

Welcome to Carolyn Kieran’s webpage 
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Carolyn KIERAN

Professor Emerita Université du Québec à Montréal
Professional Address: Département de mathématiques Université du Québec à Montréal Case postale 8888, succursale CentreVille Montréal (Québec) H3C 3P8 Canada Telephone: (514) 9873000, ext. 7793# (office) Fax: (514) 9878935 Email:

I joined the Mathematics Department of the Université du Québec à Montréal (UQAM) in 1983, where I was named Full Professor, specializing in mathematics education, in 1991. Prior to 1983, I taught high school and college mathematics and also served as mathematics consultant for a school board. I hold a B.A. from Marianopolis College, a B.Ed. from Université de Montréal, an M.T.M. from Concordia University, and a Ph.D. from McGill University.
My research is devoted to the study of algebra teaching and learning. Drawing on the Anthropological Theory of Didactics developed by Chevallard, I envision algebra learning as being situated in the overlapping interfaces of technique and theory. School algebra has typically been viewed as a symbolladen, techniqueoriented domain with little space for the conceptual/theoretical. My interest lies in emphasizing both the conceptual and the technical dimensions of algebra, in encouraging the design of tasks that allow students to become aware of the conceptual aspects of algebra while engaging in the technical, and in investigating the ways in which the technical and the conceptual can coemerge in algebra learning. Computing technology, in particular that of Computer Algebra Systems (CAS), is a central component of my research, as these tools have the potential to spark student questioning of algebraic phenomena, as well as provide for novel approaches to algebra learning. In order to explore the nature of teaching practices that support the beneficial role that technology can play in algebra learning, my research also involves collaborative work with classroom teachers of mathematics.
I am head of the research group, Algebra in Partnership with Technology in Education (APTE). Our current multiyear research programme is titled: “Teachers practice visàvis the technical/theoretical dialectic in mathematics learning within Computer Algebra System (CAS) environments.” Over the past 25 years, I have been principal investigator, or coinvestigator, of 27 funded projects. The results of this research have been published in over 150 articles and book chapters, and have also been the subject of numerous presentations, keynote lectures, and professional development sessions. Among the most cited of my publications have been the invited chapters on algebra in the four volumes: Handbook of research on mathematics teaching and learning (1992); 8th International Congress on Mathematical Education: Selected Lectures (1996); The future of the teaching and learning of algebra: The 12th ICMI study (2004); and Second handbook of research on mathematics teaching and learning (2007). (See Publications for a selection of my publications.)
My contributions to the international mathematics education research community include serving as Chair of the ICMI Awards Committee (20112014) and as President of the International Group for the Psychology of Mathematics Education (PME) for a threeyear term, being named to the Mathematics Learning Study committee and serving as one of the authors of the publication that was produced by this committee: Adding it up: Helping children learn mathematics, and serving as member of the Board of Directors of the National Council of Teachers of Mathematics (NCTM) for a threeyear term. Even though I officially retired in September 2008, I continue to lead my research team, supervise graduate students and postdoctoral fellows, and collaborate with the international mathematics education research community. In 2010 the Université du Québec à Montréal honored my career accomplishments with the title of Professor Emerita.
September 11, 2014