Publikationen

Links to online materials are included at the end of each listing, or as integrated links to the title.

Papers in refereed journals

Reid, D. A., Simmt, E., Savard, A., Suurtamm, C., Manuel, D., Lin, T. W. J., Quigley, B., Knipping, C. (2015). Observing observers: Using video to prompt and record reflections on teachers' pedagogies in four regions of Canada. Research in Comparative and International Education, 10(3) 367-382 DOI: 10.1177/1745499915580425

Reid, D. & Mgombelo, J. (2015). Survey of key concepts in enactivist theory and methodology. ZDM Mathematics Education. DOI 10.1007/s11858-014-0634-7

Reid, D. (2014). The coherence of enactivism and mathematics education research: A case study. AVANT. The Journal of the Philosophical­ Interdisciplinary Vanguard 5(2), 137-172.

Reid, D. (2014). Is FLM an enactivist journal? For the Learning of Mathematics 34(1) 10-11.

De Freitas, E., Wagner, D., Esmonde, I., Knipping, C., Lunney Borden, L., & Reid, D. (2012). Discursive Authority and Sociocultural Positioning in the Mathematics Classroom: New Directions for Teacher Professional Development. Canadian Journal of Science, Mathematics and Technology Education, 12(2), 137-159.

Reid, D. (2011). An enactivist reaction to Samson & Schäfer. For the Learning of Mathematics 31(2) 16.

Reid, D., Knipping, C., & Crosby, M. (2011). Refutations and the logic of practice. PNA, 6(1), 1-10. HANDLE.

Pedemonte, B. & Reid, D. (2010). The role of abduction in proving processes. Educational Studies in Mathematics, 76(3), 281-303.

Cañadas, C. Deulofeu, J. Figueiras, L. Reid, D. Yevdokimov, O. (2008): Perspectivas teóricas en el proceso de elaboración de conjeturas e implicaciones para la práctica: tipos y pasos. Enseñanza de las Ciencias, 26 (3), 431-444

Knoll, E. & Reid D. (2007) Discussing beauty in mathematics and in art. For the Learning of Mathematics 27(3) 31-33.

Cañadas, M.C., Deulofeu, J., Figueiras, L., Reid, D., Yevdokimov, O. (2007) The conjecturing process: Perspectives in theory and implications in practice. Journal of Teaching and Learning 5(1) 55-72.

Reid, D. (2007) Observations on an observer’s attachment to the idea of reality. Constructivist Foundations 3(1) 19-20.

Sookochoff, S., Simmt, E., & Reid, D. (2007). The teacher/researcher and proving in high school mathematics. Delta-K, 44(2) 11-19.

Brown, L. & Reid, D. (2006) Embodied Cognition: Somatic markers, purposes and emotional orientations. Educational Studies in Mathematics, 63(2) 179-192.

Reid, D. & Inglis, M. (2005) Talking about logic. For the Learning of Mathematics, 25(2) 24-25.

Reid, D. (2004) Teaching Mathematics Through Brick Patterns. Nexus Network Journal, 6(2), 113-123.
Available online: DOI: 10.1007/s00004-004-0022-7

Reid, D. & Zack, V. (2004) Good-enough understanding: Theorising about the learning of complex ideas (part 2) For the Learning of Mathematics, 24(1) 24-28.
Available online: PDF

Reid, D. & Zack, V. (2003) Good-enough understanding: Theorising about the learning of complex ideas (part 1). For the Learning of Mathematics, 23(3) 43-50.
Available online: PDF

Reid, D. (2003) Review of M. C. Escher's legacy: A centennial celebration. Nexus Network Journal, 5(2), Available online: DOI: 10.1007/s00004-003-0024-x

Reid, D. (2002) Describing reasoning in early elementary school mathematics. Teaching Children Mathematics, December 2002, 234-237.

Reid, D. (2002) Elements in accepting an explanation. Journal of Mathematical Behavior, 20(4) 527-547.

Reid, D. (2002) Conjectures and refutations in grade 5 mathematics. Journal for Research in Mathematics Education, 33(1) 5-29

Reid, D. & Drodge, E. (2000). Embodied Cognition and the Mathematical Emotional Orientation. Mathematical Thinking and Learning, 2(4), pp. 249-267

Reid, D. & Brown, L. (1999). Fork in the road. For the Learning of Mathematics 19(3), pp. 15-22.

Reid, D. (1998) Sharing ideas about teaching proving. Mathematics Teacher 91(8) pp. 704-707.

top

Refereed conference papers published in proceedings

Vallejo, E., & Reid, D. (2016). The double role played by examples in a third grade class: The case of the Goldbach’s Conjecture. In Csíkos, C., Rausch, A., &  Szitányi, J. (Eds.). Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1. Szeged, Hungary: PME.

Cai, J. Reid, D. (2015). Is Grouping Really Essential? Contribution to Grouping students by attainment is essential for their learning of mathematics: A debate, chaired by H. Forgasz. In K. Beswick, T. Muir & J. Wells (Eds.) Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education (Vol. 1, pp 79-87). Hobart, Australia: PME. (Invited contribution)

Manuel, D., Savard, A., & Reid, D. (2015). Observing teachers: The mathematics pedagogy of Quebec francophone and anglophone teachers. 10th International Symposium on Mathematics and its Connections to the Arts and Sciences. 28th - 30th May 2015, University of Education Schwäbsich Gmünd, Germany. To appear in the proceedings.

Reid, D., Savard, A., Manuel, D., & Lin, T. (2015). Québec anglophone teachers' pedagogies: Observations from an auto-ethnography. Paper presented to Working Group 19 Mathematics teacher and classroom practices, at the ninth Congress of the European Research in Mathematics Education, Prague, 4-8 February 2015. To appear in the proceedings.

Knipping, C., Rott, D., & Reid, D. (2015). Disparate arguments in mathematics classrooms. Paper presented to Working Group 1 Argumentation and Proof, at the ninth Congress of the European Research in Mathematics Education, Prague, 4-8 February 2015. To appear in the proceedings.

Manuel, D., Savard, A. & Reid, D. (2014). Observing teachers: The mathematics pedagogy of Quebec francophone and anglophone teachers. Poster to be presented at the 38th Conference of the International Group for the Psychology of Mathematics Education, Vancouver, Canada, 15-20 July 2014.

Reid, D. (2013) The Biological Basis for Deductive Reasoning. Paper presented to Working Group 1: Argumentation and Proof, at the eighth annual conference of the European Society for Research in Mathematics Education. Manavgat/Side, Turkey. 6 - 10 February 2013.

Knipping, C., & Reid D. (2013). Have you got the rule underneath? Invisible pedagogic practice and stratification. In Lindmeier, A. M. & Heinze, A. (Eds.). Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education, Vol. 3, pp. 193-200. Kiel, Germany: PME.

Reid, D. (2011). Understanding proof and transforming teaching. In Wiest, L., & Lamberg, T. (Eds.) Proceedings of the Thirty-third Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. (pp. 15-30) Reno NV: University of Nevada. (Invited Plenary presentation)

Reid, D., Knipping, C. & Crosby, M. (2008). Refutations and the logic of practice. In Figueras, O., Cortina, J.L., Alatorre, S., Rojano, T., & Sepúlveda, A. (Eds.). Proceedings of the Thirty-second Annual Conference of the International Group for the Psychology of Mathematics Education (Vol 4, pp. 169-176) México: Cinvestav-UMSNH. Available online: PDF

Knipping, C., Reid, D.A., Gellert, U., Jablonka, E. (2008) The emergence of disparity in performance in mathematics education. In J.F. Matos, P. Valero & K. Yasukawa (Eds.) Proceedings of the Fifth International Mathematics Education and Society Conference, Part 1 (pp. 320-329). Centro de Investigação em Educação, Universidade de Lisboa / Department of Education, Learning and Philosophy, Aalborg University. Available online: PDF

Jablonka, E., Gellert, U., Knipping, C., Reid, D. (2008) The production of legitimate text and the stratification of achievement in mathematics classrooms. In J.F. Matos, P. Valero & K. Yasukawa (Eds.) Proceedings of the Fifth International Mathematics Education and Society Conference, (pp. 122-124). Centro de Investigação em Educação, Universidade de Lisboa / Department of Education, Learning and Philosophy, Aalborg University. Available online: PDF

Zack, V. & Reid, D. (2006). Learning about mathematics and about mathematics learning through and in collaboration. In Novotná, J., Moraová, H., Krátká, M. & Stehlíková, N.(Eds.). Proceedings of the Thirtieth Conference of the International Group for the Psychology of Mathematics Education, (Vol. 1, pp. 116-120). Prague: PME.

Reid, D. (2005) The meaning of proof in mathematics education. Paper presented to Working Group 4: Argumentation and Proof, at the Fourth annual conference of the European Society for Research in Mathematics Education. Sant Feliu de Guíxols, Spain. 17 - 21 February 2005. Proceedings to appear. Currently Available online at: http://cerme4.crm.es/Papers%20definitius/4/Reid.pdf .

Brown L. & Reid, D. (2004). Emotional orientations and somatic markers: Implications for mathematics education. In M.J. Høines & A.B. Fuglestad (Eds.), Proceedings of the Twenty-eighth conference of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 123-126). Bergen: PME

Brown, L., Reid, D. & Coles, A. (2004) Constraints and freedoms: Seeing somatic markers in teachers’ decision-making and students’ reasoning in mathematics classrooms. Research in Mathematics Education: Papers of the British Society for Research into Learning Mathematics.

Reid, D. (2003) Forms and uses of abduction. Paper presented to Working Group 4: Proof and argumentation, at the Third annual conference of the European Society for Research in Mathematics Education. Bellaria, Italy. Feb/March 2003. Available online: PDF

Reid, D. (2002). Describing young children’s deductive reasoning. In A. Cockburn & E. Nardi (Eds.) Proceedings of the Twentieth-sixth Annual Conference of the International Group for the Psychology of Mathematics Education,(Vol. IV pp. 105-112) Norwich, UK. Available online: PDF

Reid, D. (1999). Needing to explain: The mathematical emotional orientation. In Orit Zaslavsky (Ed.) Proceedings of the Twentieth-third Annual Conference of the International Group for the Psychology of Mathematics Education,(Vol. 4 pp. 105-112) Haifa, Israel. Available online: HTML

Reid, D. (1998). Why is proof by contradiction difficult? In Alwyn Olivier and Karen Newstead (Eds.) Proceedings of the Twentieth-second Annual Conference of the International Group for the Psychology of Mathematics Education, (Vol. 4 pp. 41-48 ) Stellenbosch, South Africa.

Reid, D. (1997). Jill's use of deductive reasoning: A case study from grade 10. In Dossey, J. A., Swafford, J. O., Parmantie, M., and Dossey, A.E. (Eds.). Proceedings of the Nineteenth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. (Vol. 2 p. 667). Columbus OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education.

Reid, D. (1997). Constraints and opportunities in teaching proving. In Erkki Pehkonnen (Ed.) Proceedings of the Twentieth-first Annual Conference of the International Group for the Psychology of Mathematics Education, (Vol. 4, pp. 49-55). Lahti, Finland.

Blackmore, D., Cluett, G., & Reid, D. (1996). Three perspectives on problem-based mathematics learning. In Jakubowski, E., Watkins, D., and Biske, H. (eds.) Proceedings of the Eighteenth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. (Vol. 1, pp. 258-262) Columbus OH: ERIC Clearinghouse for Science Mathematics, and Environmental Education.

Reid, D. (1996) Describing reasoning Poster presentation. Eighth International Congress on Mathematical Education, Sevilla.

Reid, D. (1996). Enactivism as a methodology. In L. Puig & A Gutiérrez,(Eds.), Proceedings of the Twentieth Annual Conference of the International Group for the Psychology of Mathematics Education, (Vol. 4, pp. 203-210). Valencia, Spain.

Reid, D. (1995). Proving to explain. In L. Meira & D Carraher, (Eds.), Proceedings of the Nineteenth Annual Conference of the International Group for the Psychology of Mathematics Education, (Vol. 3, pp. 137-143). Recife, Brazil.

Kieren, T., Reid, D. & Pirie, S. (1995) Formulating the Fibonacci sequence: Paths or jumps in mathematical understanding. In D. Owens, M. Reed, & G. Phillips, (Eds.), Proceedings of the Seventeenth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 123-128). Columbus OH.

Pirie, S., Kieren, T. & Reid D. (1994). Mathematical understanding: Always under construction. In J. P. da Ponte & J. F. Matos, (Eds.), Proceedings of the Eighteenth Annual Conference of the International Group for the Psychology of Mathematics Education. (Vol. IV, pp. 49-56). Lisbon.

top

Refereed Book Chapters

Knipping, C., & Reid, D. (2015). Reconstructing Argumentation Structures: A Perspective on Proving Processes in Secondary Mathematics Classroom Interactions. In A. Bikner-Ahsbahs, C. Knipping & N. Presmeg (Eds.) Approaches to Qualitative Research in Mathematics Education.Approaches to Qualitative Research in Mathematics Education (pp. 75-101). Springer.

Knipping, C., Reid, D., & Straehler-Pohl, H. (2015). Establishing Mathematics Classroom Culture: Concealing and Revealing the Rules of the Game. In U. Gellert, J. Gimenez Rodriguez, C. Hahn, S. Kafoussi, (Eds.) Educational Paths to Mathematics A C.I.E.A.E.M. Sourcebook (pp. 67-96). Springer.

Reid D. (2015). Recognizing and Fostering Mathematical Reasoning in Elementary School Classrooms. In E. Silver (Ed.) Lessons Learned from Research: Volume 1, Useful and Useable Research Related to Core Mathematical Practices. Reston VA: NCTM.

Knipping, C., & Reid, D. (2013). Revealing Structures of Argumentations in Classroom Proving Processes. In The Argument of Mathematics (pp. 119-146). Springer Netherlands.

Reid, D. & Zack, V. (2009) Aspects of teaching proving in upper elementary school. In D. Stylianou, M. Blanton & E. Knuth (Eds.) Teaching and learning proof across the grades. New York: Routledge.

top

Books

Reid, D., & Knipping, C. (2010). Proof in mathematics education: Research, learning and teaching. Rotterdam: Sense.

Reid, D., Dowden, B. Jeans, S., & d’Entremont, J. (2000) The psychology of students’ reasoning in school mathematics: Grade 2 research report. Acadia University: Wolfville NS. Online at http://www.acadiau.ca/~dreid/publications/prism-2/title_page.htm

top

Book Chapters

Knipping, C. & Reid, D. (2005) Schwarze Kisten - Mit Black boxes Zusammenhänge erkunden. [Black Boxes – Exploring connections with black boxes] In: B. Barzel, S. Hußmann, & T. Leuders (Eds.) Computer, Internet & Co. im Mathematikunterricht. [Computer, Internet & Co. – in mathematics teaching] Cornelsen: Berlin. 167-180.

top

Papers in non-refereed journals

Reid, D. & Roberts, R. (2004) Adult learners' criteria for explanations. Zentralblatt für Didaktik der Mathematik: International Reviews on Mathematical Education, 36(5), 140-149.

Reid, D. (2002) What is proof? La Lettre de la Preuve: International newsletter on the teaching and learning of proof. Summer 2002. Online at: http://www-leibniz.imag.fr/DIDACTIQUE/preuve/Newsletter/02Ete/WhatIsProof.pdf

Brown, L., Reid, D. and Zack, V. (1997) On doing the same problem Mathematics Teaching 163, pp. 50-55.

Reid, D. (1996). Teaching and the role of proof. Mathematics Teaching, (155), pp. 23-26.

top

Papers delivered at professional meetings, conferences and seminars

Vallejo, E., &  Reid, D. (2016) The double role played by examples in a third grade class: The case of the Goldbach’s Conjecture. Oral Communication presented at the 40th Psychology of Mathematics Education Annual Conference (PME-40), Szeged, Hungary.

Reid, D., & Vallejo, E. (2016) When is a generic argument a proof? Presentation in Topic Study Group 18, Reasoning and proof in mathematics education. 13th International Congress on Mathematical Education Hamburg, 24-31 July 2016

Reid, D. et al. (2015) Observing teachers: Mathematics pedagogy across Canada. Symposium. 11 June 2015. MERU Symposium Series, University of Ottawa, Faculty of Education

Reid, D., Anderson, A., Thom, J., Suurtamm, C., Mamolo, A., Kieran, C., Proulx, J., Lunney Borden, L., Stordy, M., & Chapman, O. (2014). Mathematics Education in Canada: PME-38 National presentation. Special presentation at the 38th Conference of the International Group for the Psychology of Mathematics Education, Vancouver, Canada, 15-20 July 2014.

Reid, D., Weber, K. & Cramer, J. (2014) Workshop D: Working with reasoning and argumentation data. Workshop to be conducted at the Young Researchers Day of the 38th Conference of the International Group for the Psychology of Mathematics Education, Vancouver, Canada, 14-15 July 2014.

Reid, D. (2012) The Biological Basis for Deductive Reasoning. Seminar presented to the Mathematics Education Research Group, University of Bristol, 7 November 2012.

Knipping, C., Straehler-Pohl, H., & Reid, D. (2011). “I’m going to tell you to save wondering” - How enabling becomes disabling in a Canadian mathematics classroom. Quaderni di Ricerca in Didattica / Mathematics (QRDM) 22.1, pp. 171-175.

Reid, D. (2010) La signification d'un mot est son utilisation en langage: La signification de « preuve » dans la recherche en didactique de mathématiques. Conférence publique, 1 April 2010, Centre de recherche sur l’enseignement et l’apprentissage des sciences (CREAS), Université de Sherbrooke. Availible online: Slides; Notes

Reid, D. (2010) How to teach proof: Conclusions for two decades of research on teaching and learning mathematical proof. 31 March 2010. Concordia University. Availible online: Slides; Notes; Video

Knipping, C.; Reid, D. & Gellert, U. (2009) From everyday contexts to institutionalised knowledge: Implicit initiation into school mathematics. In: Pre-Proceedings of the 61st Annual Meeting of the International commission for the study of improvement of mathematics education (CIEAEM), July 26 - July 31st, Université de Montréal, Montréal, 84-88. Availible online: PDF

Reid, D. (2009) Teaching and Learning Proof. School of Education Academic Lecture Series. 22 April, 2009.

Reid, D. (2009) How to teach proof: Conclusions for two decades of research on teaching and learning mathematical proof. University of Alberta. 13 May, 2009.

Reid, D. (2007) The transition from concrete to abstract: the case of division. Presented at the 2007 conference of the Nova Scotia Mathematics Teachers Association. 26 October, 2007.

Reid, D. (2005) La signification d'un mot est son utilisation en langage: La signification de « preuve » dans la recherche en didactique de mathématiques. Séminaire DidaTech, 11 March 2005, Institut d'Informatique et Mathématiques Appliquées de Grenoble.

Reid, D. (2004) Die Bedeutung eines Wortes ist sein Gebrauch in der Sprache. Seminar, 11 November 2004, Carl von Ossietzky Universität Oldenburg.

Reid, D. (2004) Le raisonnement mathématique, qu’est-ce que c’est? Seminar: Université de Québec à Montréal. February 2004

Reid, D. (2003) Fostering Reasoning and Proof. Presented at the Annual Conference of the Mathematics Teachers’ Association of Nova Scotia, Truro NS, October 24, 2003.

Brown L., & Reid, D. (2003) Observing the unseeable: Somatic markers related to students' and teachers' decision-making. Presented to the British Society for Research in the Learning of Mathematics, June 2003.

Reid, D. (2002) Patterns and Kinds of Reasoning. Seminar: Institute of Education, University of London. November 2002.

Reid, D. (2002) Data and Probability in Upper Elementary School. Presented at the Annual Conference of the Mathematics Teachers’ Association of Nova Scotia, Wolfville NS, October 25, 2002.

Reid, D., (2002) Dimensions in describing reasoning. Colloquium: Universität Hamburg. April 2002.

Brown L., & Reid, D. (2002) Somatic markers: Teachers' decision-making and students' emotioning in mathematics classrooms. Proceedings of the British Society for Research in the Learning of Mathematics, 22(3), pp. 7-12. Availible online: PDF

Reid, D. (2001) Proof, proofs, proving and probing: Research related to proof. Short Oral presentation. In M. van den Heuvel-Panhuizen (Ed.) Proceedings of the Twentieth-Fifth Annual Conference of the International Group for the Psychology of Mathematics Education,(Vol. I, p. 360) Utrecht, Netherlands. (Paper version Available at http://www.acadiau.ca/~dreid/publications/proof/proof.htm)

Reid, D. (2001). Spreadsheets for Junior High School Math. Presented at the Annual Conference of the Mathematics Teachers’ Association of Nova Scotia, Fall River NS, October 26, 2001.

Reid, D. (2000) Analogous cognitive systems. CMASTE Colloquium at University of Alberta, December 2000.

Reid, D., Brown, L., Drodge, E., Kieren, T., Mason, J., Mason, R., Pimm, D. & Simmt, E. (1999). Cognition, Emotioning, and mathematics education: Enactivist perspectives. Presented at the Annual Meeting of the American Educational Research Association, Montréal.

Brown, L. and Reid, D. (1997) Connecting dichotomies - Teaching/Learning. Joint seminar presented at Concordia University, February 1997

Reid, D. (1997) Emotioning and reasoning: implications for the learning of mathematics. Seminar presented at Concordia University, February 1997

Reid, D. (1996) The role of proving: Students and mathematicians. Presented to Topic Group 8: Proofs and proving: Why when and how. Eighth International Congress on Mathematical Education, Sevilla.

Reid, D. (1996) Enactivism and Mathematics Education. A series of three seminars presented at South Bank University, University of Bristol, and University of Warwick, June 1996.

Kieren, T., Gordon-Calvert, L., Reid, D. & Simmt, E. (1996) Occasioning: Learning in the interaction. Presented at the Annual Meeting of the American Educational Research Association, New York.

Reid, D. (1996) Enactivism: Complexity, Cognition, Coemergence and Curriculum. Seminar given at Memorial University, Faculty of Education. January 24, 1996.

Reid, D. (1995). Teaching reasoning. Presented at the Canadian Regional Conference of the National Council of Teachers of Mathematics, St. John's NF, October 11-14, 1995.

Gordon-Calvert, L., Kieren, T., Reid, D. & Simmt, E. (1995). Thinking otherwise: Enactivism, mathematics and education. Presented at the Annual Meeting of the Canadian Society for the Study of Education. Montréal.

Reid, D. (1995). Mechanical deduction and related aspects of students proving in problem solving. Presented at the Annual Meeting of the Canadian Society for the Study of Education. Montréal.

Kieren, T., Reid, D. & Simmt, E. (1995) An Enactivist Research Approach to Mathematical Activity: Understanding, Reasoning and Beliefs. Presented at the Annual Meeting of the American Educational Research Association, San Francisco.

Kieren, T. & Reid, D. (1994). Portraying the growth of mathematical understanding: Understanding and deductive reasoning in mathematical activity. Presented at the Annual Meeting of the Canadian Society for the Study of Education. Calgary.

Reid, D. (1994). "Why 4?": Explanations in mathematical problem solving. Presented at the Annual Meeting of the Canadian Society for the Study of Education. Calgary.

Reid, D. (1993). Pre-formal, formal, and formulaic proving. Proceedings of the 1993 Annual Meeting of the Canadian Mathematics Education Study Group, Toronto.

top

Theses

Reid, D. (1995). The need to prove. Unpublished doctoral dissertation, University of Alberta, Department of Secondary Education.

Reid, D. (1992). Mathematical induction: An epistemological study with consequences for teaching. Unpublished master’s thesis, Concordia University, Department of Mathematics and Statistics.

top

Edited works

Reid, D. (1994) Classroom Discourse. In Applying the NCTM Standards in Alberta Eds. A. Olson & D. Reid. Centre for Mathematics, Science and Technology Education, Edmonton.

top

Un-referred publications in refereed publications (Letters, etc.)


Reid, D. (2005) Juxtapositions. For the Learning of Mathematics, 25(2) 33.

Brown, L., Reid, D., Tahta, D., Davis, B., Barton B., & Zack V. (2003) Loved articles. For the Learning of Mathematics, 23(3)

top

Active participation in and leadership given to professional conferences, workshops, symposia, etc.

Reid, D., Barwell, R., & Savard, A. (2016) Observations on observing pedagogy: Further discussion of researching the unobservable. Discussion group at the Fortieth Annual Conference of the International Group for the Psychology of Mathematics Education. Szeged, Hungary.

Reid, D. and Barwell, R. (2014) Observing teachers observing mathematics teaching: Researching the unobservable. Discussion group at the Thirty-eighth Annual Conference of the International Group for the Psychology of Mathematics Education. Vancouver, Canada, 15-20 July.

McGarvey, L., Reid, D., Savard, A. & Wagner, D. (2014) What have we not been hearing about the PISA? Forum at the 2014 Annual meeting of the Canadian Mathematics Education Study Group. Edmonton, 30 May – 3 June. (Panelist)

Voyer, D., De Corte, E., Reid, D., Goupil, A., & Hitt, F. (2012). Mise en problème de la résolution de problèmes en mathématiques: un débat. 2012 Colloque du Groupe de Didactique des Mathématiques du Québec (GDM), Université Laval, 23-25 May 2012

Reid, D. & Tanguay, D. (2012). Proof in mathematics and in schools. Working Group report. Proceedings of the 2012 Annual Meeting of the Canadian Mathematics Education Study Group. Québec.

Reid, D. (2006) From More to Core. Atlantic Community Math Network Conference, Acadia University, 25 November 2006

Reid, D. (2004) What is Canadian about Canadian Mathematics Education? Forum at the 2004 Annual meeting of the Canadian Mathematics Education Study Group. Québec, May 28-1 June. (Panelist)

Reid, D. (2004) Reasoning, proof and proving in mathematics education. Topic Study Group at the 10th International Conference on Mathematical Education. Copenhagen, July 4-11. (Member of organising team)

Reid, D., Heinrich, K., Lancaster, D. & Mason, R. (2003). Popularisation of mathematics. Working group at the Canada School Mathematics Forum. Montreal, May 2003.

Knipping, C. & Reid, D. (2002). Cultural differences and the teaching of proof for all. Symposium. Proceedings of the Mathematics Education and Society conference. Helsingor Denmark, April 2002.

Reid, D., Brown, L., and Coles, A. (2001). Observing systems. Working session to be organized at the Twentieth-fifth Annual Conference of the International Group for the Psychology of Mathematics Education, Utrecht, July 2001.

Zack, V. and Reid, D. (2000) A proof ought to explain Topic group report. Proceedings of the 2000 Annual Meeting of the Canadian Mathematics Education Study Group. Montréal.

Reid, D. and Sutherland, R. (2000) Teachers, technologies, and productive pedagogy. Working group report. Proceedings of the 2000 Annual Meeting of the Canadian Mathematics Education Study Group. Montréal.

Thayler, E. and Reid, D. (1999) Mathematics education and the Web at the secondary level, Focus group report. Proceedings of the 1999 Technology in Mathematics Education At The Secondary and Tertiary Levels conference, St. Catherine's, ON.

Brown, L., Reid, D. and Zack, V. (1997) Video tape interpretation. Discussion group at the Twentieth-first Annual Conference of the International Group for the Psychology of Mathematics Education Lahti, Finland.

Dubiel, M. and Reid, D. (1997) The crisis in school mathematics content, Working group report. Proceedings of the 1997 Annual Meeting of the Canadian Mathematics Education Study Group. Thunder Bay.

Reid, D. (1991). Report of Working Group D': Constructivism: Some theoretical concerns relating to teacher development. Proceedings of the 1991 Annual Meeting of the Canadian Mathematics Education Study Group, Fredericton.

Kontakt

Hier finden Sie meine Kontaktinformationen.