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PUBLICATIONS and PRESENTATIONS

Papers published in peer-review journals and proceedings

  1. Winslow, C., Barquero, B., De Vleeschouwer, M., and Hardy, N. (2014). An institutional approach to university mathematics education: form dual vector spaces to questioning the world. Research in Mathematics Education, 16(2), 95-111. Special Issue: Institutional, sociocultural and discursive approaches to research in university mathematics education.

  2. Challita, D. and Hardy, N. (2013). Providing opportunities for Calculus students to engage in theoretical thinking. Proceedings of the 16th Conference on Research in Undergraduate Mathematics Education (RUME 16). Denver, Co. February 21-23, 2013.

  3. Hardy, N. (2011). Discours didactique et discours mathématiques en manuels de calculs différentiel et intégral. Proceedings of the École d’Été de Didactique des Mathématiques, Carcassonne, France. August 21-28, 2011.

  4. Hardy, N. and Sierpinska, A. (2011).Mathematical organization of some French and English algebra textbooks used in remedial courses in colleges and universities in North America. Proceedings of the Colloquium “Formation à la recherche en didactique des maths”, UQAM, March 24-26. (pp. 239-250)

  5. Hardy, N. (2010). Students’ praxeologies of routine and non-routine limit finding tasks: normal behavior vs. mathematical behavior. In M. Bosch, J. Gascon, A. Ruiz Olarria, et al. (Eds.) An Overview of the ATD: Proceedings of the 3rd International Conference on the Anthropological Theory of the Didactic, Sant Hilari Sacalm, Barcelona, Spain, January 25-29, 2010 (pp. 349-366).

  6. Hardy, N. (2009). Students’ perceptions of institutional practices: The case of limits of functions in college level Calculus courses. Educational Studies in Mathematics, 72(3): 341-358.

  7. Hardy, N. (2009). Institutional practices and conceptual development - a case study of college level calculus courses. Didactica Mathematicae, 32: 93-119.

  8. Fiorini, S., Hardy, N., Reed, B. and Vetta, A. (2008). Planar Graph Bipartization in Linear Time. Discrete Applied Mathematics, 156(7), pp1175-1180. [A preliminary version appeared in Proceedings of the 2nd Brazilian Symposium on Graphs, Algorithms and Combinatorics (GRACO 2), pp226-232, 2005.]

  9. Fiorini, S., Hardy, N., Reed, B. and Vetta, A. (2007). Approximate Min-Max Relations for Odd Cycles in Planar Graphs. Mathematical Programming B, 110(1), pp71-91. [A preliminary version appeared in Proceedings of the 11th International Conference on Integer Programming and Combinatorial Optimization (IPCO 11), pp35-50, 2005.]

 

Book chapter

Sierpinska, A. and Hardy, N. (2010). Unterrichten wir noch Mathematik? In C. Böttinger, M. Nührenbörger, R. Schwarzkopf, E. Söbbeke and K. Bräuning (Eds.), Mathematik im Denken der Kinder (ISBN 978-3-7800-1063-6). Friedrich Verlag GmbH, Germany. English version.

 

Short reports published in conference proceedings

  • Hardy, N., Beddard, C. and Boileau, N. (2013). Teaching first-year undergraduates to think mathematically. Proceedings of the Psychology of Mathematics Education North American Chapter (PME-NA 35). Chicago, Illinois. November 14-17, 2013.

  • Hardy, N. and Challita, D. (2012). Students’ perceptions of the role of theory and examples in college level mathematics. Proceedings of the Psychology of Mathematics Education North American Chapter (PME-NA 34). Kalamazoo, Michigan, November 1-4, 2012.

 

Non-refereed publications

  • Buteau, C., Hardy, N. and Mgombelo, J. (2014). Should (or does) mathematics education research inform our mathematics teaching practices? Education Notes of the Canadian Mathematics Society Notes, 46(6), 10-11.

  • Hardy, N., Maheux, J-F., and Proulx, J. (2014). Nœtworking theories : Couper les ponts, isoler, exploser les théories. Plaidoyer pour la recherche en didactique des mathématiques. Actes du Colloque du Group de Didactique des Mathematiques du Quebec (GDM), UQAM, Montreal, May 7-9, 2014.

  • Challita, D. and Hardy, N. (2012). Students’ perceptions of the role of theory and examples in college level mathematics. Proceedings of the 2012 Meeting of the Canadian Mathematics Education Study Group (CMESG), Quebec City (QC). May 25-29.

  • Hardy, N. (2010) Students’ models of the knowledge to be learned about limits in college level Calculus courses. The influence of routine tasks and the role played by institutional norms. Proceedings of the 2010 Meeting of the Canadian Mathematics Education Study Group (CMESG), (pp. 181-187), Vancouver (BC). May 21-25.

  • Hardy, N. (2010). Une racine de la didactique des mathématiques : Yves Chevallard. Bulletin AMQ (Association Mathématique du Quebec), Vol. L, no. 2: 31-32. Article by request for the occasion of Prof. Yves Chevallard being awarded the Hans Freudenthal Medal by the International Committee for Mathematics Instruction.

 

Invited conference presentations, talks, panels and workshops

  • Invited panelist. Panel: Undergraduate Mathematics Education in 21st Century — Rethinking Curriculum. Mathematics Education Session for the Canadian Mathematics Society (CMS) Winter Meeting. McMaster University, Hamilton, ON. December 5 – 8.

  • Invited speaker. Mathematics Education Session for the Canadian Mathematics Society (CMS) Winter Meeting. McMaster University, Hamilton, ON. December 5 – 8.

  • Table ronde: Croisements variés de concepts, d’approches et de théories: les enjeux de la création en recherche en didactique des mathématiques. (Invited panelist) Colloque du Group de Didactique des Mathematiques du Quebec (GDM), UQAM, Montreal, May 7-9, 2014.

  • Students (non)uses of mathematical theory. (Invited) Field MathEd Forum Meeting – Annual Research Day. Fields Institute, Toronto, ON. January 26, 2013.
  • Pourquoi posons-nous cette question [de recherche] et non celle-là? (Invited) Talk given at the Séminaire en Didactique des mathématiques. Département de mathématiques, UQAM, Montréal, QC. January 2013.
  • Students’ models of the knowledge to be learned about limits in college level Calculus courses. The influence of routine tasks and the role played by institutional norms. (Invited) New PhD presentation at the 2010 Meeting of the Canadian Mathematics Education Study Group (CMESG). Vancouver, BC. May 21-25, 2011.
  • Tareas rutinarias vs. tareas no rutinarias: comportamiento normal vs. comportamiento científico. (Invited) Talk given in the context of the program for academic and research development in the Common Cycle of the University of Buenos Aires, Argentina. June 16, 2010.
  • Students’ praxeologies of routine and non-routine limit finding tasks. (Invited) Talk given at the Séminaire en Didactique des mathématiques. Département de mathématiques, UQAM, Montréal, QC. November 2, 2009.
 
Other conference presentations, talks and workshops
  • Not-net-working theories : Couper les ponts et isoler les théories. Plaidoyer pour la recherche en didactique des mathématiques. Presentation with Jerome Proulx and Jean-Francois Maheux at the Colloque du Group de Didactique des Mathematiques du Quebec (GDM), UQAM, Montreal, May 7-9, 2014.
  • Introduction to mathematical thinking mathematically. Talk given at the department seminar, Department of Mathematics and Statistics, Concordia University. April 11, 2014.
  • Students’ perceptions of the role of theory and examples. Brief Research Report at the 34th Annual Conference of the North-American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA), Kalamazoo, MI, November 1-4, 2012.
  • Students’ perceptions of the role of theory and examples in college level mathematics. Poster at the Meeting of the Canadian Mathematics Education Study Group (CMESG), Quebec City, QC, May 25-29, 2012.
  • Discours didactique et discours mathématiques en manuels de calculs différentiel et intégral. Research report at the École d’Été de Didactique des Mathématiques, Carcassonne, France. August 21-28, 2011.
  • Mathematical organization of some French and English algebra textbooks used in remedial courses in colleges and universities in North America. Colloquium “Formation à la recherche en didactique des maths”, UQAM, March 24-26 2011.
  • Special needs students and technology. Workshop at the Québec Secondary Science-Technology and Math Educators Conference (STEM), Laval, QC, June 27-28, 2011.
  • Teaching Calculus from a Calculus textbook. Contributed talk at Symposium on Teaching Mathematics in Higher Education. University of Toronto at Scarborough, Scarborough, ON. June 1, 2011.
  • Modèles des savoirs à apprendre, à propos des limites de fonctions, que les étudiants d’un collège Nord-Américain se son construits dans un cours de Calcul différentiel et intégral et l’impact des taches de routine et des normes institutionnelles sur ces modèles. (Invited) Talk given at the Département de mathématiques, Cegep de Rimouski, Rimouski, QC. August 14, 2009.
  • Students’ perceptions of institutional practices: The case of limits of functions in college level Calculus courses. Research report at the Conference on Research in Undergraduate Mathematics Education (RUME), Raleigh, NC. February 26 to March 1, 2009.
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