Regional differences in performance in mathematics across Canada prompted us to conduct a comparative study of middle-school mathematics pedagogy in four regions. We built on the work of Tobin, using a theoretical framework derived from the work of Maturana. In this paper, we describe the use of video as part of the methodology used. We used videos of teaching activities as prompts for discussions among teachers and the video recordings of such discussions became the data sources for our comparative research. Our use of video revealed a number of advantages and disadvantages which influenced the research.

Statistics is taught in mathematics courses in all school levels. We suggest that using rich tasks in statistics can develop statistical reasoning and create both intra and interdisciplinary links in students. In this paper, we present three case studies where middle school mathematics teachers used different tasks in lessons on pie charts. We analyzed the actions implemented/performed/attempted by teachers to support the development of statistical reasoning and the creation of intra and interdisciplinary links in their lessons. Results show that their procedural vision of statistics led them to focus more on graphical representation, neglecting aspects of statistical reasoning. Results also reveal an interdisciplinary intersection between mathematics and statistics, which may prevent the development of statistical reasoning. First published November 2016 at Statistics Education Research Journal Archives

<p><strong>Résumé</strong></p><p>Cette étude s’intéresse à la richesse des problèmes mathématiques posés et à la créativité des solutions soumises par les membres de la Communauté d’apprentissages scientifiques et mathématiques interactifs (CASMI), une ressource virtuelle destinée aux élèves francophones du Nouveau-Brunswick et d’ailleurs. L’exploration des problématiques identifiées par les chercheurs préoccupés par les rares occasions qu’ont les élèves de résoudre des problèmes riches et de développer leur créativité en classe nous amène à construire un cadre conceptuel afin 1) d’analyser la richesse des problèmes proposés dans la CASMI, 2) d’évaluer la créativité des solutions soumises par les membres de cette communauté virtuelle et 3) de déterminer s’il existe une relation entre la richesse des problèmes posés et la créativité des solutions soumises. Les résultats révèlent que les problèmes plus riches semblent susciter plus de solutions originales et des réponses divergentes. Cependant, ces résultats mettent aussi en évidence le besoin d’élargir le cadre conceptuel sous-jacent à la formulation des problèmes mathématiques riches offerts aux élèves et de mener des recherches plus approfondies dans ce domaine.</p><p><strong>Abstract</strong></p><p>This research focuses on the richness of mathematical problems posted and the creativity of the solutions submitted by members of the CASMI (Communauté d’apprentissages scientifiques et mathématiques interactifs), a virtual resource used by Francophone students from New Brunswick and elsewhere. After reviewing issues identified by researchers preoccupied by the few opportunities offered to students to solve rich mathematical problems and develop their creativity in the classroom, we develop a conceptual framework in order to : 1) analyze the richness of the mathematical problems posted on the CASMI website; 2) assess the creativity of the solutions to the problems submitted on this website; and 3) verify the link between the richness of the problems and the mathematical creativity of the solutions. Our results suggest that rich mathematical problems bring more original solutions and multiple answers. These results also reveal the need for a broader conceptual framework in order to enhance the richness of mathematical problems offered to students, as well as for continuing research in this area.</p>

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This paper presents a collaborative research project developed by a researcher in mathematics education and a grade 3 Inuit teacher from Northern Quebec. Four learning situations were created, but discrepancies occurred between what was planned and agreed upon by both collaborators, and what was enacted during the project. We studied these discrepancies, which we define as breaches in the research agreement created by both collaborators. We found breaches in three components of the agreement: in the discrepancies between what was planned and what happened during the enactment of the lesson in the resources used, in the pedagogies used, and in the tasks; in the initial roles agreed upon by both collaborators; and in the goals of the collaborators.