This paper describes various ways in which computer games may be used throughout life to achieve goals such as improved reaction time, reduced memory loss, or improved understanding of subject-related concepts. It also describes project conducted in our research lab, where we work on finding ways to measure and potentially improve children's cognitive processing (e.g., visual, auditory, and conceptual) through playing computer games. Our goals are to find the kind of cognitive effects, both major and minor, that specific computer games in our repository may have on children; find ways to evaluate a child's performance during play, taking into account the child's demographics, the gaming scores achieved, and time spent playing; relate the characteristics of the games and the child's performance in play to possible strengths and weaknesses in the child's cognitive processing; and to recommend remediation, in terms of the types of games that may be useful for the child to play next. Present state of our work is described, together with our short term and long term plans.

This book provides a rich description of the experiences and innovative approaches established in various countries to support the professional development of practising mathematics teachers. Many of these approaches are based on classroom context and took into consideration the practitioners' viewpoints. The analyses in various chapters help elucidate how the approaches articulate with practice, the contributions of teachers and teacher educators/researchers, and the fundamental theoretical framework directing the researchers. The chapters cover various aspects, including the main trends and issues in the education of practising mathematics teachers, the changes in their role during their careers, the learning that occurs between teachers and teacher educators/researchers, and the hidden power relations in the collaboration between the two groups. There are indications that the formal and informal experiences of mathematics teachers, all through their careers, can contribute to their professional development and that the viewpoints of teachers and their practical knowledge must be genuinely considered in order to construct critical professional development experiences. In essence, the book offers new ways of creating continuous professional development that would help bridge the gap between research and practice.

This study explored the influences of socializers (e.g., parents, teachers, peers, and counsellors) on the university female students' decisions to pursue careers in mathematics-related disciplines. Data were collected through interviews and focus group meeting from six female students in the second to final year from mathematics and physics departments at the mid-size university in Canada. The findings indicate that females made their decisions to pursue careers mainly out of genuine interest in mathematics and science, and that influences from parents and teachers came through encouragement and support, provision of positive learning experiences, and/or by being role models. It is recommended that parents and teachers be aware of how their involvement in both in-and out-of-class activities with children/students may affect female career pursuits in the field of mathematics. Supports should be put in place for females both during their studies and after they start working in these fields.

This study explored the influences of socializers (e.g., parents, teachers, peers, and counsellors) on the university female students' decisions to pursue careers in mathematics-related disciplines. Data were collected through interviews and focus group meeting from six female students in the second to final year from mathematics and physics departments at the mid-size university in Canada. The findings indicate that females made their decisions to pursue careers mainly out of genuine interest in mathematics and science, and that influences from parents and teachers came through encouragement and support, provision of positive learning experiences, and/or by being role models. It is recommended that parents and teachers be aware of how their involvement in both in-and out-of-class activities with children/students may affect female career pursuits in the field of mathematics. Supports should be put in place for females both during their studies and after they start working in these fields.