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This submission contains the Proceedings of the 2016 Annual Meeting of the Canadian Mathematics Education Study Group (CMESG), held at Queen's University in Kingston, Ontario. The CMESG is a group of mathematicians and mathematics educators who meet annually to discuss mathematics education issues at all levels of learning. The aims of the Study Group are: to advance education by organizing and coordinating national conferences and seminars to study and improve the theories of the study of mathematics or any other aspects of mathematics education in Canada at all levels; and to undertake research in mathematics education and to disseminate the results of this research. These proceedings include plenary lectures, panel discussions, working group reports, new PhD reports, and summaries of ad hoc and poster sessions. Papers include: (1) Apport des mathématiciens à la formation des enseignants du primaire: regards sur le « modèle Laval » (Bernard R. Hodgson) [Written in French]; (2) Task Design in Mathematics Education: Frameworks and Exemplars (Carolyn Kieran); (3) A Third Pillar of Scientific Inquiry of Complex Systems--Some Implications for Mathematics Education in Canada (Eric Muller); (4) Structure--An Allegory (Peter Taylor); (5) A Very Canadian Organization: Some Individual Observations on the First Forty Years of CMESG/GCEDM (William Higginson); (6) Mes premières années au GCEDM (Bernard Hodgson) [Written in French]; (7) Transformation Geometry in Grade 10 (Peter Taylor); (8) Introduction (Peter Liljedahl); (9) CMESG: Future Contributions to Mathematics Education (John Mason); (10) Inspirons le future (Nadine Bednarz) [Written in French]; (11) Mathematics Education (Anna Sierpinska); (12) Missing People--Important Opportunities (Walter Whiteley); (13) Computational Thinking and Mathematics Curriculum (Chantal Buteau, George Gadanidis, Miroslav Lovric, and Eric Muller); (14) Mathematics in Teacher Education: What, How… and Why/Les mathématiques dans la formation des enseignants : quoi, comment… et pourquoi (Frédéric Gourdeau and Kathy Nolan) [Written in English and French]; (15) Problem Solving: Definition, Role, and Pedagogy/Résolution de problèmes: définition, rôle, et pédagogie associée (Richard Hoshino, Elena Polotskaia, and David Reid) [Written in English and French]; (16) Mathematics Education and Social Justice: Learning to Meet the Others in the Classroom/Éducation mathématique et justice sociale: apprendre à rencontrer les autres dans las classe (David Guillemette and Cynthia Nicol) [Written in English and French]; (17) Role of Spatial Reasoning in Mathematics (Nathalie Sinclair and Patricia Marchand); (18) The Public Discourse About Mathematics and Mathematics Education/Le discours public sur les mathématiques et l'enseignement des mathématiques (Annie Savard and Elaine Simmt) [Written in English and French]; (19) From Agency to Narrative: Tools in Mathematical Learning (Sean Chorney); (20) Un modèle conceptuel du raisonnement mathématique (à l'école) (Doris Jeannotte) [Written in French]; (21) Diagramming and Gesturing Between Mathematics Graduate Student and Expert Mathematicians (Petra Menz); (22) Analyse du raisonnement covariationnel favorisant le passage de la fonction à la dérivée et des situations qui en sollicitent le déploiement chez des élèves de 15 à 18 ans/Analysis of Covariational Reasoning Promoting the Passage from the Function to the Derivative and of Situations That Lead 15- to 18-Year-Old Students to Deploy That Reasoning (Valériane Passaro) [Written in French and English]; (23) Conceptual Metaphor and Coherent Integration in the Philosophy of Mathematics (Derek Postnikoff); (24) Developing Preservice Teachers' Professional Noticing of Students' Learning (Vanessa Rayner); (25) The Canadian Journal of Science, Mathematics and Technology Education (CJSMTE): Meet the Editors (Egan J. Chernoff); (26) A Preliminary Analysis of Mathematics Requirements in Alberta Universities (Richelle Marynowski and Landry Forand); (27) Assessing Students' Strategy Understanding Through a Video Evaluation Task (Brittany Rappaport, Aryann Blondin, Nathalie Duponsel, Helena P. Osana, and Jérôme Proulx); and (28) Using Analogical Reasoning as a Framework for Investigating Teaching with Manipulatives (Anna Tomaszewski, Aryann Blondin, Helena P. Osana, and Laura Iuhas). Individual papers contain references. [For the 2015 proceedings, see ED581044.]

This submission contains the Proceedings of the 2015 Annual Meeting of the Canadian Mathematics Education Study Group (CMESG), held at the Université de Moncton in Moncton, New Brunswick. The CMESG is a group of mathematicians and mathematics educators who meet annually to discuss mathematics education issues at all levels of learning. The aims of the Study Group are: to advance education by organizing and coordinating national conferences and seminars to study and improve the theories of the study of mathematics or any other aspects of mathematics education in Canada at all levels; and to undertake research in mathematics education and to disseminate the results of this research. These proceedings include plenary lectures, an elder talk memoire, panel discussions, working group reports, topic sessions, new PhD reports, and summaries of ad hoc and poster sessions. Papers include: (1) Diversité, variabilité et convergence des pratiques enseignantes/Diversity, Variability, and Commonalities Among Teaching Practices (Éric Roditi) [Written in French]; (2) Connections: Mathematical, Interdisciplinary, Electronic, and Personal (Deborah Hughes Hallet); (3) Task Design and Problem Posing (Ami Mamolo and John McLoughlin); (4) Indigenous Ways of Knowing in Mathematics (Lisa Lunney Borden and Florence Glanfield); (5) Theoretical Frameworks in Mathematics Education Research/Les cadres théoriques dans la recherche en didactique des mathématiques (Jérôme Proulx and Anna Sierpinska) [Written in English and French]; (6) Early Years Teaching, Learning and Research: Tensions in Adult-Child Interactions Around Mathematics (Ann Anderson and Helena P. Osana); (7) Innovations in Tertiary Mathematics Teaching, Learning and Research/Innovations au post-secondaire pour l'enseignement, l'apprentissage et la recherché (Taras Gula and Denis Tanguay) [Written in English and French]; (8) Some Thoughts on Mathematics as the Alien Word (Richard Barwell); (9) Interaction Between a Mathematics Department in a University and the School System/Interaction entre un département de mathématiques universitaire et le système scolaire (Paul Deguire) [Written in English and French]; (10) Building Thinking Classrooms: Conditions for Problem Solving (Peter Liljedahl); (11) Growing Mathematical Understanding and Folding Back: The Individual, the Collective, the Teacher (Lyndon Martin); (12) De la « clochette de vigilance » au changement de posture: Quelques questions issues de la didactique des mathématiques et étudiées depuis la didactique du sens commun/From the Use of an "Alert Bell" to a Change of Posture: Some Questions Emerging from the Didactics of Mathematics Being Studied by the Didactics of Common Sense (Sophie René de Cotret) [Written in French and English]; (13) Secondary School Mathematics Teacher Candidates' Research, Pedagogical, and Content Knowledge (Alexander Antropov); (14) Étude des significations de la multiplication pour différents ensembles de nombres dans un contexte de géométrisation…et un aperçu de quelques réflexions d'ordre épistémologique (Raquel Isabel Barrera Curin) [Written in French]; (15) The Role of Drawing in Arithmetic Word Problem Solving: Microanalysis of the Subject/Material Dialectic (Élysée-Robert Cadet); (16) Histoire des mathématiques dans la formation des enseignants du secondaire : Une narration polyphonique sur la fragilité, l'adversité et l'empathie--Résumé de thèse/History of Mathematics in a Preservice Teacher's Training Context: A Polyphonic Narration on Fragility, Adversity and Empathy--Thesis Summary (David Guillemette) [Written in French and English]; (17) Improving Mathematics Teaching Through Professional Learning Groups (Jennifer Holm); (18) Mathematics Problems and Thinking Mathematically in Undergraduate Education (Asia R. Matthews); (19) Understanding Learning in Mathematics Through the Metaphor of Authoring (P. Janelle McFeetors); (20) How Elementary Students Learn to Mathematically Analyze Word Problems: The Case of Addition and Subtraction (Elena Polotskaia); (21) Le concept de variabilité chez des enseignants de mathématiques au secondaire (Sylvain Vermette) [Written in French]; (22) Lesson and Learning Study: Collaborative Learning Structures for Preservice Teacher Education (Diana Royea); and (23) Hear My Voice: Teachers' Stories (Ann Kajander and Jennifer Holm). Individual papers contain references. [For the 2014 proceedings, see ED581042.]

This submission contains the Proceedings of the 2014 Annual Meeting of the Canadian Mathematics Education Study Group (CMESG), held at the University of Alberta in Edmonton, Alberta. The CMESG is a group of mathematicians and mathematics educators who meet annually to discuss mathematics education issues at all levels of learning. The aims of the Study Group are: to advance education by organizing and coordinating national conferences and seminars to study and improve the theories of the study of mathematics or any other aspects of mathematics education in Canada at all levels; and to undertake research in mathematics education and to disseminate the results of this research. These proceedings include plenary lectures, an elder talk memoire, panel discussions, working group reports, topic sessions, new PhD reports, and summaries of ad hoc and poster sessions. Papers include: (1) The Economic Use of Time and Effort in the Teaching and Learning of Mathematics (Dave Hewitt); (2) Mathematics in Industry, Mathematics in the Classroom: Analogy and Metaphor (Nilima Nigam); (3) Inter-action and Mathematics Knowing--An Elder's Memoire (Tom Kieren); (4) Basic Facts about PISA 2012 (Lynn M. McGarvey); (5) What Have We Not Been Hearing About PISA? (David A. Reid); (6) The performance of Québec students on PISA's mathematics assessment: What's going on in Québec? (Annie Savard); (7) PISA Reporting: Not Saying What PISA Is and Does (David Wagner); (8) Mathematical Habits of Mind/Modes de pensée mathématiques (Frédéric Gourdeau, Susan Oesterle, and Mary Stordy); (9) Formative Assessment in Mathematics: Developing Understandings, Sharing Practice, and Confronting Dilemmas (Nadia Hardy and Christine Suurtamm); (10) Texter mathématique/Texting Mathematics (Richard Barwell and Jean-François Maheux); (11) Complex Dynamical Systems (France Caron, David Lidstone, and Miroslav Lovric); (12) Role-Playing and Script-Writing in Mathematics Education: Practice and Research (Caroline Lajoie and Rina Zazkis); (13) Mathematical Problem-solving Proficiency and Knowledge for Teaching (Olive Chapman); (14) Interactions de la classe: tensions entre compréhension et difficultés à apprendre les mathématiques/Interactions in the Classroom: Tensions Between Interpretations and Difficulties Learning Mathematics (Lucie Deblois) [Written in French and English]; (15) Mawkinumasultinej! Let's Learn Together! Developing CulturallyBased Inquiry Projects in Mi'kmaw Communities (Lisa Lunney Borden); (16) Problem Posing as Storyline: Collective Authoring of Mathematics by Small Groups of Middle School Students (Alayne Armstrong); (17) Des manières de faire des mathématiques comme enseignants abordées dans une perspective ethnométhodologique pour explorer la transition secondaire collégial/An Ethnomethodological Perspective on Teachers' Ways of Doing Mathematics to Explore the Transition from Secondary to Postsecondary Level (Claudia Corriveau) [Written in French and English]; (18) Making Sense of Sense Making: Learning, Anxiety, and Education (Lissa M. D'Amour); (19) Listening to Students: A Study of Elementary Students' Engagement in Mathematics Through the Lens of Imaginative Education (Pamela A. Hagen); (20) Societal Views of Mathematics and Mathematicians and Their Influence on Elementary Students (Jennifer Hall); (21) Perceptions, Pedagogies, and Practices: Teacher Perspectives of Student Engagement in Grade 9 Applied Mathematics Classrooms (Limin Jao); (22) From Frustration to Understanding: An Inquiry into Secondary Mathematics Teachers' Experiences with Government Mandated Examinations (Richelle Marynowski); (23) Towards the Pedagogy of Risk: Teaching and Learning Risk in the Context of Secondary Mathematics (Nenad Radakovic); (24) Transitions Between Representational Modes in Calculus (Dov Zazkis); (25) A War Zone: The Framing of Mathematics Education in Public News Reporting (Richard Barwell and Yasmine Abtahi); (26) Rethinking Lesson Planning in Mathematics Classrooms (Martha J. Koch); (27) Unpacking Students' Meaning During Learning of New Concepts and Application to Task (Lydia Oladosu); (28) Mathematical Arts: Change the Name… Change the Lens (…?) … Change the Experience… (?) (Jamie Pyper); (29) Day-to-Day, Moment-to-Moment Teaching: What Does it Mean to Teach Mathematics? (Amanjot Toor); (30) Students' Images of Mathematics (Jennifer Hall, Jo Towers, and Lyndon C. Martin); (31) Unfolding of Diagramming and Gesturing Between Mathematics Graduate Student and Supervisor During Research Meetings (Petra Menz); and (32) Exploring Mathematics Through Narrative/Stories: A Humanistic Approach for Teaching Mathematics (Amanjot Toor). Individual papers contain references. [For the 2013 proceedings, see ED547247.]

This submission contains the Proceedings of the 2013 Annual Meeting of the Canadian Mathematics Education Study Group (CMESG), held at Brock University in St. Catharines, Ontario. The CMESG is a group of mathematicians and mathematics educators who meet annually to discuss mathematics education issues at all levels of learning. The aims of the Study Group are: to advance education by organizing and coordinating national conferences and seminars to study and improve the theories of the study of mathematics or any other aspects of mathematics education in Canada at all levels; and to undertake research in mathematics education and to disseminate the results of this research. These proceedings include plenary lectures, working group reports, topic session descriptions, new PhD reports, and summaries of ad hoc and poster sessions. Papers include: (1) On the Relationships Between Mathematical Creativity, Excellence and Giftedness (Roza Leikin); (2) Are We Teaching Roman Numerals in a Digital Age? (Bill Ralph); (3) Through a CMESG Looking Glass (Eric Muller); (4) MOOCs and Online Mathematics Teaching and Learning (George Gadanidis and Philippe R. Richard); (5) Exploring Creativity: From the Mathematics Classroom to the Mathematicians' Mind/Explorer la créativité : de la classe de mathématiques á l'esprit des mathématiciens (Ann Kajander, Dominic Manuel, and Bharath Sriraman); (6) Mathematics of Planet Earth 2013: Education and Communication / Mathématiques de la planète Terre 2013: formation et communication (K-16) (Doug Franks, Kathleen Pineau, and Walter Whitely); (7) What Does it Mean to Understand Multiplicative Ideas and Processes? Designing Strategies for Teaching and Learning (Lorraine M. Baron and Izabella Oliveira); (8) Mathematics Curriculum Re-Conceptualisation (Brent Davis and Kathy Kubota-Zarivnij); (9) Forum canadien sur l'enseignement des mathématiques / Canadian Mathematics Education Forum (Ann Arden, Richard Hoshino, and Kathleen Pineau); (10) Social Media and Mathematics Education: Whenever the Twain Shall Meet? (Egan J. Chernoff); (11) Le jeu de rôles dans un cours de didactique des mathématiques: un outil pour la formation ou un outil pour la recherche sur la formation? / Role-Play in a Mathematics Methods Course: A Tool for Mathematics Teacher Education or a Tool for Research on Mathematics Education? (Caroline Lajoie) [Written in French]; (12) Le nouveau statut des grandeurs dans le programme des mathématiques en France et ses répercussions sur les pratiques enseignantes / The New Status of Magnitudes in the Curricula of Mathematics in France and its Impact on Teaching Practices (Nathalie Anwandter-Cuellar) [Written in French]; (13) Mathematics Coaching to Improve Teaching Practice: The Experiences of Mathematics Teachers and Coaches (Priscilla Bengo); (14) Mathematical Modelling, From Novice to Expert: Thesis Summary (Chiaka Drakes); (15) Two Perspectives Regarding the Pedagogical Film 'All is Number': Critical and Maroon (Steven Khan); (16) A Case Study of the Multiple-Use of a Grade 9 Mathematics Assessment: Implications for the Validation Process (Martha J. Koch); (17) Creating, Understanding, and Teaching Mathematics: Complementary Processes (Tina Rapke); (18) Évolution des projects de formation de futurs enseignants du primaire au contact de situations probabilistes / Evolution of Prospective Teachers Training Projects in Contact with Probabilistic Situations (Miranda Rioux) [Written in French]; (19) Really Big Ideas: Adventures in Data Management (Iain Brodie); (20) Using Learning Objects in the Mathematics Classroom (Carol Carruthers); (21) Mathematics Therapy: Engaging Pre-Service Teachers in Rich Mathematical Experiences (Martha Mavor and Leah Payerl); (22) Students Doing Research in a Mathematics Education Course... Why Not? / Des étudiants qui font de la recherche dans un cours de didactique des mathématiques...Pourquoi pas? (Manon Leblanc); (23) Hindrances and Affordances in Teacher-as-Researcher (Tim Sibbald); (24) Interpréter la créativité manifestée dans les productions d'élèves en mathématiques / Interpreting Creativity Manifested in Students' Production in Mathematics (Jean-Philippe Bélanger, Lucie Deblois, and Viktor Freiman); (25) E-Brock Bugs©: The Creation and Analysis of an Epistemic Mathematics Computer Game (Laura Broley); (26) Could 'It' be an Implementable Form/Alternative to Microworlds? (Chantal Buteau, Eric Muller, and Neil Marshall); (27) Mathematics and Social Justice: Considering School and Community Learning (Indigo Esmonde); (28) Elementary Teachers' View of and Experiences with Mathematics, Mathematicians, and Media (Jennifer Hall); (29) Searching for Profound Understanding: Unpacking Preservice Teacher Mathematics Knowledge (Jennifer Holm and Ann Kajander); (30) The Math Olympian (Richard Hoshino); and (31) TIMSS: What Should We Focus On in Mathematics Teaching? (Zhaoyun Wang). Appended are: (1) Working Groups at Each Annual Meeting; (2) Plenary Lectures at Each Annual Meeting; and (3) Proceedings of Annual Meetings. Individual papers contain references, tables, and figures. [For the 2012 proceedings, see ED547246.]

The theme of the 38th meeting of the International Group for the Psychology of Mathematics Education (PME 38) and the 36th meeting of the North American Chapter of the Psychology of Mathematics Education (PME-NA 36) was "Mathematics Education at the Edge." Academically, the theme provides opportunities to highlight and examine mathematics education research that is: (1) breaking new ground or on the cutting edge of innovative research and research methodologies; and (2) exploring issues with groups that are often positioned at the edge or periphery of educational research, such as social justice, peace education, equity, and Indigenous education. Geographically, the theme "Mathematics Education at the Edge" describes the very place of the conference setting, Vancouver, a city situated at the edge of Canada on the Pacific Ocean and Coast Mountain Range. The papers in the six volumes of these proceedings are organized according to the type of presentation. Volume 1 contains the presentations of the plenary speakers, Research Forum activities, Discussion Group activities, Working Session activities and the National Presentation of mathematics education in Canada. Volumes 2-5 contain the Research Reports of the conference, while Volume 6 consists of the Short Oral and Poster Presentations. The organization of PME 2014 is a collaborative effort involving teams of colleagues at the University of British Columbia and Simon Fraser University.

This submission contains the Proceedings of the 2012 Annual Meeting of the Canadian Mathematics Education Study Group (CMESG), held at Laval University in Québec City, Québec. The CMESG is a group of mathematicians and mathematics educators who meet annually to discuss mathematics education issues at all levels of learning. The aims of the Study Group are: to advance education by organizing and coordinating national conferences and seminars to study and improve the theories of the study of mathematics or any other aspects of mathematics education in Canada at all levels; and to undertake research in mathematics education and to disseminate the results of this research. These proceedings include plenary lectures, a panel discussion, working group reports, topic session descriptions, new PhD reports, and summaries of ad hoc and poster sessions. Papers include: (1) Towards an Understanding of Ethical Practical Action in Mathematics Education: Insights from Contemporary Inquiries (Margaret Walshaw); (2) Old and New Mathematical Ideas from Africa: Challenges for Reflection (Paulus Gerdes); (3) Cooda, Wooda, Didda, Shooda: Time Series Reflections on CMESG/GCEDM (William Higginson); (4) Panel: What is Fundamental Mathematics for Learners? (Elaine Simmt, Darien Allan, Ralph Mason, Ruth Beatty, Peter Taylor, and Hélène Paradis); (5) Numeracy: Goals, Affordances, and Challenges (France Caron and Peter Liljedahl); (6) Diversities in Mathematics and their Relation to Equity (Beverly Caswell and David Wagner); (7) Technology and Mathematics Teachers (K-16) / La technologie et l'enseignant mathématique (K-16) (Chantal Buteau and Nathalie Sinclair); (8) La preuve en mathématiques et en classe / Proof in Mathematics and in Schools (David Reid and Denis Tanguay); (9) The Role of Text/books in the Mathematics Classroom / Le rôle des manuels scolaires dans la classe de mathématiques (Peter Appelbaum and Susan Gerofsky); (10) Preparing Teachers to Develop Algebraic Thinking in Primary and Secondary School / Préparer les enseignants au développement de la pensée algébrique au primaire et au secondaire (Hassane Squalli, Chris Suurtamm, and Viktor Freiman); (11) Collaboration Between Research in Mathematics Education and Teaching Mathematics: Case Study of Teaching Infinity in Calculus (Miroslav Lovric); (12) Dialogue sur la lecture de textes historiques dans la classe de mathématiques / Dialogue on Reading Original Texts in the Mathematics Classroom (Louis Charbonneau and David Guillemette) [Written in French]; (13) Teaching Toward Equity in Mathematics (Beverly Caswell); (14) Inequalities in the History of Mathematics: From Peculiarities to a Hard Discipline (Elena Halmaghi); (15) The Study of On-line Situations of Validation Experienced by 13- and 14-year-old Students With and Without the Aid of an Electronic Forum (Manon Leblanc); (16) Institutional Acculturation of the Researcher, Teacher, and Secondary 1 Students with Learning Difficulties in Problem Situations Involving Rational Numbers / Les effets d'une démarche d'acculturation sur l'action didactique conjointe de l'enseignant, des élèves et du chercheur, dans l'enseignement/apprentissage des nombres rationnels auprès d'élèves en difficultés d'apprentissage (Geneviève Lessard) [Written in French]; (17) Mathematics Education: An Aporetic of Epistemology, Language and Ethics (Jean-François Maheux); (18) Diverse Perspectives on Teaching "Math for Teachers": Living the Tensions (Susan Oesterle); (19) Conversations Held and Roles Played During Mathematics Teachers' Collaborative Design: Two Dimensions of Interaction (Armando Paulino Preciado Babb); (20) The Ordinary Yet Extraordinary Emotions and Motives of Preservice Mathematics Teachers (Oana Radu); (21) Élaboration et analyse d'une intervention didactique, co-construite entre chercheur et enseignant, visant le développement d'un contrôle sur l'activité mathématique chez les élèves du secondaire / Development and Analysis of a Didactic Intervention, Co-constructed Between Researcher and Teacher For the Development of a Control of the Mathematical Activity Among High School Students (Mireille Saboya) [Written in French]; (22) Publishing in the Journal of Mathematics Teacher Education (Olive Chapman and Margaret Walshaw); (23) Is It Possible to Measure the Effectiveness of a Specific Approach to Teaching Foundations Mathematics in a Post-Secondary Setting? / Est-il possible de mesurer l'efficacité d'une approche spécifique à l'enseignement mathématiques fondations dans un cadre de post-secondaire? (Taras Gula); (24) Challenges in Supporting Mathematics Teachers to Develop Their Teaching Practices (Lionel Lacroix); (25) Rapport sur le ad hoc éthique et éducation mathématique / Report on the Ethics and Mathematics Education Ad Hoc (Jean-François Maheux); (26) Reading Biographies and Autobiographies of Mathematicians: What Do They Tell Us About the Subject of Mathematics? (Veda Roodal Persad); (27) Online Environments for Mathematics Sharing and Collaboration (Geoffrey Roulet); (28) Ad Hoc Session on Planning for the Next Canadian Math Education Forum (CMEF) to be Held in May 2014 (Peter Taylor); (29) Preservice Elementary Teachers' Beliefs Toward Mathematics and Mathematics Teaching (Sean Beaudette, Alexandra Penn, and Geoffrey Roulet); (30) Gearing Up For Grade 9: A Learning Object (Laura Broley); (31) Students' Perceptions of the Role of Theory and Examples in College Level Mathematics (Dalia Challita and Nadia Hardy); (32) Une expérimentation de pratiques gagnantes en enseignement des mathématiques / An Experiment with Successful Practices in Mathematics Teaching (Lucie Deblois); (33) Blended Mathematical Collaboration Using a Wiki, Geogebra and Jing (Jill Lazarus and Geoffrey Roulet); (34) Some Things Technologies Can Tell Us About Technologies: An Instrumented Analysis of Two Successive Mathematics Curricula (Jean-François Maheux and Fabienne Venant); (35) Investigating the Teaching Practices of a Group of Mathematics Graduate Students (Tod L. Shockey and Sibylle Weck-Schwarz); (36) Mathematics For Young Children: Exploring What is Possible in Early Mathematics Education? (Diane Tepylo, Joan Moss, Catherine Bruce, Tara Flynn, Diana Chang, and Zachary Hawes); and (37) Mise à l'essai d'une situation d'enseignement-apprentissage en lien avec le métier du scénographe pour favoriser l'engagement mathématique des élèves du 1er cycle du secondaire (Josianne Trudel) [Written in French]. Appended are: (1) Working Groups at Each Annual Meeting; (2) Plenary Lectures at Each Annual Meeting; and (3) Proceedings of Annual Meetings. Individual papers contain references, tables, and figures. [For the 2011 proceedings, see ED547245.]

This submission contains the Proceedings of the 2011 Annual Meeting of the Canadian Mathematics Education Study Group (CMESG), held at Memorial University of Newfoundland in St. John's, Newfoundland. The CMESG is a group of mathematicians and mathematics educators who meet annually to discuss mathematics education issues at all levels of learning. The aims of the Study Group are: to advance education by organizing and coordinating national conferences and seminars to study and improve the theories of the study of mathematics or any other aspects of mathematics education in Canada at all levels; and to undertake research in mathematics education and to disseminate the results of this research. These proceedings include plenary lectures, working group reports, topic session descriptions, new PhD reports, and summaries of ad hoc and poster sessions. Papers include: (1) Pattern Composition: Beyond the Basics (Chris K. Palmer); (2) The Pair-Dialogue Approach in Mathematics Teacher Education (Pessia Tsamir and Dina Tirosh); (3) Mathematics Teaching and Climate Change (Richard Barwell, Stewart Craven, and David Lidstone); (4) Meaningful Procedural Knowledge in Mathematics Learning (Wes Maciejewski, Joyce Mgombelo, and Annie Savard); (5) Emergent Methods for Mathematics Education Research: Using Data to Develop Theory / Méthodes émergentes pour les recherches en didactique des mathématiques : Partir des données pour développer des théories (Olive Chapman, Souleymane Barry, and P. Janelle McFeetors); (6) Using Simulation to Develop Students' Mathematical Competencies--Post Secondary and Teacher Education (Eric Muller, Jean-Philippe Villeneuve, and Philippe Etchecopar); (7) Making Art, Doing Mathematics / Créer de l'art; faire des maths (Eva Knoll and Tara Taylor); (8) Selecting Tasks for Prospective Teachers in Mathematics Education (Marie-Pier Morin, Christian Bernèche, and Ralph Mason); (9) How to Prepare a Public Lecture? First Questions, Then Execution??? (Yvan Saint-Aubin); (10) Warm Hands Taking Cold Mathematics (David Wagner); (11) Opportunities to Learn IN and THROUGH Professional Development: An Analysis of Curriculum Materials (Jenny Sealy Badee); (12) Challenging Our Beliefs and Practices in Secondary Mathematics Education (Lorraine Baron); (13) Pattern Rules, Patterns and Graphs: Analyzing Grade 6 Students' Learning of Linear Functions Through the Processes of Webbing, Situated Abstractions, and Convergent Conceptual Change (Ruth Beatty); (14) Learning Mathematics for the Workplace: An Activity Theory Study of Pipe Trades Training (Lionel Lacroix); (15) Transforming Mathematics Education for Mi'kmaw Students through Mawikinutimatimk (Lisa Lunney Borden); (16) Coming to Know Mathematics: Views of Two Teacher Mathematicians (Veda Abu-Bakare); (17) What Does 'Better' University Mathematics Instruction Look Like? (Mary Beisiegel and Asia Matthews); (18) Exploring Variability in a Dynamic Computer-Based Environment (George Ekol); (19) Virtual Mathematics Marathon: A Mathematical Game For All Children (Margo Kondratieva and Viktor Freiman); (20) Early Childhood Mathematics Education (Donna Kotsopolous and Joanne Lee); (21) The Challenges of Mathematics In-Service (Susan Oesterle); (22) High School Mathematics Students' Trajectories: Tracking or Differentiating for Success? (Ralph T. Mason and P. Janelle McFeetors). Appended are: (1) Working Groups at Each Annual Meeting; (2) Plenary Lectures at Each Annual Meeting; and (3) Proceedings of Annual Meetings. Appendixes contain: (1) Working Groups at Each Annual Meeting; (2) Plenary Lectures at Each Annual Meeting; and (3) Proceedings of Annual Meetings. Individual papers contain references, tables, and figures. [For the 2010 proceedings, see ED529564.]

This submission contains the Proceedings of the 2010 Annual Meeting of the Canadian Mathematics Education Study Group (CMESG), held at Simon Fraser University in Burnaby, British Columbia. The CMESG is a group of mathematicians and mathematics educators who meet annually to discuss mathematics education issues at all levels of learning. The aims of the Study Group are: to advance education by organizing and coordinating national conferences and seminars to study and improve the theories of the study of mathematics or any other aspects of mathematics education in Canada at all levels; and to undertake research in mathematics education and to disseminate the results of this research. These proceedings include plenary lectures, working group reports, topic session descriptions, new PhD reports, and summaries of ad hoc sessions. Papers include: (1) Ambiguity and Mathematical Thinking (William Byers); (2) Learning From and With Parents: Resources for Equity in Mathematics Education (Marta Civil); (3) Collaboration et echanges internationaux en education mathematique dans le cadre de la CIEM: regards selon une perspective canadienne / ICMI as a Space for International Collaboration and Exchange in Mathematics Education: Some Views From a Canadian Perspective (Bernard R. Hodgson) [Written in French]; (4) Teaching Mathematics to Special Needs Students: Who Is At-Risk? (Cathy Bruce, Genevieve Lessard, and Laurent Theis); (5) Attending to Data Analysis and Visualizing Data (Veda Abu-Bakare, Linda Gattuso, and Georges Monette); (6) Recruitment, Attrition, and Retention in Post-Secondary Mathematics (Miroslav Lovric, Olivier Turcotte, and Walter Whiteley); (7) Can We Be Thankful for Mathematics?: Mathematical Thinking and Aboriginal Peoples (Edward Doolittle, Lisa Lunney Borden, and Dawn Wiseman); (8) Beauty in Applied Mathematics (France Caron and Leo Jonker); (9) Noticing and Engaging the Mathematicians in Our Classrooms (Egan J. Chernoff, Eva Knoll, and Ami Mamolo); (10) Emotion, reflexion et action: mathematiques et enseignement / Doing, Feeling, Thinking Mathematics... in Teacher Preparation (Frederic Gourdeau) [Presented in both French and English]; (11) On the Origins of Dynamic Number in the Breakdown of Structural, Metaphoric, and Historic Conceptions of Human Mathematics (Nicholas Jackiw and Nathalie Sinclair); (12) Analysis of Resources Mobilized by a Teacher and Researcher in Designing/Experimenting/Reflecting Upon Modelling Sequences Based on Elementary Combinatorics and Aimed at Introducing 7th Graders to Modelling (Souleymane Barry); (13) Being (Almost) a Mathematician: Teacher Identity Formation in Post-Secondary Mathematics (Mary Beisiegel); (14) Subjective Probabilities Derived from the Perceived Randomness of Sequences of Outcomes (Egan J. Chernoff); (15) Learning to Play with Mathematics Online (Krista Francis-Poscente); (16) Students' Models of the Knowledge to Be Learned About Limits in College-Level Calculus Courses: The Influence of Routine Tasks and the Role Played by Institutional Norms (Nadia Hardy); (17) Making Connections: Network Theory, Embodied Mathematics, and Mathematical Understanding (Elizabeth Mowat); (18) Recovering Mathematics: An Ontological Turn toward Coming to Understand the Teaching of Mathematics with Children (Mary Stordy); (19) Who Teaches the Teachers? Challenging Our Practices (Lorraine Baron); (20) What Does Mathematics Education Have To Do With Climate Change? (Richard Barwell); (21) Construction du sens des objets mathematiques chez les eleves d'un cours de mise a niveau (Analia Berge) [Written in French]; (22) The Study of Resilience in Mathematics Education (Pavneet Braich); (23) What My Students Taught Me About Jim Totten's Geometry Problem in FLM (Elias Brettler); (24) Social Interaction in a Virtual Environment: Fostering Online Communication and Collaboration in Mathematics Education Research (Stephen R. Campbell); (25) Editing Mathematics Teachers' Journals in Canada: Bridging the Gap Between Researchers and Teachers (Sean Chorney, Egan J. Chernoff, and Peter Liljedahl); (26) Reasoning Demands in Mathematics Textbooks (Simon Karuku); (27) Laughing @ Mathematics Education: Exploring Potentials of Online Mathematics Comics (OMC) for Socially Just Pedagogies (Stephen Khan); (28) The Relocation Property (Kim Ledger-Langen); (29) Beyond the Superficial: Procedural Knowledge in University Mathematics (Wes Maciejewski and Ami Mamolo); (30) Inquiry Activities in High School Mathematics: Issues in Authoring Curricular Products (Janelle McFeetors, Ralph Mason, and Elaine Simmt); (31) "I Don't Understand What You Don't Understand!": A Look at the Phenomenon of "Not Understanding" in Mathematics Pedagogic Situations (Ayopo Odunuga); (32) Geometric Reasoning: Developing Habits of Mind (Lydia Oladosu and Olive Chapman); (33) A Performance Assessment Approach to the Evaluation of Mathematics Knowledge for Teaching (Tony Pascuzzo); (34) Teachers' Professional Development by Collaborative Design: Why Does It Work? (Armando P. Preciado); (35) Reducing Abstraction: The Case of Logarithms (Krishna Subedi); (36) Identity of a Learner in an Undergraduate Mathematics Programme (Amanjot Toor); (37) Rapport au savoir et service A.M.I. (Olivier Turcotte) [Written in French]; and (38) Using Mathematical Proof to Enrich Conceptual Knowledge (John Wiest). Three appendixes present: (1) Working Groups at Each Annual Meeting; (2) Plenary Lectures at Each Annual Meeting; and (3) Proceedings of Annual Meetings. Individual papers contain references, tables, and figures. [Abstract modified to meet ERIC guidelines. For the 2009 proceedings, see ED529559.]

Studenting is comprised of the behaviors that students perform or exhibit in a learning situation, such as the mathematics classroom. These may or may not be intended to help themselves learn, and may or may not conform to the teacher's goals and expected actions. In this paper I report on the case of a particular student, Maria. Observations, together with excerpts of informal interviews, are used to provide a preliminary analysis using activity theory as a theoretical lens. Initial results reveal that 'good' studenting behaviors do not necessarily result in mathematics learning, nor indicate a primary motive of learning. Analysis indicates Maria's primary motive was to get a good grade and be seen as a good student. [ABSTRACT FROM AUTHOR]