hitt, F., Tanguay, D., Saldanha, L., & Guzmán, J.
(2006). The
co-emergence of machine techniques, paper-and-pencil techniques, and
theoretical reflection: A study of CAS use in secondary school algebra.
International
Journal of Computers for Mathematical Learning 11(2),
205-263. Aussi disponible here.
- Kieran, C., & Drijvers, P., with Boileau, A.,
Hitt, F., Tanguay, D., Saldanha, L., & Guzmán, J.
(2006). Learning
about equivalence, equality and equation in a CAS environment: The
interaction of machine techniques, paper-and-pencil techniques, and
theorizing. In C. Hoyles, J.-B. Lagrange, L. H. Son,
& N. Sinclair (Eds.), Proceedings
of the 17th ICMI Study Conference, “Technology
revisited.” Hanoi, Vietnam: ICMI-Study-17
Program Committee. Aussi disponible here.
- Sacristan, A. I., & Kieran, C. (2006). Bryan’s
story: Classroom miscommunication about general symbolic notation and
the emergence of a conjecture during CAS-based algebra activity.
In J. Novotná, H. Moraová, M.
Krátká, & N. Stehliková
(Eds.), Proceedings of
30th PME (Vol. 5, pp. 1-8). Prague, Czech Republic: PME.
2005
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