Search results for author:"Chantal Buteau"
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Learning Mathematics by Designing, Programming, and Investigating with Interactive, Dynamic Computer-Based Objects
International Journal for Technology in Mathematics Education Vol. 21, No. 2 (2014) pp. 49–64
As part of their undergraduate mathematics curriculum, students at Brock University learn to create and use computer-based tools with dynamic, visual interfaces, called Exploratory Objects, developed for the purpose of conducting pure or applied...
International Journal of Game-Based Learning Vol. 8, No. 3 (July 2018) pp. 34–55
E-Brock Bugs is a serious educational game (SEG) about probability which was created based on Devlin's design principles for games whose players adopt identities of mathematically able persons. This kind of games in which “players think and act like ...
Prospective Secondary Teachers Repositioning by Designing, Implementing and Testing Mathematics Learning Objects: A Conceptual Framework
International Journal of Mathematical Education in Science and Technology Vol. 40, No. 8 (2009) pp. 1051–1068
This article describes a conceptual framework developed to illuminate how prospective teachers' learning experiences are shaped by didactic-sensitive activities in departments of mathematics. We draw from the experiences of prospective teachers in...
Systemic Shifts in Instructional Technology: Findings of a Comparative Case Study of Two University Mathematics Departments
International Journal for Technology in Mathematics Education Vol. 21, No. 4 (2014) pp. 117–142
This paper reports on the findings of an international case study in which researchers examined two mathematics departments (Canada/UK) in which the sustained use of technology was strategically established in a mathematics degree program. This case ...
On the Integration of Computer Algebra Systems (CAS) by Canadian Mathematicians: Results of a National Survey
Canadian Journal of Science, Mathematics and Technology Education Vol. 14, No. 1 (2014) pp. 35–57
In this article, we outline the findings of a Canadian survey study (N = 302) that focused on the extent of computer algebra systems (CAS)-based technology use in postsecondary mathematics instruction. Results suggest that a considerable number of...
Innovative CAS Technology Use in University Mathematics Teaching and Assessment: Findings from a Case Study in Alberta, Canada
Journal of Computers in Mathematics and Science Teaching Vol. 37, No. 4 (October 2018) pp. 309–354
In this paper, we report on a case study that focused on innovative uses of CAS technology in university mathematics teaching and assessment. The study involved a site visit to the University of Alberta campus (June 2015) during which: interviews...
Integrating Computer Algebra Systems in Post-Secondary Mathematics Education: Preliminary Results of a Literature Review
International Journal for Technology in Mathematics Education Vol. 17, No. 2 (2010) pp. 57–68
We present results of a literature review pilot study (326 papers) regarding the use of Computer Algebra Systems (CAS) in tertiary mathematics education. Several themes that have emerged from the review are discussed: diverse uses of CAS, benefits...
Do mathematicians integrate computer algebra systems in university teaching? Comparing a literature review to an international survey study
Computers & Education Vol. 58, No. 1 (January 2012) pp. 423–434
We present a comparative study of a literature review of 326 selected contributions ( Buteau, Marshall, Jarvis & Lavicza, 2010) to an international (US, UK, Hungary) survey of mathematicians ( Lavicza, 2008) regarding the use of Computer ...
Topics: Post Secondary Education
Systemic Integration of Evolving Technologies in Undergraduate Mathematics Education and Its Impact on Student Retention
International Journal of Mathematical Education in Science and Technology Vol. 40, No. 1 (January 2009) pp. 139–155
We outline the systemic integration and use of evolving technologies by two mathematics departments, the one in a Faculty of Engineering (in Hungary), the other in a Faculty of Mathematics and Science (in Canada). Clearly these two departments play...