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 18th 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 2011. 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 33rd 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.

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