Bannière Template Répertoire des professeurs

Carolyn Kieran-Sauvé

Département de mathématiques

Poste : Professeure émérite

Courriel : kieran-sauve.carolyn@uqam.ca

Téléphone : (514) 987-3000 poste 7793

Local : PK-5611

Autre courriel : carkie2@yahoo.ca

Domaines d'expertises

  • Enseignement et apprentissage de l'algèbre
  • Utilisation de la technologie dans l'enseignement et l'apprentissage des mathématiques, spécialité : algèbre
  • Raisonnement algébrique
  • La pratique enseignante en classe de mathématiques
  • Tâche, Technique et Théorie dans l'apprentissage de l'algèbre
  • Général
  • Enseignement et supervision
  • Publications
  • Communications
  • Réalisations
  • Distinctions
  • Services à la collectivité

Cheminement académique

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Liens d’intérêt

Unités de recherche

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Partenaires (organismes, entreprises)

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Affiliations externes principales

  • International Group for the Psychology of Mathematics Education (PME)
  • Canadian Mathematics Education Study Group (CMESG)
  • National Council of Teachers of Mathematics (NCTM)
  • Centro de Investigación y de Estudios Avanzados del Instituto Politécnico Nacional (CINVESTAV-IPN) du Mexique
  • Mathematics eText Research Center (MeTRC) - University of Oregon

Prix et distinctions

  • Président du International Group for the Psychology of Mathematics Education (PME) (1992-1995)
  • Nommée au Mathematics Learning Study, un comité parrainé par le National Science Foundation et le National Academy of Science (E.-U.) (1999)
  • Élue Membre du Conseil d'administration, National Council of Teachers of Mathematics (2001-2004)
  • Nommée au Comité d'honneur du Computer Algebra in Mathematics Education (CAME6) (2009)
  • Médaille du Gouverneur-Général du Canada (1960)

Publications

  • Livres

    Fey, J.T., Cuoco, A., Kieran, C., McMullin, L., & Zbiek, R.M. (Eds.). (2003). Computer algebra systems in secondary school mathematics education. Reston, VA: National Council of Teachers of Mathematics.

    Stigler, J., Hiebert, J., Kieran, C., Wearne, D., Seago, N., & Hood, G. (2003). TIMSS video studies: Explorations of algebra teaching (Course Guide). Los Angeles: Intel.

    Stigler, J., Hiebert, J., Kieran, C., Wearne, D., Seago, N., Hood, G., Taylor, F., & Yost, J. (2003). TIMSS video studies: Explorations of algebra teaching (Facilitator Guide). Los Angeles: Intel.

    Kieran, C., Forman, E., & Sfard, A. (Eds.). (2002). Learning discourse: Discursive approaches to research in mathematics education. Dordrecht, The Netherlands: Kluwer Academic.

    Kieran, C., Forman, E., & Sfard, A. (Eds.). (2001). Bridging the individual and the social. (PME special issue of Educational Studies in Mathematics, 46(1-3)). Dordrecht, The Netherlands: Kluwer Academic.

    Bednarz, N., Kieran, C., & Lee, L. (Eds.). (1996). Approaches to algebra: Perspectives for research and teaching. Dordrecht, The Netherlands: Kluwer Academic.

    Kieran, C. (Ed.). (1995). New perspectives on school algebra: Papers and discussions of the ICME-7 Algebra Working Group. (Journal of Mathematical Behavior--special issue--Vol. 14, #1). Norwood, NJ: Ablex.

    Robitaille, D., Wheeler, D., & Kieran, C. (Eds.). (1994). Selected lectures from the 7th International Congress on Mathematical Education. Québec: Les Presses de l'Université Laval.

    Kieran, C., & Dawson, A. J. (1992). Current research on the teaching and learning of mathematics in Canada / Les recherches en cours sur l'apprentissage et l'enseignement des mathématiques au Canada (monograph of the Canadian Mathematics Education Study Group / Groupe canadien d'étude en didactique des mathématiques). Montréal: CMESG.

    Wagner, S., & Kieran, C. (Eds.). (1989). Research issues in the learning and teaching of algebra. Reston, VA: National Council of Teachers of Mathematics; Hillsdale, NJ: Lawrence Erlbaum.

    Bergeron, J.C., Herscovics, N., & Kieran, C. (Eds.). (1987). Proceedings of the 11th International Conference for the Psychology of Mathematics Education (Vols. I, II, III). Montréal: Université de Montréal.

  • Chapitre de livre

    Kieran, C. (sous-presse). The false dichotomy in mathematics education between conceptual understanding and procedural skills: An example from algebra. In K. Leatham (Ed.), Vital directions in mathematics education research. New York: Springer.

    Kieran, C., Tanguay, D., & Solares, A. (sous-presse). Researcher-designed resources and their adaptation within classroom teaching practice: Shaping both the implicit and the explicit. In G. Gueudet, B. Pepin, & L. Trouche (Eds.), Mathematics curriculum material and teacher development: from text to `lived' resources. New York: Springer.

    Kieran, C., & Guzman, J. (2010). Role of task and technology in provoking teacher change: A case of proofs and proving in high school algebra. In R. Leikin & R. Zazkis (Eds.), Learning through teaching mathematics: Development of teachers' knowledge and expertise in practice (pp. 127-152). New York: Springer.

    Drijvers, P., Kieran, C., & Mariotti, M.-A. (2009). Integrating technology into mathematics education: Theoretical perspectives. In C. Hoyles & J.-B. Lagrange (Eds.), Mathematics education and technology: Rethinking the terrain (pp. 89-132). New York: Springer.

    Kieran, C. (2007). Learning and teaching algebra at the middle school through college levels: Building meaning for symbols and their manipulation. In F. K. Lester, Jr., (Ed.), Second handbook of research on mathematics teaching and learning (pp. 707-762). Greenwich, CT: Information Age Publishing.

    Kieran, C. (2006). Research on the learning and teaching of algebra. In A. Gutiérrez & P. Boero (Eds.), Handbook of research on the psychology of mathematics education (pp. 11-50). Rotterdam: Sense.

    Kieran, C. (2004). The core of algebra: Reflections on its main activities. In K. Stacey, H. Chick, & M. Kendal (Eds.), The future of the teaching and learning of algebra: The 12th ICMI study (pp. 21-34). Dordrecht, The Netherlands: Kluwer.

    Kieran, C. (2003). The twentieth century emergence of the Canadian mathematics education research community. In G. Stanic & J. Kilpatrick (Eds.), A history of school mathematics (pp. 1701-1778). Reston, VA: National Council of Teachers of Mathematics.

    Kieran, C. (2002). Exploring the mathematical discourse of 13-year-old partnered problem solving and its relationship to the mathematics that emerges. In C. Kieran, E. Forman, & A. Sfard (Eds.), Learning discourse: Discursive approaches to research in mathematics education (pp. 187-228). Dordrecht, The Netherlands: Kluwer Academic.

    Kieran, C., Boileau, A., & Garançon, M. (1996). Introducing algebra by means of a technology-supported, functional approach. In N. Bednarz, C. Kieran, & L. Lee (Eds.), Approaches to algebra: Perspectives for research and teaching (pp. 257-293). Dordrecht, The Netherlands: Kluwer.

    Kieran, C. (1996). The changing face of school algebra. In C. Alsina, J. Alvarez, B. Hodgson, C. Laborde, & A. Perez (Eds.), 8th International Congress on Mathematical Education, Selected Lectures (pp. 271-290). Sevilla, Spain: S.A.E.M. Thales.

    Kieran, C. (1992). The learning and teaching of school algebra. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 390-419). New York: Macmillan.

    Kieran, C. (1989). The early learning of algebra: A structural perspective. In S. Wagner & C. Kieran (Eds.), Research issues in the learning and teaching of algebra (pp. 35-56). Reston, VA: National Council of Teachers of Mathematics; Hillsdale, NJ: Lawrence Erlbaum.

  • Publications en ligne

    Kieran, C. (2009). Some remarks on the documentational approach. In G. Gueudet & L. Trouche (Eds.), L'approche documentaire : qu'est-ce que c'est ? Site web: Educmath, France. http://educmath.inrp.fr/Educmath/recherches/projets-de-recherche/approche_documentaire/presentation

    Kieran, C. (2007). What do we know about the teaching and learning of algebra in the elementary grades? Research brief published on the web site of the National Council of Teachers of Mathematics; retrieved on September 5, 2009, from http://www.nctm.org/news/content.aspx?id=12326

    Kieran, C. (2007). What do students struggle with when first introduced to algebra symbols? Research brief published on the web site of the National Council of Teachers of Mathematics; retrieved on September 5, 2009, from http://www.nctm.org/news/content.aspx?id=12332

  • Articles scientifiques

    Hitt, F., & Kieran, C. (2009). Constructing knowledge via a peer interaction in a CAS environment with tasks designed from a Task-Technique-Theory perspective. International Journal of Computers for Mathematical Learning, 14, 121-152.

    Kieran, C. (2007). Developing algebraic reasoning: The role of sequenced tasks and teacher questions from the primary to the early secondary school levels. Quadrante, XVI(1), 5-26.

    Kieran, C. (2007). Interpreting and assessing the answers given by the CAS expert. The International Journal for Technology in Mathematics Education, 14, 103-107 (CAME 4 Special Issue, edited by M.K. Heid).

    Kieran, C., & Drijvers, P., with Boileau, A., Hitt, F., Tanguay, D., Saldanha, L., & Guzmán, J. (2006). The co-emergence of machine techniques, paper-and-pencil techniques, and theoretical reflection: A study of CAS use in secondary school algebra. International Journal of Computers for Mathematical Learning, 11, 205-263.

    Proulx, J., Descamps-Bednarz, N., & Kieran, C. (2006). Caractéristiques des explications orales en classe de mathématiques. Canadian Journal of Science, Mathematics and Technology Education, 6, 267-292.

    Kieran, C. (2004). Algebraic thinking in the early grades: What is it? The Mathematics Educator, 8(1), 139-151.

    Guzman, J., Kieran, C., & Squalli, H. (2003). La calculadora con pantalla multilinea y el surgimento de estrategias numéricas en alumnus de primero, segundo y tercer año de secundaria. Revista Educación Matemática, 15(2). 105-128.

    Hershkowitz, R., & Kieran, C. (2002). Fusionner des représentations mathématiques machinalement ou en réfléchissant : expériences d'utilisation de calculatrices graphiques. Sciences et techniques éducatives, 9(1-2), 201-218.

    Kieran, C. (2001). Exploring the mathematical discourse of 13-year-old partnered problem solving and its relationship to the mathematics that emerges. Educational Studies in Mathematics, 46(1-3), 187-228.

    Sfard, A., & Kieran, C. (2001). Cognition as communication: Rethinking learning-by-talking through multi-faceted analysis of students' mathematical interactions. Mind, Culture, and Activity, 8(1), 42-76.

    Kieran, C., & Sfard, A. (1999). Seeing through symbols: The case of equivalent expressions. Focus on learning problems in mathematics, 21(1), 1-17.

    Kieran, C. (1995). A new look at school algebra - past, present, and future. Journal of Mathematical Behavior, 14, 7-12.

    Dugdale, S., Thompson, P.W., Harvey, W., Demana, F., Waits, B.K., Kieran, C., McConnell, J.W., & Christmas, P. (1995). Technology and algebra curriculum reform: Current issues, potential directions, and research questions. Journal of Computers in Mathematics and Science Teaching, 14, 325-357.

    Kieran, C. (1994). Doing and seeing things differently: A 25-year retrospective of mathematics education research on learning. Journal for Research in Mathematics Education, 25, 583-607.

    Kieran, C., & Hillel, J. (1990). "It's tough when you have to make the triangles angle": Insights from a computer-based geometry environment. Journal of Mathematical Behavior, 9, 99-127.

    Kieran, C., & Filloy, E. (1989). El aprendizaje del algebra escolar desde una perspectiva psicologia. Ensenanza de las Ciencias, 7, 229-240.

    Hillel, J., Kieran, C., & Gurtner, J.-L. (1989). Solving structured geometric tasks on the computer: The role of feedback in generating strategies. Educational Studies in Mathematics, 20(1), 1-39.

    Hillel, J., & Kieran, C. (1987). Schemas used by 12-year-olds in solving selected turtle geometry tasks. Recherches en Didactique des Mathématiques, 8(1.2), 61-102.

    Kieran, C. (1981). Concepts associated with the equality symbol. Educational Studies in Mathematics, 12(3), 317-326.

  • Articles professionnels

    Kieran, C. (2009). Technology and mathematics education. In C. Frade & Z. Wu (Eds.), PME Newsletter, 1(1), 5.

    Cedillo, T., & Kieran, C. (2003). Initiating students into algebra with symbol-manipulating calculators. In J.T. Fey et al. (Eds.), Computer algebra systems in secondary school mathematics education (pp. 219-239). Reston, VA: National Council of Teachers of Mathematics.

    Kieran, C. (1994). Algebra. In A. Lewy (Ed.), The international encyclopedia of curriculum. Oxford, UK: Pergamon.

    Kieran, C. (1994). Algebra in school. In T. Husén & T. N. Postlethwaite (Eds.), The international encyclopedia of education (Deuxième édition, Vol. 6, ¿Mathematics: Topics of instruction,¿ pp. 3678-3686). Oxford, UK: Elsevier Ltd.

    Kieran, C., & Chalouh, L. (1993). The transition from arithmetic to algebra. In D. T. Owens (Ed.), Research ideas for the classroom: Middle grades mathematics (pp. 179-198). New York: Macmillan.

    Kieran, C. (1991). Research into practice: Helping to make the transition to algebra. Arithmetic Teacher, 38(7), 49-51.

    Kieran, C. (1991). Computers and algebra problem solving. The QAMT Journal (Québec Association of Mathematics Teachers), 8(1), 14-21.

    Kieran, C. (1991). Une approche aidante pour faire la transition avec l'algèbre. Bulletin AMQ (Association Mathématique du Québec), 31(2), 25-28.

    Kieran, C. (1988). Two different approaches among algebra learners. In A.F. Coxford (Ed.), The ideas of algebra, K-12 (Yearbook of the National Council of Teachers of Mathematics, pp. 91-96). Reston, VA: NCTM.

    Herscovics, N., & Kieran, C. (1980). Constructing meaning for the concept of equation. Mathematics Teacher, 73(8), 572-580.

  • Autres publications

    Kieran, C., Guzmán, J., Boileau, A., Tanguay, D., & Drijvers, P. (2008). Orchestrating whole-class discussions in algebra with CAS technology. In O. Figueras, J.-L. Cortina, S. Alatorre, T. Rojano, & A. Sepúlveda (Eds.), Proceedings of the joint 32nd PME Conference and 30th PME-NA Conference (Vol. 3, pp. 249-256). Morelia, Mexico: PME et PME-NA.

    Kieran, C., & Damboise, C. (2007). ¿How can we describe the relation between the factored form and the expanded form of these trinomials? - We don't even know if our paper-and-pencil factorizations are right¿: The case for Computer Algebra Systems (CAS) with weaker algebra students. In J.H. Woo, H.C. Lew, K.S. Park, & D.Y. Seo (Eds.), Proceedings of the 31st PME (Vol. 3, pp. 105-112). Seoul, Korea: PME.

    Kieran, C., & Drijvers, P., with Boileau, A., Hitt, F., Tanguay, D., Saldanha, L., & Guzmán, J. (2006). Learning about equivalence, equality and equation in a CAS environment: The interaction of machine techniques, paper-and-pencil techniques, and theorizing. In C. Hoyles, J.-B. Lagrange, & N. Sinclair (Eds.), Proceedings of the 17th ICMI Study, ¿Digital technologies and mathematics teaching and learning.¿ [CD-ROM]. Hanoi, Viet-Nam: 17th ICMI Study.

    Kieran, C. (2006). A response to `algebraic thinking and the generalization of patterns.' In S. Alatorre, J.L. Cortina, M. Sáiz, & A. Méndez (Eds.), Proceedings of 28th Annual Meeting of PME-NA (invited plenary conference; CD version). Mérida, Mexico: PME-NA Program Committee.

    Drijvers, P., & Kieran, C., with Boileau, A., Hitt, F., Tanguay, D., Saldanha, L., Guzmán, J. (2006). Reconciling factorizations made with CAS and with paper-and-pencil: The power of confronting two media. In J. Novotná, H. Moraová, M. Krátká, & N. Stehliková (Eds.), Proceedings of the 30th PME (Vol. 2, pp. 473-480). Prague, Czech Republic: PME.

    Sacristan, A. I., & Kieran, C. (2006). Bryan's story: Classroom miscommunication about general symbolic notation and the emergence of a conjecture during CAS-based algebra activity. In J. Novotná, H. Moraová, M. Krátká, & N. Stehliková (Eds.), Proceedings of the 30th PME (Vol. 5, pp. 1-8). Prague, Czech Republic: PME.

    Kieran, C., Boileau, A., Saldanha, L., Hitt, F., Tanguay, D., & Guzmán, J. (2006). Le rôle des calculatrices symboliques dans l'émergence de la pensée algébrique : le cas des expressions équivalentes. Actes du colloque EMF2006 (Espace Mathématique Francophone, mai 2006). Sherbrooke, QC : EMF.

    Kieran, C. (2005). Some results from the PISA 2003 international assessment of mathematics learning: What makes items difficult for students? In H. L. Chick & J. L. Vincent (Eds.), Proceedings of 29th PME (plenary panel contribution, Vol. 1, pp. 83-86). Melbourne, Australia: PME.

    Kieran, C. (2004). The equation / inequality connection in constructing meaning for inequality situations. In M. Johnsen Høines & A. Berit Fuglestad (Eds.), Proceedings of 28th PME (Vol. 1, pp. 143-148). Bergen, Norway: PME.

    Kieran, C., & Guzman, J. (2004). Tâche, technique et théorie : Une recherche sur l'instrumentation de la calculatrice à affichage graphique et la co-émergence de la pensée numérique chez des élèves de 12 à 15 ans. In J.B. Lagrange, M. Artigue, D. Guin, C. Laborde, D. Lenne et L. Trouche (Eds.), Intégration des technologies dans l'enseignement des mathématiques (Proceedings on-line of the Colloque Européen ITEM, Reims, June 2003). (http://www.reims.iufm.fr/Recherche/Cadre_recherche.htm).

    Kieran, C. (2001). Looking at the role of technology in facilitating the transition from arithmetic to algebraic thinking through the lens of a model of algebraic activity. In K. Stacey, H. Chick, J. Vincent, & J. Vincent (Eds.), Proceedings of the 12th ICMI Study Conference on the future of the teaching and learning of algebra (Vol. 3, pp. 713-720). Melbourne, Australia: ICMI-12 Program Committee.

Cours

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Direction (Depuis 1990) et d’essais doctoraux (depuis 2014)

  • Debien, Josianne. (2010). Répertorier les modalités favorisant une démarche de développement professionnel chez les enseignants de mathématique de niveau secondaire. (Mémoire de maîtrise). Université du Québec à Montréal. Récupéré d’Archipel, l’archive de publications électroniques de l’UQAM. http://www.archipel.uqam.ca/2789.

Autres directions et supervisions

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Communications

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Réalisations

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Participation à l'édition d'une revue

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Services à la collectivité

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