Nathalie Sinclair

Eine markierte Version dieser Seite, die am 5. Dezember 2016 freigegeben wurde, basiert auf dieser Version.

Dr. Nathalie Sinclair.
Außerordentliche Professur Pädagogische Fakultät. Simon Fraser University.
Dissertation: Mindful of Beauty: The Roles of the Aesthetic in the Doing and Learning of Mathematics.
Personen-ID im Mathematics Genealogy Project: 67817
{{

 #loop: i
 | 0                     
 | 1 
 |

}}

Kurzvita

1993 Bachelor in Mathematik, McGill University, Montreal (Québec), Kanada
1996 Master of Science in Mathematik, Simon Fraser University, Burnaby, Kanada
2002 PhD in Bildungsphilosophie, Queen's University, Kingston (Ontario), Kanada (Titel: "Mindful of Beauty: The Roles of the Aesthetic in the Doing and Learning of Mathematics")
Herausgeberin des "Canadian Journal For Science, Mathematics, and Technology Education"
Mitherausgebern der Zeitschrift "For the learning of mathematics"
Canada Research Chair "Tangible Mathematics Learning"
Außerordentliche Professur an der Pädagogischen Fakultät, Simon Fraser University, Burnaby, Kanada

Sinclair, N. & Ng, O.: Young children reasoning about symmetry in a dynamic geometry environment. ZDM – The International Journal on Mathematics Education, 51(3), 2015.
Sinclair, N. & Ng, O.: “Area without numbers”: Using Touchscreen dynamic geometry to reason about shape. Canadian Journal of Science, Mathematics and Technology Education, 15(1), 84-101. 2015.
Sinclair, N.: Generations of research on new technologies in mathematics education. Teaching Mathematics and its Applications, 33(3), 166-178. 2014.
Sinclair, N. & De Freitas, E. : Mathematics and the body: Material entanglements in the classroom. (Foreword by Brian Rotman). Cambridge University Press, 2014.
Sinclair, N., Pimm, D. & Higginson, W.: Mathematics and the aesthetic: Modern approaches to an ancient affinity. New York: Springer-Verlag, 2006.

consequences of embodied cognition in mathematics thinking and learning
role of the aesthetic in the development of mathematics as a discipline and in the understandings of both research mathematicians and school learners
impact of digital technologies – and dynamic geometry software in particular – on the way people think, move and feel mathematically