Gerofsky, S. (under review). “Correct
statements spoken here”: The systematic violation of Gricean maxims in
mathematics classrooms. Submitted to Gerofsky, S. (under review). Analysing pedagogical genres in mathematics education: A multiperspectival method, and the example of 'worksheets as genre'. Submitted to Armstrong. A. & Gerofsky. S. (submitted). Playing in liminal spaces: Improvisation as metaphor for prepared spontaneity in school mathematics. Submitted to the Gerofsky, S. (forthcoming April 2014). Democratic access to mathematics through embodied ways of knowing. In L. English & D. Kirschner (Eds.), Handbook of International Research in Mathematics Education, 3rd Edition. Abingdon, UK: Taylor & Francis. Gerofsky, S. (forthcoming 2014).Digital mathematical performances: Creating a liminal space for participation. In U. Gellert (Ed.), Ways into Mathematics: A C.I.E.A.E.M. Sourcebook. Appelbaum, P. & Gerofsky, S. (2013, in press). Performing alterglobalization in mathematics education. Quaderni di Ricerca in Didattica (Mathematics) 23. Gerofsky, S. (Sept 2013). Chronotopes as a determining factor in pedagogic genres. Refereed paper presented (in English and Portuguese) at SIGET 7: Os gêneros textuais/discursivos nas múltiplas esferas da atividade humana/ Textual and discursive genres in multiple spheres of human activity. Fortaleza, Brazil. Gerofsky, S. (2013). Learning mathematics through dance. In G.W. Hart & R. Sarhangi (Eds.), Proceedings of Bridges 2013 Eschede, NL: : Mathematics, Music, Art, Architecture, Culture. Saxon University, Enschede, NL, 337-344. Gerofsky, S. (2012). Democratizing 'big ideas' of mathematics through multimodality: Using gesture, movement, sound and narrative as non-algebraic modalities for learning about functions. Hellenic Mathematical Society: International Journal for Mathematics in Education 4, 145-150.
Gerofsky. S. (2012). Digital mathematical performances: Creating a liminal space for participation. Gerofsky, S. (2012). Democratizing 'big ideas' of mathematics through multimodality: Using gesture, movement, sound and narrative as non-algebraic modalities for learning about functions. Gerofsky, S. (2011). Ancestral genres of mathematical graphs. Gerofsky, S. (2011).Seeing the graph vs. being the graph: Gesture, engagement and awareness in school mathematics. In Stam, G. & Ishino, M. (Eds.), Gerofsky, S. (2011). “Without Emotion, There Is Nothing Left But Burden”: Teaching Mathematics through Heathcote’s Improvisational Drama. In R. Sarhangi & C.
Sequin (Eds.), Gerofsky, S. (2010). Mathematical learning and gesture: Character viewpoint and observer viewpoint in students' gestured graphs of functions. Gerofsky, S. (2010). The impossibility of 'real-life' word problems (according to Bakhtin, Lacan, Zizek and Baudrillard).
Gerofsky, S. (2010).
Teaching polynomial functions through gesture, movement and sound. In M.M.F
Pinto & T.F. Kawasaki (Eds.) Proceedings of CMESG 2009: Canadian Mathematics Education Study Group annual meeting, York University, Toronto, ON, Canada, pp. 111-116.Gerofsky,
S. (2009). Performance
mathematics and democracy. Educational Insights 13(1),
Special issue "Performing the Sign". Available at <http://www.ccfi.educ.ubc.ca/publication/insights/v13n01/toc.html> Gerofsky, S. (2009). Genre, simulacra, impossible exchange, and the Real: How postmodern theory problematizes word problems. In Verschaffel, L., Greer, B., Van Dooren, M. & Mukhopadhyay, S. (Eds.), Words and worlds: Modelling verbal descriptions of situations. Rotterdam: Sense Publishers, 21-38. Gerofsky, S., Gomez, F., Rappaport, D. & Toussaint, G. (2009). Spirograph patterns and circular representations of rhythm: Exploring number theory concepts through visual, tangible and audible representations. In Kaplan, C. & Sarhangi, R. (Eds.). Gerofsky. S. (2009). Bridges 09 interactive workshop: The geometry of longsword and rapper locks. In Kaplan, C. & Sarhangi, R. (Eds.). Gerofsky, S., Savage, M. & Maclean, K. (2009). 'Being the graph': Using haptic and kinesthetic interfaces to engage students learning about functions. In Bardini, C. & Fortin, P. (Eds.) Proceedings of ICTMT 9: The Ninth International Conference on Technology in Mathematics Teaching, Université de Metz, Metz, France. Gerofsky,
S. (2008). Battleground
schools: Mathematics education. In Mathison, S.
and Ross, W. (Eds.), Gerofsky,
S. & Gobel, J. S. (2007). A
conversation on embodiment at the heart of abstraction
in mathematics education and music education. Massel,
R. & Gerofsky, S. (2007). Constructing
student learning with a straightedge and compass: A
math and design project in the secondary mathematics
classroom. Gerofsky,
S. (2007). 'Because
you can make things with it': A rationale for a project
to teach mathematics as a multimodal design tool in
secondary education. Gerofsky,
S. (June 2007). Traces of the body: Gestures and graphing
in school mathematics. In Edwards, L., Gerofsky, S,
& Noble, T. panel presentation, Gerofsky,
S. (2007). Response to Euclid Overheard: A postmodern
take on performance & mathematical proofs. In Gadanidis,
G. (Ed.), Gerofsky,
S. (January 2007). Examples
of mathematical modeling using the arts: dance, music,
sculpture and haptically-aided design. Gerofsky,
S. (2006). Beyond the 'qualitative/quantitative' split:
Linguistics and genre studies as research methodologies
in education. In Kincheloe, J. and Horn, R. (Eds.),
Gerofsky,
S. & Marchand, P. (2006). The body, the senses and
mathematics learning. In Liljedahl, P. (Ed.), Gerofsky,
S. (2006). Simulation,
reality and mathematical word problems. Gerofsky,
S. (2006)."Moving
Fluidly Among Worlds": Multisensory math software.
In Gerofsky,
S. (2006). Performance
Space & Time. In Gadanidis, G. (Ed.) Gerofsky,
S. (2004).
Gerofsky,
S., Sinclair, N. & Davis, B. (2003). Mathematics
and the arts. In B. Davis and E. Simmt (Eds.) Gerofsky,
S. (2001). Genre analysis as a way of understanding
pedagogy in mathematics education. In Applebaum, P.,
Morris, M. & Weaver, J. (Eds.), (Post) Vector Fall, 1999/ Spring 2000, 19-23.Alexander,
K., Gerofsky, S. & Wideen, M. (1999). Toward
an ecology of change. In Wideen, M. & Lemma,
P. (Eds.), Ground level reform in teacher education:
Changing schools of education. Calgary, AB: Detselig.Gerofsky,
S. (1999). Genre analysis as a way of understanding pedagogy in mathematics education. Gerofsky, S. & Schroeder, C. (1998). Beyond
the span of my limbs: Gesture, number and infinity.
Gerofsky,
S. & Thomas, R. (1997). An
exchange about word problems. Gerofsky,
S. (1997). "Why
does a letter always arrive at its destination?":
Opening up living space between problem and solutions
in math education. Gerofsky,
S. (1997). The history of mathematical word problems
and their pedagogic purposes. In Gerofsky,
S. (1996). Selling mathematics: The language of persuasion in an introductory calculus course. In Gerofsky,
S. (1996). A
linguistic and narrative view of word problems in mathematics
education.
Gerofsky, S. (chapter in preparation). Gesture, engagement and graphing. For
Edwards, L., Ferrara, F. & Moore-Russo, D. (Eds.), Gerofsky, S. (article in preparation). Storying Gardens as Eden: Troubling Cultural Narratives of ‘Garden as Paradise’. For submission to special issue of the Australian Journal of Environmental Education on 'The Importance of a Garden: Theorizing Pedagogy in Garden-Based Education'. Gerofsky, S. (article in preparation). School as a ‘cool, retro experience’: Flipping school into an immersive, multi-participant role-playing game. For submission to
Gerofsky, S.
& Ostertag, J. (article in preparation). Not the Ladies’
Auxiliary: How to make space for a learning garden at a university through
profound collaboration, advocacy and community involvement. For submission to
Taboo: The Journal of
Culture and Education.
Gerofsky, S. (article in preparation). Teaching
history through a learning garden: The Chinese Market Garden history project at
UBC. For submission to Gerofsky, S. (article in preparation). Teaching mathematical functions
via graphing, story, gesture and movement – but not algebra: Sixth-grade
dyslexic kids learn about the absolute value of functions. For the Gerofsky, S., Ostertag, J., Moore, D., Adsit-Morris, C.,
Riseman, A., Welsh, J., Fox, K., & Valley, W. (article in preparation). Thirty-two
ways to look at a garden: Cross-disciplinary design collaboration in a
university learning garden. For
submission to Gerofsky, S. (article in preparation). Reading as synesthesia. For
submission to
Appelbaum, P. & Gerofsky, S. (July 2012). Working group leaders on Gerofsky, S. (submitted for review). Democratizing ‘big ideas’ of mathematics through multimodality: Using gesture, movement, sound and narrative as non-algebraic modalities for learning about functions. For CIEAEM 64 ( Gerofsky, S. & Artemeva, N. (June 2012). Gerofsky, S. (June 2012). Pedagogical genres: The mathematics worksheet in cultural context. For the Genre 2012--Rethinking Genre Twenty Years Later: International Conference on Genre Studies, Carleton University, Ottawa, 2012. Gerofsky, S. & Appelbaum, P. (May 2012). Working group leaders on Gerofsky, S., Mayer-Smith,
J., Williams, D., Gaylie, V., Peterat, L., Cutter-Mackenzie, A., Surmacz,
A., Brown, J., Ostertag, J., Urueta, T., Moore, D. & Adsit-Morris, C. (Apr. 2012) Gerofsky,
S. & Ricketts, K. (Apr. 2012). Appelbaum,
P. , Gerofsky, S., Khan, S., De Freitas, E. & Swanson, D. (Apr. 2012). Gerofsky, S. (Jan. 2012). Storying Gardens as Eden: Troubling Cultural Narratives of ‘Garden as Paradise’. Refereed paper presented as part of symposium on 'The Importance of a Garden' at Gerofsky, S. (July 2011). ‘Without Emotion, There Is Nothing Left
But Burden’: Teaching Mathematics through Heathcote’s Improvisational Drama.
Refereed paper presented at Gerofsky.
S. (July 2011). Digital mathematical performances: Creating a liminal space for
participation. Refereed paper presented at Gerofsky, S.
(Apr. 2011). ‘Bringing
the graph in closer to the body’: Integrating gestural/ kinesthetic and sonic cognitive
resources in teaching of polynomial functions. Refereed paper presented as part
of interactive symposium on Gerofsky, S. (Feb. 2011). Word problems as genre in
mathematics education: Exploring the hidden ground of mathematics teaching and
learning. Refereed paper presented at the Gerofsky, S. (Oct. 2010). Making sense of theories of embodied knowing in (mathematics) education. Invited talk, Education Research Colloquium Series, University of Windsor, Windsor, ON. Gerofsky, S. (Oct. 2010). Genre analysis: What is it, how to do it, and why it is useful in mathematics education research. Invited talk at Michigan State University, East Lansing, MI. Gerofsky, S. (June 2010). 'Correct statements spoken here': The systematic violation of Gricean maxims in some mathematics classrooms. invited speaker at Conference on Representations of Mathematics Teaching, University of Michigan, Ann Arbor, MI. Gerofsky, S. (May 2010). What constitutes scientific or convincing evidence in mathematics education? Ad hoc session, CMESG: Canadian Mathematics Education Study Group annual meeting, Simon Fraser University, Burnaby, BC. Gerofsky, S. (February 2010). A cross-disciplinary approach to genre analysis, integrating concepts from linguistics, literary theory, film theory and rhetoric studies. Invited speaker at Colloquium on Genre Studies, Carleton University School of Linguistics and Language Studies, Ottawa, Ontario..
Gawne, L. (July 2011). Book review of Stam, G. & Ishino, M. (Eds.) (2011),
Jarvis, D.H. (October 2006). Book
review of S. Gerofsky (2004), A man left Albuquerque
heading east: Word problems as genre in mathematics
education. In ZDM:
Gerofsky, S. (Writer/ performer) & C. Schroeder (Writer/ performer). Beyond the span of my limbs: a dance/performance piece on gesture, number and infinity. Venues: University of British Columbia, Simon Fraser University, Abbotsford Arts and Peace Festival, JCT Conference, Tennessee, Vancouver Technical Secondary School. First performance date: 1996. Gerofsky,
S. (Writer/ performer/ director). Kepler: a 'Renaissance
folk play' in verse. Venue: Over 350 performances with Orkestar Slivovica, Tiddley Cove Morris Dancers, Grist to the Mill Ceilidh band, Steel Phoenix Rapper & Longsword and Tootalute. Over
60 hours of film and television post-production credits:
picture and sound editing and post-production supervisor.
Gerofsky, S. (July 2012). Video interview: Word problems, meaning and gestures. (Interviewer: Monique Pijls; camera Maarten van den Burg, for BètaBoost.TV from CIEAEM, Rhodes, Greece). Available at: <http://betaboost.scriptfactory.nl/category/cieaem64/> Gerofsky. S. (August, 2007). Video interview: Digital math performance. (Interviewer: Danielle Hoogland). Available at: http://www.edu.uwo.ca/dmp/gerofsky/index.htmlCI Smith, N. (Feb. 27 2007). Boy trouble? (Interviewed for article on boys' and girls' school achievement). The Tyee (accessible at http://thetyee.ca/Views/Teacherdiaries/2007/02/27/BoyTrouble/) Gerofsky,
S. (2007)."Math
artist-in-residence". CMESG Newsletter Craven,
S. & Gerofsky, S. (2007). "Innovations
in mathematics education via the arts". CMESG
Newsletter CBC Radio One. (March 16, 2007). Live radio interview and phone-in gueston the topic of math anxiety. BC Almanac. Producer: Renee Filippone; Host: Karen Gross. Trek magazine (Summer 2006) A liberal helping of math (pp. 8 - 9) UBC Reports (March 2006) Two Camels Leave Cairo, One Heading West... |

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