PUBLICATIONS: A SELECTION

 

Book Chapters and Contributions to Collective Works

 

Kieran, C., Doorman, L.M., & Ohtani, M. (to appear). Frameworks and principles for task design. In A. Watson & M. Ohtani (Eds.), Task design in mathematics education. New York: Springer.

 

Kieran, C., & Drijvers, P. (to appear). Core ideas and key dimensions: Michle ArtigueÕs theoretical work on digital tools and its impact on mathematics education research. In B. Hodgson, A. Kuzniak, & J.-B. Lagrange (Eds.), Hommage ˆ Michle Artigue. New York: Springer.

 

Kieran, C. (2014). Algebra teaching and learning. In S. Lerman (Ed.), Encyclopedia of Mathematics Education (pp. 27-32). Dordrecht, The Netherlands: Springer Reference.

 

Martinez, C., Guzman, J., & Kieran, C. (2014). El papel de CAS en la promoci—n del razonimiento algebraico y en el surgimiento de teor’a. In L. L—pez Vera (Ed.), Tecnologia computacional en la ense–anza de las matem‡ticas (libro electr—nico, pp. 49-56). Nuevo LŽon, MŽxico: Publicaciones UANL (ISBN: 978-607-27-0301-8).

 

Kieran, C., Krainer, K., Shaugnessy, J.M. (2013). Linking research and practice: Teachers as key stakeholders in mathematics education research. In M.A. Clements, A. Bishop, C. Keitel, J. Kilpatrick, & F. Leung (Eds.), Third international handbook of mathematics education (pp. 361-392). Dordrecht, The Netherlands: Springer.

 

Kieran, C. (2013). The false dichotomy in mathematics education between conceptual understanding and procŽdural skills: An example from algebra. In K. Leatham (Ed.), Vital directions in mathematics education research (pp. 153-171). New York: Springer.

 

Kieran, C., Tanguay, D., & Solares, A. (2012). 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.), : From text to ÔlivedÕ resources: Mathematics curriculum material and teacher development (pp. 189-213). New York: Springer.

 

Kieran, C. (2011). Overall commentary on early algebraization: Perspectives for research and teaching. In J. Cai & E. Knuth (Eds.), Early algebraization: A global dialogue from multiple perspectives (pp. 579-593). New York: Springer.

 

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 teachersÕ knowledge and expertise in practice (pp. 127-152). New York: Springer.

 

Drijvers, P., Kieran, C., & Mariotti, M.-A. (2009). Integrating technology into mathematics education: Theoretical perspectives. In C. Hoyles & J.-B. Lagrange (Eds.), Mathematics education and technology: Rethinking the terrain (pp. 89-132). New York: Springer.

 

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. (2007). Learning and teaching algebra at the middle school through college levels: Building meaning for symbols and their manipulation. In F. K. Lester, Jr., (Ed.), Second handbook of research on mathematics teaching and learning (pp. 707-762). Greenwich, CT: Information Age Publishing.

 

Kieran, C., & Guzman, J. (2007). Interaction entre calculatrice technique et thŽorie : ƒmergence de structures numŽriques chez des Žlves de 12 ˆ 15 ans dans un environnement calculatrice. In R. Floris & F. Conne (Eds.), Environnements informatiques, enjeux pour lÕenseignement des mathŽmatiques (pp. 61-74). Genve: deBoeck.

 

Kieran, C. (2006). Research on the learning and teaching of algebra. In A. GutiŽrrez & P. Boero (Eds.), Handbook of research on the psychology of mathematics education (pp. 11-50). Rotterdam: Sense.

 

Kieran, C., & Guzman, J. (2006). The number-theoretic experience of 12- to 15-year-olds in a calculator environment: The intertwining co-emergence of technique and theory. In R. Zazkis & S. R. Campbell (Eds.), Number theory in mathematics education (pp. 173-200). Mahwah, NJ: Lawrence Erlbaum.

 

Kieran, C., & Guzman, J. (2005). Five steps to zero: Students developing elementary number theory concepts when using calculators. In Wm.J. Masalski  (Ed.), Technology-supported mathematics learning environments (Sixty-seventh Yearbook of the National Council of Teachers of Mathematics, pp. 35-50). Reston, VA: The Council.

 

Kieran, C. (2004). The core of algebra: Reflections on its main activities.  In K. Stacey, H. Chick, & M. Kendal (Eds.), The future of the teaching and learning of algebra: The 12th ICMI study (pp. 21-34). Dordrecht, The Netherlands: Kluwer.

 

Kieran, C., & Yerushalmy, M. (2004). Research on the role of technological environments in algebra learning and teaching. In K. Stacey, H. Chick, & M. Kendal (Eds.), The future of the teaching and learning of algebra: The 12th ICMI study (pp. 99-152). Dordrecht, The Netherlands: Kluwer.

 

Kieran, C.  (2003).  The twentieth century emergence of the Canadian mathematics education research community.  In G. Stanic & J. Kilpatrick (Eds.), A history of school mathematics (pp. 1701-1778).  Reston, VA: National Council of Teachers of Mathematics.

 

Cedillo, T., & Kieran, C.  (2003).  Initiating students into algebra with symbol-manipulating calculators.  In J.T. Fey et al. (Eds.), Computer algebra systems in secondary school mathematics education (pp. 219-239).  Reston, VA: National Council of Teachers of Mathematics.

 

Kieran, C.  (2003).  The transition from arithmetic to algebra: A model for conceptualizing school algebra and the role of computer technology in supporting the development of algebraic thinking.  In E. Filloy (Ed.), Matem‡tica educativa: Aspectos de la investigaci—n actual (pp. 121-142).  Mexico City: Fondo de Cultura Econ—mica.

 

Kieran, C. (2002).  Exploring the mathematical discourse of 13-year-old partnered problem solving and its relationship to the mathematics that emerges.  In C. Kieran, E. Forman, & A. Sfard (Eds.), Learning discourse: Discursive approaches to research in mathematics education (pp. 187-228). Dordrecht, The Netherlands: Kluwer Academic.

 

Kieran, C. (2002). A historical perspective on mathematics education research in Canada: The emergence of a community.  In E. Simmt & B. Davis (Eds.), The 25th anniversary conference of the Canadian Mathematics Education Study Group (pp. 165-186).  Kingston, ON: CMESG Program Committee.

 

Sfard, A., & Kieran, C. (2001). Preparing teachers for handling students' mathematical communication:  Gathering knowledge and building tools.  In F. L. Lin & T. J. Cooney (Eds.), Making sense of mathematics teacher education (pp. 187-205).  Dordrecht, The Netherlands: Kluwer.

 

Kieran, C.  (1998).  Models in mathematics education research: A broader view of research results.  In A. Sierpinska & J. Kilpatrick (Eds.), Mathematics education as a research domain: A search for identity (Vol 1, pp. 213-225).  Dordrecht, The Netherlands: Kluwer Academic.

 

Kieran, C.  (1997).  Mathematical concepts at the secondary school level:  The learning of algebra and functions.  In T. Nunes & P. Bryant (Eds.), Learning and teaching mathematics: An international perspective (pp. 133-158).  East Sussex, UK:  Psychology Press.

 

Bednarz, N., Kieran, C., & Lee, L.  (1996).  Approaches to algebra: Perspectives for research and teaching.  In N. Bednarz, C. Kieran, & L. Lee (Eds.), Approaches to algebra: Perspectives for research and teaching (pp. 3-14).  Dordrecht, The Netherlands: Kluwer.

 

Kieran, C., Boileau, A., & Garanon, M.  (1996).  Introducing algebra by means of a technology-supported, functional approach.  In N. Bednarz, C. Kieran, & L. Lee (Eds.), Approaches to algebra:  Perspectives for research and teaching (pp. 257-293).  Dordrecht, The Netherlands: Kluwer.

 

Kieran, C.  (1996).  The changing face of school algebra.  In C. Alsina, J. Alvarez, B. Hodgson, C. Laborde, & A. Perez (Eds.), 8th International Congress on Mathematical Education, Selected Lectures (pp. 271-290).  Sevilla, Spain:  S.A.E.M. Thales.

 

Kieran, C., & Chalouh, L.  (1993).  The transition from arithmetic to algebra.  In D. T. Owens (Ed.), Research ideas for the classroom:  Middle grades mathematics (pp. 179-198).  New York: Macmillan.

 

Kieran, C.  (1993).  Functions, graphing, and technology:  Integrating research on learning and instruction.  In T. A. Romberg, E. Fennema, & T. P. Carpenter (Eds.), Integrating research on the graphical representation of functions (pp. 189-237).  Hillsdale, NJ:  Lawrence Erlbaum.

 

Kieran, C.  (1992). The learning and teaching of school algebra.  In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 390-419).  New York:  Macmillan (this chapter has been translated into Spanish, French, and Japanese).

 

Kieran, C.  (1990).  Cognitive processes involved in learning school algebra.  In P. Nesher & J. Kilpatrick (Eds.), Mathematics and cognition:  A research synthesis by the International Group for the Psychology of Mathematics Education (pp. 96-112).  Cambridge, UK:  Cambridge University Press.

 

Kieran, C.  (1990). Perspectives on mathematical literacy.  In S. P. Norris & L. M. Phillips (Eds.), Foundations of literacy policy in Canada (pp. 109-126).  Calgary, AB:  Detselig.

 

Wagner, S., & Kieran, C.  (1989).  An agenda for research on the learning and teaching of algebra.  In S. Wagner & C. Kieran (Eds.), Research issues in the learning and teaching of algebra (pp. 220-237).  Reston, VA: National Council of Teachers of Mathematics; Hillsdale, NJ: Lawrence Erlbaum.

 

Kieran, C., & Wagner, S.  (1989). The Research Agenda Conference on Algebra: Background and issues. In S. Wagner & C. Kieran (Eds.), Research issues in the learning and teaching of algebra (pp. 1-10). Reston, VA: National Council of Teachers of Mathematics; Hillsdale, NJ: Lawrence Erlbaum.

 

Kieran, C.  (1989).  The early learning of algebra: A structural perspective.  In S. Wagner & C. Kieran (Eds.), Research issues in the learning and teaching of algebra (pp. 35-56).  Reston, VA: National Council of Teachers of Mathematics; Hillsdale, NJ: Lawrence Erlbaum.

 

Kieran, C.  (1988). Two different approaches among algebra learners.  In A.F. Coxford (Ed.), The ideas of algebra, K-12 (Yearbook of the National Council of Teachers of Mathematics, pp. 91-96).  Reston, VA: NCTM.

 

Groen, G., & Kieran, C.  (1983).  In search of Piagetian mathematics.  In H. Ginsburg (Ed.), The development of mathematical thinking (pp. 351-375).  New York: Academic Press.

 

 

 

Peer-reviewed Articles in Journals

 

Solares, A., & Kieran, C. (2013). Articulating syntactic and numeric perspectives on equivalence: The case of rational expressions. Educational Studies in Mathematics, 84(1), 115-148. DOI: 10.1007/s10649-013-9473-7.

 

Kieran, C., Boileau, A., Tanguay, D., & Drijvers, P. (2013). Design researchersÕ documentational genesis in a study on equivalence of algebraic expressions. ZDM, The International Journal on Mathematics Education, 45, 1045-1056. DOI: 10.1007/s11858-013-0516-4.

 

Guzman, J., & Kieran, C. (2013). Becoming aware of mathematical gaps in new curricular materials: A resource-based analysis of teaching practice. The Mathematics Enthusiast, 10(1&2), 163-190.

 

Kieran, C. (2012). Commentary: Characterizing meta-level mathematical discourse and accounting theoretically for its development – The instructional and the spontaneous. International Journal of Educational Research, 51–52, 146–150.

 

Kieran, C. (2011). Note de lecture ˆ propos de Ç Ressources vives - le travail documentaire des professeurs en mathŽmatiques È. Recherches en Didactique des MathŽmatiques, 31(1), 131-134.

 

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. (available from Springer On-line at: http://dx.doi.org/10.1007/s10758-009-9151-0)

 

Kieran, C. (2007). Developing algebraic reasoning: The role of sequenced tasks and teacher questions from the primary to the early secondary school levels. Quadrante, XVI(1), 5-26.

 

Kieran, C. (2007). Interpreting and assessing the answers given by the CAS expert. The International Journal for Technology in Mathematics Education, 14, 103-107 (CAME 4 Special Issue, edited by M.K. Heid).

 

Kieran, C., & Drijvers, P., with Boileau, A., Hitt, F., Tanguay, D., Saldanha, L., & Guzm‡n, 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, 205-263.

 

Proulx, J., Descamps-Bednarz, N., & Kieran, C. (2006). CaractŽristiques des explications orales en classe de mathŽmatiques. Canadian Journal of Science, Mathematics and Technology Education, 6, 267-292.

 

Kieran, C. (2004). Algebraic thinking in the early grades: What is it?  The Mathematics Educator, 8(1), 139-151.

 

Guzman, J., Kieran, C., & Squalli, H. (2003). La calculadora con pantalla multilinea y el surgimento de estrategias numŽricas en alumnus de primero, segundo y tercer a–o de secundaria. Revista Educaci—n Matem‡tica, 15(2). 105-128.

 

Hershkowitz, R., & Kieran, C. (2002).  Fusionner des reprŽsentations mathŽmatiques machinalement ou en rŽflŽchissant : expŽriences dÕutilisation de calculatrices graphiques. Sciences et techniques Žducatives, 9(1-2), 201-218.

 

Kieran, C. (2001).  Exploring the mathematical discourse of 13-year-old partnered problem solving and its relationship to the mathematics that emerges.  Educational Studies in Mathematics, 46(1-3), 187-228.

 

Sfard, A., &  Kieran, C. (2001).  Cognition as communication: Rethinking learning-by-talking through multi-faceted analysis of students' mathematical interactions.  Mind, Culture, and Activity, 8(1), 42-76.

 

Kieran, C., & Sfard, A.  (1999).  Seeing through symbols: The case of equivalent expressions.  Focus on learning problems in mathematics, 21(1), 1-17.

 

Kieran, C. (1995). A new look at school algebra – past, present, and future. Journal of Mathematical Behavior, 14, 7-12.

 

Dugdale, S., Thompson, P.W., Harvey, W., Demana, F., Waits, B.K., Kieran, C., McConnell, J.W., & Christmas, P. (1995). Technology and algebra curriculum reform: Current issues, potential directions, and research questions. Journal of Computers in Mathematics and Science Teaching, 14, 325-357.

 

Kieran, C.  (1994).  Doing and seeing things differently: A 25-year retrospective of mathematics education research on learning.  Journal for Research in Mathematics Education, 25, 583-607.

 

Kieran, C., & Hillel, J.  (1990).  "It's tough when you have to make the triangles angle":  Insights from a computer-based geometry environment.  Journal of Mathematical Behavior, 9, 99-127.

 

Kieran, C., & Filloy, E.  (1989).  El aprendizaje del algebra escolar desde una perspectiva psicologia.  Ensenanza de las Ciencias, 7, 229-240.

 

Hillel, J., Kieran, C., & Gurtner, J.-L.  (1989).  Solving structured geometric tasks on the computer: The role of feedback in generating strategies.  Educational Studies in Mathematics, 20(1), 1-39.

 

Hillel, J., & Kieran, C.  (1987).  Schemas used by 12-year-olds in solving selected turtle geometry tasks.  Recherches en Didactique des MathŽmatiques, 8(1.2), 61-102.

 

Kieran, C.  (1981).  Concepts associated with the equality symbol.  Educational Studies in Mathematics, 12(3), 317-326.

 

Herscovics, N., & Kieran, C. (1980). Constructing meaning for the concept of equation. Mathematics Teacher, 73(8), 572-580.

 

 

Books and Monographs

 

Fey, J.T., Cuoco, A., Kieran, C., McMullin, L., & Zbiek, R.M. (Eds.). (2003). Computer algebra systems in secondary school mathematics education.  Reston, VA: National Council of Teachers of Mathematics.

 

Kieran, C., Forman, E., & Sfard, A. (Eds.). (2002). Learning discourse: Discursive approaches to research in mathematics education. Dordrecht, The Netherlands: Kluwer Academic.

 

Bednarz, N., Kieran, C., & Lee, L.  (Eds.).  (1996).  Approaches to algebra:  Perspectives for research and teaching.  Dordrecht, The Netherlands: Kluwer Academic.

 

Kieran, C.  (Ed.).  (1995).  New perspectives on school algebra:  Papers and discussions of the ICME-7 Algebra Working Group.  (Journal of Mathematical Behavior--special issue--Vol. 14, #1).  Norwood, NJ: Ablex.

 

Robitaille, D., Wheeler, D., & Kieran, C.  (Eds.).  (1994).  Selected lectures from the 7th International Congress on Mathematical Education.  QuŽbec: Les Presses de l'UniversitŽ Laval.

 

Wagner, S., & Kieran, C.  (Eds.).  (1989).  Research issues in the learning and teaching of algebra.  Reston, VA: National Council of Teachers of Mathematics; Hillsdale, NJ: Lawrence Erlbaum.

 

 

Peer-reviewed Scientific Papers in Conference Proceedings (a selection of conference papers from 2001 onward)

 

Reid, D.A., Anderson, A., Thom, J., Suurtamm, C., Mamolo, A., Kieran, C., et al. (2014). Mathematics education in Canada: PME 2014 National Presentation. In P. Liljedahl, C. Nicol, S. Oesterle, & D. Allan (Eds.), Proceedings of the 38th PME and 36th PME-NA (Vol. 1, pp. 263-273). Vancouver, BC: PME et PME-NA.

 

Martinez, C., Guzman, J., & Kieran, C. (2013). El papel de CAS en la promoci—n del razonimiento algebraico y en el surgimiento de teor’a. In L. L—pez Vera (Ed.), La Memoria del VI Seminario Nacionl de Tecnologia Computacional  en la Ense–anza y el Aprendizaje de la Matem‡tica. Nuevo LŽon, MŽxico : ComitŽ cientifico AMIUTEM. 

 

Kieran, C., & Drijvers, P. (2012). The didactical triad of theoretical framework, mathematical topic, and digital tool in research on learning and teaching. In Les Actes du Colloque Hommage ˆ Michle Artigue (Atelier 6: Technologies numŽriques pour lÕenseignement des mathŽmatiques, pp. 5-24). Paris: ComitŽ Scientifique. https://sites.google.com/site/colloqueartigue/short-proceedings

 

Mart’nez, C., Kieran, C., & Guzm‡n, J. (2012). The use of CAS in the simplification of rational expressions and emerging paper-and-pencil techniques. In L.R. Van Zoest, J.-J. Lo, & J.L. Kratky (Eds.), Proceedings of the 34th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1089-1096). Kalamazoo, MI: PME-NA.

 

Solares, A., & Kieran, C. (2012). Equivalence of rational expressions: Articulating syntactic and numeric perspectives. In T. Y. Tso (Ed.), Proceedings of 36th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp 99-106). Taipei, Taiwan: PME. 

 

Jeannotte, D., Kieran, C., & Cyr, S. (2012). Composantes dÕun modle du raisonnement mathŽmatique : un aperu. In F. Hitt & C. CortŽs (Eds.), Formation ˆ la recherche en didactique des mathŽmatiques (pp. 72-79). Longueuil, QC : Loze-Dion.

 

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 (Vol. 3, pp. 81-88). Ankara, Turkey: PME Program Committee.

 

Guzm‡n, J., Kieran, C., & Mart’nez, 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 Grooup for the Psychology of Mathematics Education (Vol. 2, pp. 481-488). Ankara, Turkey: PME Program Committee.

 

Guzm‡n, J., Kieran, C., & Mart’nez, 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. & Guzm‡n, 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.

 

Kieran, C., Guzm‡n, 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. Sepœlveda (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., & Damboise, C. (2007). ÒHow can we describe the relation between the factored form and the expanded form of these trinomials? – We donÕt even know if our paper-and-pencil factorizations are rightÓ: 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 the 31st PME (Vol. 3, pp. 105-112). Seoul, Korea: PME.

 

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 (CD version). Lake Tahoe, NV: PME-NA.

 

Kieran, C., & Drijvers, P., with Boileau, A., Hitt, F., Tanguay, D., Saldanha, L., & Guzm‡n, 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, & N. Sinclair (Eds.), Proceedings of the 17th ICMI Study, ÒDigital technologies and mathematics teaching and learning.Ó [CD-ROM]. Hanoi, Viet-Nam: 17th ICMI Study. Available on line:

http://icmistudy17.didirem.math.jussieu.fr/doku.php#proceedings_of_the_study_conference

 

Kieran, C. (2006). A response to Ôalgebraic thinking and the generalization of patterns.Õ In S. Alatorre, J.L. Cortina, M. S‡iz, & A. MŽndez (Eds.), Proceedings of 28th Annual Meeting of PME-NA (invited plenary conference; CD version). MŽrida, Mexico: PME-NA Program Committee.

 

Drijvers, P., & Kieran, C., with Boileau, A., Hitt, F., Tanguay, D., Saldanha, L., Guzm‡n, J. (2006). Reconciling factorizations made with CAS and with paper-and-pencil: The power of confronting two media. In J. Novotn‡, H. Moraov‡, M. Kr‡tk‡, & N. Stehlikov‡ (Eds.), Proceedings of the 30th PME (Vol. 2, pp. 473-480). Prague, Czech Republic: PME.

 

Sacristan, A. I., & Kieran, C. (2006). BryanÕs story: Classroom miscommunication about general symbolic notation and the emergence of a conjecture during CAS-based algebra activity. In J. Novotn‡, H. Moraov‡, M. Kr‡tk‡, & N. Stehlikov‡ (Eds.),  Proceedings of the 30th PME (Vol. 5, pp. 1-8). Prague, Czech Republic: PME.

 

Kieran, C., Boileau, A., Saldanha, L., Hitt, F., Tanguay, D., & Guzm‡n, J. (2006). Le r™le des calculatrices symboliques dans lՎmergence de la pensŽe algŽbrique : le cas des expressions Žquivalentes. Actes du colloque EMF2006 (Espace MathŽmatique Francophone, mai 2006). Sherbrooke, QC : EMF.

         (retrieved on 6 October, 2006, from http://ermeweb.free.fr/definitif/)

 

Kieran, C. (2005). Some results from the PISA 2003 international assessment of mathematics learning: What makes items difficult for students? In H. L. Chick & J. L. Vincent (Eds.), Proceedings of 29th PME (plenary panel contribution, Vol. 1, pp. 83-86). Melbourne, Australia: PME.

 

Kieran, C., &  Saldanha, L. (2005). Computer algebra systems (CAS) as a tool for coaxing the emergence of reasoning about equivalence of algebraic expressions. In H. L. Chick & J. L. Vincent (Eds.), Proceedings of 29th PME (Vol. 3, pp. 193-200). Melbourne, Australia: PME.

 

Saldanha, L., & Kieran. C. (2005). A slippery slope between equivalence and equality: Exploring studentsÕ reasoning in the context of algebraic instruction involving a computer algebra system. In Proceedings of the 27th Annual Meeting of PME-NA (CD version). Roanoke, VA: PME-NA.

 

Kieran, C. (2004). The equation / inequality connection in constructing meaning for inequality situations. In M. Johnsen H¿ines & A. Berit Fuglestad (Eds.), Proceedings of 28th PME (Vol. 1, pp. 143-148).  Bergen, Norway: PME.

 

Kieran, C., & Guzman, J. (2004). T‰che, technique et thŽorie : Une recherche sur lÕinstrumentation de la calculatrice ˆ affichage graphique et la co-Žmergence de la pensŽe numŽrique chez des Žlves de 12 ˆ 15 ans. In J.B. Lagrange, M. Artigue, D. Guin, C. Laborde, D. Lenne et L. Trouche (Eds.), IntŽgration des technologies dans lÕenseignement des mathŽmatiques (Proceedings on-line of the Colloque EuropŽen ITEM, Reims, June 2003). (http://www.reims.iufm.fr/Recherche/Cadre_recherche.htm).

 

Proulx, J., Kieran, C., & Bednarz, N. (2004). Case studies of future secondary level mathematics teachersÕ mode of explaining.  In D.E. McDougall & J.A. Ross (Eds.), Proceedings of the 26th PME-NA (pp. 1253-1264). Toronto, ON: PME-NA.

 

Kieran, C., & Guzman, J.  (2003). The spontaneous emergence of elementary number-theoretic concepts and techniques in interaction with computing technology. In N.A. Pateman, B.J. Dougherty, & J. Zilliox (Eds.), Proceedings of 27th PME (Vol. 3, pp. 141-148).  Honolulu, HI: PME.

 

Guzman, J., & Kieran, C. (2002).  The role of calculators in instrumental genesis: The case of Nicolas and factors and divisors.  In A.D. Cockburn & E. Nardi (Eds.), Proceedings of 26th PME (Vol. 3, pp. 41-48).  Norwich, UK: PME.

 

Kieran, C. (2001).  Looking at the role of technology in facilitating the transition from arithmetic to algebraic thinking through the lens of a model of algebraic activity. In K. Stacey, H. Chick, J. Vincent, & J. Vincent (Eds.), Proceedings of the 12th ICMI Study Conference on the future of the teaching and learning of algebra (Vol. 3, pp. 713-720; this article has been translated into Spanish in 2007 and republished in the journal Revista EMA). Melbourne, Australia: ICMI-12 Program Committee.

 

Hershkowitz, R., & Kieran, C.  (2001). Algorithmic and meaningful ways of joining together representatives within the same mathematical activity: An experience with graphing calculators. In M. van den Heuvel-Panhuizen (Ed.),  Proceedings of 25th International Conference for the Psychology of Mathematics Education (Vol. 1, pp. 96-107).  Utrecht, The Netherlands: PME.

 

Guzman, J., Kieran, C., & Squalli, H.  (2001).  The multi-line-screen calculator and the emergence of numerical strategies in secondary 1, 2, and 3 students.  In M. van den Heuvel-Panhuizen (Ed.), Proceedings of the 25th International Conference for the Psychology of Mathematics Education (Vol. 1, p. 312).  Utrecht, The Netherlands: PME.