Nathalie Sinclair

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 


  • 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


  • TouchCounts: Learning number through digital multitouching
  • Gestural communication in the mathematics classroom
  • Using dynamic geometry to develop powerful thinking in k-5