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. (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.