Chernoff, E. J., Liljedahl, P., & Chorney, S. (Eds.) (2015). Selected writings from the Journal of the British Columbia Association of Mathematics Teachers: Celebrating 50 (1962-2012) years of Vector. Charlotte, NC: Information Age Publishing.  

Book Chapters

Chorney, S. (2018). Digital technology in teaching mathematical competency: A paradigm shift. In Kajander, A. Holm, J. & Chernoff, E. (Eds.), Teaching and Learning Secondary School Mathematics: Canadian perspectives in an international context (pp. 245-255). Switzerland: Springer.

Chorney, S., Sinclair, N. (2018). Fingers-on geometry: The emergence of symmetry in a primary school classroom with multi-touch dynamic geometry. In N. Calder, K. Larkin & N. Sinclair (Eds.), Using Mobile Technologies in the Teaching and Learning of Mathematics (pp. 213-230). Switzerland: Springer.

Cohen, R., Chorney, S. & Sinclair, N. (2017). Equity and Access to the Complexity of Number: A Multimodal, Digital Approach. In S. Celedon-Pattichis, D. White & M. Civil (Eds), Access and Equity: Promoting high quality mathematics in grades K-2 (pp. 81-96). Reston, VA: NCTM.

Journal Articles

Chorney, S. (accepted). Song about two good people: Letters to David. Invited submission to a second monograph of For the Learning of Mathematics.

Chorney, S.(2023) Conceptions of Zero A Review of Amir D. Aczel’s Finding Zero: A Mathematician's Odyssey to Uncover the Origins of Numbers, The Mathematics Enthusiast, 20(1), Article 20.

Chorney, S. (2022). Making electoral districts count: A mathematical exploration. International Journal of Mathematical Education in Science and Technology.

Chorney, S. & Bakos, S. (2021). Investigating the positioning of pre‐service teachers in relation to incorporating First Peoples’ worldviews into mathematics teaching. Canadian Journal of Science, Mathematics and Technology Education, 21(4),714–739.

Chorney, S. (2021). Classroom practice and craft knowledge in teaching mathematics using Desmos: Challenges and strategies. International Journal of Mathematical Education in Science and Technology. Vol. ahead-of-print, 1–25.

Sinclair, N., Chorney, S., Güneş,C., & Bakos, S. (2020). Disruptions in meanings: teachers’ experiences of multiplication in TouchTimes. ZDM Mathematics Education, 52, 1471–1482.

Balaji, S. & Chorney, S. (2020). The emergence of creativity: Insights from Carnatic raaga improvisation and mathematical proof generation. Journal of Humanistic Mathematics, 10(2),194–221.

Chorney, S. (2017). Circles, materiality and movement. For the learning of mathematics. 37(3): 45-49.

Chorney, S. (2017). Re-animating the mathematical concept: A materialist look at students practicing mathematics with digital technology. Frontline learning research, 5(1):43-57.

Chorney, S., Noble, T., Ruttenberg-Rozen, R., Phakeng, M. (2016). Sharing space with the other to discuss mathematics education and social justice. For the learning of mathematics 36(3), 46-51.

Chorney, S., Lam, O., Pimm, D. (2016). A Tale of Two More Metaphors: Storylines About Mathematics Education in Canadian National Media. Canadian Journal of Science, Mathematics and Technology Education, 16(4), 402-418.

Chorney, S. (2016). Beyond the equation: A new take on teaching math. Teacher: Magazine of the BC Teachers’ Federation, 28(4), 12–13.

Sinclair, N., Chorney, S., Rodney, S. (2015). Rhythm in number: exploring the affective, social and mathematical dimensions of using TouchCounts. Mathematics Education Research Journal, 1–21.

Chorney, S. (2015). Social Justice and Mathematics: A Time for Renewed Implementation? Vector 56(2), 8–11.

Chorney, S. (2015). The Practice of Learning Mathematics as Comprising Three Parallel Processes: Mathematics, Tool and Student. Philosophy of Mathematics Education Journal 29.

Book Reviews

Chorney, S. (2015). Reviewing Mathematics and the Body: Material Entanglements in the Classroom. Canadian Journal of Science Mathematics and Technology Education, 15(2), 203–209.

Sinclair, N. & Chorney, S. (2012). Can you draw a straight line without using a straightedge? Review of Tools of American mathematics teaching, 1800–2000. Mathematics Thinking and Learning 14(2), 173–178.

Non-Referred Conference Proceedings

Chernoff, E. J., Chorney, S., & Liljedahl, P. (2011). Editing mathematics teachers’ journals in Canada: Bridging the gap between researchers and teachers. Ad-hoc presentation report for the proceedings of the 34th annual meeting of the Canadian Mathematics Education Study Group/Groupe Canadien d'Étude en Didactique des Mathématiques. (pp. 217-218). Vancouver, Canada: Simon Fraser University.