How Long to Read Proceedings of the 2013 Annual Meeting of the Canadian Mathematics Education Study Group

How Long Does it Take to Read Proceedings of the 2013 Annual Meeting of the Canadian Mathematics Education Study Group?

It takes the average reader 4 hours and 32 minutes to read Proceedings of the 2013 Annual Meeting of the Canadian Mathematics Education Study Group by Canadian Mathematics Education Study Group (CMESG)

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Description

This submission contains the Proceedings of the 2013 Annual Meeting of the Canadian Mathematics Education Study Group (CMESG), held at Brock University in St. Catharines, Ontario. The CMESG is a group of mathematicians and mathematics educators who meet annually to discuss mathematics education issues at all levels of learning. The aims of the Study Group are: to advance education by organizing and coordinating national conferences and seminars to study and improve the theories of the study of mathematics or any other aspects of mathematics education in Canada at all levels; and to undertake research in mathematics education and to disseminate the results of this research. These proceedings include plenary lectures, working group reports, topic session descriptions, new PhD reports, and summaries of ad hoc and poster sessions. Papers include: (1) On the Relationships Between Mathematical Creativity, Excellence and Giftedness (Roza Leikin); (2) Are We Teaching Roman Numerals in a Digital Age? (Bill Ralph); (3) Through a CMESG Looking Glass (Eric Muller); (4) MOOCs and Online Mathematics Teaching and Learning (George Gadanidis and Philippe R. Richard); (5) Exploring Creativity: From the Mathematics Classroom to the Mathematicians' Mind/Explorer la crǎtivit ̌: de la classe de mathm̌atiques ̀l'esprit des mathm̌aticiens (Ann Kajander, Dominic Manuel, and Bharath Sriraman); (6) Mathematics of Planet Earth 2013: Education and Communication / Mathm̌atiques de la planẗe Terre 2013: formation et communication (K-16) (Doug Franks, Kathleen Pineau, and Walter Whitely); (7) What Does it Mean to Understand Multiplicative Ideas and Processes? Designing Strategies for Teaching and Learning (Lorraine M. Baron and Izabella Oliveira); (8) Mathematics Curriculum Re-Conceptualisation (Brent Davis and Kathy Kubota-Zarivnij); (9) Forum canadien sur l'enseignement des mathm̌atiques / Canadian Mathematics Education Forum (Ann Arden, Richard Hoshino, and Kathleen Pineau); (10) Social Media and Mathematics Education: Whenever the Twain Shall Meet? (Egan J. Chernoff); (11) Le jeu de r̥les dans un cours de didactique des mathm̌atiques: un outil pour la formation ou un outil pour la recherche sur la formation? / Role-Play in a Mathematics Methods Course: A Tool for Mathematics Teacher Education or a Tool for Research on Mathematics Education? (Caroline Lajoie) [Written in French]; (12) Le nouveau statut des grandeurs dans le programme des mathm̌atiques en France et ses rp̌ercussions sur les pratiques enseignantes / The New Status of Magnitudes in the Curricula of Mathematics in France and its Impact on Teaching Practices (Nathalie Anwandter-Cuellar) [Written in French]; (13) Mathematics Coaching to Improve Teaching Practice: The Experiences of Mathematics Teachers and Coaches (Priscilla Bengo); (14) Mathematical Modelling, From Novice to Expert: Thesis Summary (Chiaka Drakes); (15) Two Perspectives Regarding the Pedagogical Film 'All is Number': Critical and Maroon (Steven Khan); (16) A Case Study of the Multiple-Use of a Grade 9 Mathematics Assessment: Implications for the Validation Process (Martha J. Koch); (17) Creating, Understanding, and Teaching Mathematics: Complementary Processes (Tina Rapke); (18) Évolution des projects de formation de futurs enseignants du primaire au contact de situations probabilistes / Evolution of Prospective Teachers Training Projects in Contact with Probabilistic Situations (Miranda Rioux) [Written in French]; (19) Really Big Ideas: Adventures in Data Management (Iain Brodie); (20) Using Learning Objects in the Mathematics Classroom (Carol Carruthers); (21) Mathematics Therapy: Engaging Pre-Service Teachers in Rich Mathematical Experiences (Martha Mavor and Leah Payerl); (22) Students Doing Research in a Mathematics Education Course ... Why Not? / Des ťudiants qui font de la recherche dans un cours de didactique des mathm̌atiques ... Pourquoi pas? (Manon Leblanc); (23) Hindrances and Affordances in Teacher-as-Researcher (Tim Sibbald); (24) Interprťer la crǎtivit ̌manifestě dans les productions d'ľv̈es en mathm̌atiques / Interpreting Creativity Manifested in Students' Production in Mathematics (Jean-Philippe Bľanger, Lucie Deblois, and Viktor Freiman); (25) E-Brock Bugs♭: The Creation and Analysis of an Epistemic Mathematics Computer Game (Laura Broley); (26) Could 'It' be an Implementable Form/Alternative to Microworlds? (Chantal Buteau, Eric Muller, and Neil Marshall); (27) Mathematics and Social Justice: Considering School and Community Learning (Indigo Esmonde); (28) Elementary Teachers' View of and Experiences with Mathematics, Mathematicians, and Media (Jennifer Hall); (29) Searching for Profound Understanding: Unpacking Preservice Teacher Mathematics Knowledge (Jennifer Holm and Ann Kajander); (30) The Math Olympian (Richard Hoshino); and (31) TIMSS: What Should We Focus On in Mathematics Teaching? (Zhaoyun Wang). Appended are: (1) Working Groups at Each Annual Meeting; (2) Plenary Lectures at Each Annual Meeting; and (3) Proceedings of Annual Meetings. Individual papers contain references, tables, and figures. [For the 2012 proceedings, see ED547246.].

How long is Proceedings of the 2013 Annual Meeting of the Canadian Mathematics Education Study Group?

Proceedings of the 2013 Annual Meeting of the Canadian Mathematics Education Study Group by Canadian Mathematics Education Study Group (CMESG) is 266 pages long, and a total of 68,096 words.

This makes it 90% the length of the average book. It also has 83% more words than the average book.

How Long Does it Take to Read Proceedings of the 2013 Annual Meeting of the Canadian Mathematics Education Study Group Aloud?

The average oral reading speed is 183 words per minute. This means it takes 6 hours and 12 minutes to read Proceedings of the 2013 Annual Meeting of the Canadian Mathematics Education Study Group aloud.

What Reading Level is Proceedings of the 2013 Annual Meeting of the Canadian Mathematics Education Study Group?

Proceedings of the 2013 Annual Meeting of the Canadian Mathematics Education Study Group is suitable for students ages 12 and up.

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