# Conference Proceedings

Sinclair, N. (2017). Crossroad Blues. In Galindo, E., & Newton, J., (Eds.). (2017). *Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education*. Indianapolis, IN: Hoosier Association of Mathematics Teacher Educators.

de Freitas, E. & Sinclair, N. (2017). Mathematical gestures: multitouch technology and the indexical trace. CERME 9. Dublin, Ireland. February, 2017.

de Freitas, E. & Sinclair, N. (2016). The onto-politics of number sense. *ICME 13*. Hamburg, Germany. July 2016.

Ng, O. & Sinclair, N. (2016). Drawing in space: doing mathematics with 3D pens. *ICME 13*. Hamburg, Germany. July 2016.

Menz, P. & Sinclair, N. (2016). Diagramming and gesturing during mathematizing. *ICME 13*. Hamburg, Germany. July 2016.

Sinclair, N. & de Freitas, E. (2015). Rethinking gesture with new multitouch digital technology, epiSTEME 6, Mumbai, India.

Hare,** **A. & Sinclair, N. (2015).** **Pointing In An Undergraduate Abstract Algebra Lecture: Interface Between Speaking and Writing.** ***Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education*, Hobart, Australia.

Sinclair, N. & Coles, A. (2015). ‘A trillion is after one hundred’: early number and the development of symbolic awareness. In X. Sun, B. Kaur and J. Novotná (Eds.) *Proceedings of* *ICMI Study 23” Primary Mathematics Study on Whole Numbers*, (pp. 251-259). Macau, China: University of Macau.

Sinclair, N. & Pimm, D. (2014).** **Number’s subtle touch: Expanding finger gnosis in the era of multi-touch technologies. *Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education*, Vancouver, Canada.

Ng, O. & Sinclair, N. (2013).** **Gestures and temporality: children’s use of gestures on spatial transformation tasks.** ***Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education*, Kiel, Germany.

Sinclair, N. (2013). TouchCounts: An embodied, digital approach to learning number. *Proceedings of ICTMT12*, Bari, Italy.

Sinclair, N. & Sedaghat Jou, V. (2013). Finger counting and adding on a touchscreen mathematical instrument. *Proceedings of CERME 8*. Anataya, Turkey.

Andrà, C. & Sinclair, N. (2012).** **Mathematics lessons as stories: linking semiotics and view of mathematics.** ***Proceedings of the 18 ^{th} MAVI conference*.

**Helsinki, Finland.**

Sinclair, N. (2012).** **L’uso della geometria dinamica nella scuola primaria: un modo nuovo di vedered, pensare, parlare.** ***Proceedings of DI.FI.MA 201*1. Torino, Italy.

Sinclair, N. and Kaur, H. (2011). Young children’s understanding of reflection symmetry in a dynamic geometry environment. *Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education*, Ankara, Turkey.

Gol Tabaghi, S. and Sinclair, N. (2011). Student diagramming motion: A discursive analysis of visual images. *Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education*, Ankara, Turkey.

Sinclair, N., Moss, J. and Jones, K. (2010). Developing geometric discourse using DGS in - 3. *Proceedings of the 34th Conference of the International Group for the Psychology of Mathematics Education, 1*, Belo Horizonte, Brazil: PME.

Gol Tabaghi, S. and Sinclair, N.** **(2010). Shifts in attention in DGE to learn eigen theory. *Proceedings of the 34th Conference of the International Group for the Psychology of Mathematics Education, 1*, Belo Horizonte, Brazil: PME.

Sinclair, N., Moss, J., and Jones, K. (2010). Developing Geometric Discourses Using Dynamic Geometry Software in K–3. 2010 *AERA Conference Proceedings*.

Sinclair, N. and Jones, K. (2009). BSRLM Geometry working group: Geometrical reasoning in the primary school, the case of parallel lines. In M. Joubert (Ed.) *Proceedings of the BSRLM conference, 29*(2), 88–93.

Sinclair, N., and Gol Tabaghi, S. (2009). Beyond Static Imagery: How Mathematicians Think About Concepts Dynamically.* Proceedings of the 33 ^{rd} Conference for Psychology of Mathematics Education. *Thessaloniki, Greece.

*Sinclair, N. and Jackiw, N. (2009). Modelling Practices in Sketchpad. *International Community on Teaching Modeling and Applications*. New York: Springer*.*

*Sinclair, N., Arzarello, F., Gaisman, M., Lozano, M. (2009). Implementing Digital Technologies at a national scale. In C. Hoyles and J-b. Lagrange (Eds.), *The Seventeenth ICMI Study: Technology Revisited*. Springer.

Sinclair, N. & Jackiw, N. (2007). Dynamic Geometry Activity Design for Elementary School Mathematics*. Proceedings of the Seventeenth ICMI Study Conference “Technology Revisited,”* Hanoi, Vietnam.

Sinclair, N. & Crespo, S. (2006). What makes a good problem? An aesthetic lens. *Proceedings of the conference for Psychology of Mathematics Education. *Prague, The Czech Republic.

Sinclair, N. & Yurita, V. (2005). Characteristic Features of Discourse in a Sketchpad Classroom. *Proceedings of the conference for Psychology of Mathematics Education – North American Chapter* 27, Roanoke, VA.

Sinclair, N. (2004). The aesthetic development of mathematicians. *Proceedings of the conference for Psychology of Mathematics Education – North American Chapter 26*. Toronto, Canada

Sinclair, N. (2003). Aesthetic values in mathematics: A value-oriented epistemology, *Proceedings of the conference for Psychology of Mathematics Education* XVII, Hawaii, U.S.A.

Sinclair, N. (2002). For the beauty of numbers. In A. Cockburn and E. Nardi (Eds.), *Proceedings of PME 26*, *1.* Norwich, UK: University of East Anglia.

Sinclair, N. (2001). *Aesthetics is relevant*. *Proceedings of PME XV*. Utrecht, the Netherlands.