Recent publications (updated 5 Dec. 2013): Gerofsky, S. (under review). “Correct statements spoken here”: The systematic violation of Gricean maxims in mathematics classrooms. Submitted to Journal of Mathematical Behavior. Gerofsky, S. (under review). Analysing pedagogical genres in mathematics education: A multiperspectival method, and the example of 'worksheets as genre'. Submitted to Educational Studies in Mathematics. Armstrong. A. & Gerofsky. S. (submitted). Playing in liminal spaces: Improvisation as metaphor for prepared spontaneity in school mathematics. Submitted to the International Journal of Science and Mathematics Education. Gerofsky, S. (forthcoming 2014). Geometries of liberation. Editor and contributor, edited volume. NY: Palgrave Macmillan.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. Quaderni di Ricerca in Didattica (Mathematics) 22, 242-248. 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. (2011). Ancestral genres of mathematical graphs. For the Learning of Mathematics 31(1), 14-19. Gerofsky, S. (2011).Seeing the graph vs. being the graph: Gesture, engagement and awareness in school mathematics. In Stam, G. & Ishino, M. (Eds.), Integrating gestures. Amsterdam: John Benjamins. Gerofsky, S. (2011). “Without Emotion, There Is Nothing Left But Burden”: Teaching Mathematics through Heathcote’s Improvisational Drama. In R. Sarhangi & C. Sequin (Eds.), Proceedings of Bridges 2011 Coimbra: Mathematics, Music, Art, Architecture, Culture. University of Coimbra, Portugal, 329-337. Gerofsky, S. (2010). Mathematical learning and gesture: Character viewpoint and observer viewpoint in students' gestured graphs of functions. Gesture 10 (2-3)(Special issue on multimodal communicative development), 322-344. Gerofsky, S. (2010). The impossibility of 'real-life' word problems (according to Bakhtin, Lacan, Zizek and Baudrillard). Discourse 31(1), 61-74. Gerofsky, S. (2010). Teaching polynomial functions through gesture, movement and sound. In M.M.F Pinto & T.F. Kawasaki (Eds.) Proceedings of the 34th Conference of the International Group for the Psychology of Mathematics Education. Belo Horizonte, Brazil: PME. Nicol, C. & Gerofsky, S. (2009). Mapping multiple worlds: Imagining school mathematics beyond the grid. In Liljedahl, P., Oesterle, S. & Abu-Bakare, V. (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.). Proceeding of Bridges Mathematics and Art 09: Mathematics, Music, Art, Architecture, Culture. Banff International Research Station for Mathematical Innovation and Discovery, Banff, AB, Canada, 279-286. Gerofsky. S. (2009). Bridges 09 interactive workshop: The geometry of longsword and rapper locks. In Kaplan, C. & Sarhangi, R. (Eds.). Proceeding of Bridges Mathematics and Art 09: Mathematics, Music, Art, Architecture, Culture. Banff International Research Station for Mathematical Innovation and Discovery, Banff, AB, Canada, 383-384. 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.), Battleground schools. Westport, CT.: Greenwood Press (10 pp., 4100 words). Gerofsky, S. & Gobel, J. S. (2007). A conversation on embodiment at the heart of abstraction in mathematics education and music education. Journal of the Canadian Association for Curriculum Studies, 5(1), 49-68. (6900 words) Massel, R. & Gerofsky, S. (2007). Constructing student learning with a straightedge and compass: A math and design project in the secondary mathematics classroom. Vector British Columbia Math Teachers' Association Journal. (16 pp.) 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. Journal of Teaching and Learning (Special topic issue on mathematics education), 5(1), 23-32. Gerofsky, S. (June 2007). Traces of the body: Gestures and graphing in school mathematics. In Edwards, L., Gerofsky, S, & Noble, T. panel presentation, Gestures for thinking in mathematics and science. International Society for Gesture Studies Conference, Northwestern University, Evanston, IL. Gerofsky, S. (2007). Response to Euclid Overheard: A postmodern take on performance & mathematical proofs. In Gadanidis, G. (Ed.), Proceedings of the Fields Institute Symposium on Research in Mathematical Sciences. University of Western Ontario, London, Ontario, (10 pp., 4200 words). Gerofsky, S. (January 2007). Examples of mathematical modeling using the arts: dance, music, sculpture and haptically-aided design. Banff International Research Station Symposium on Mathematics Education Through the Arts, Banff, AB Gerofsky, S. (2006). Beyond the 'qualitative/quantitative' split: Linguistics and genre studies as research methodologies in education. In Kincheloe, J. and Horn, R. (Eds.), Education and Psychology: An Encyclopedia. Westport, CT, USA: Greenwood Publishing, 497-503 (4000 words). Gerofsky, S. & Marchand, P. (2006). The body, the senses and mathematics learning. In Liljedahl, P. (Ed.), Proceedings of the 2006 Meeting of the Canadian Mathematics Education Study Group, Calgary, Alberta (15 pp., 6500 words). Gerofsky, S. (2006). Simulation, reality and mathematical word problems. For The Learning of Mathematics, 26 (2). Gerofsky, S. (2006)."Moving Fluidly Among Worlds": Multisensory math software. In Proceedings of PME30, 2006 (Prague). Gerofsky, S. (2006). Performance Space & Time. In Gadanidis, G. (Ed.) Proceedings of Digital Mathematical Performance: A Fields Institute Symposium. Gerofsky, S. (2004). A Man Left Albuquerque Heading East: Word problems as genre in mathematics education. New York: Peter Lang. Gerofsky, S., Sinclair, N. & Davis, B. (2003). Mathematics and the arts. In B. Davis and E. Simmt (Eds.) Proceedings of the 2002 Meeting of the Canadian Mathematics Education Study Group. Gerofsky, S. (2001). Genre analysis as a way of understanding pedagogy in mathematics education. In Applebaum, P., Morris, M. & Weaver, J. (Eds.), (Post) Modern Science (Education).New York: Peter Lang Gerofsky, S. (2000). Writing in the mathematics classroom: Division by zero poems. 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. For The Learning of Mathematics, 19 (3). Gerofsky, S. & Schroeder, C. (1998). Beyond the span of my limbs: Gesture, number and infinity. JCT: Journal of Curriculum Theorizing, 14 (3). Gerofsky, S. & Thomas, R. (1997). An exchange about word problems. For The Learning of Mathematics, 17(2). Gerofsky, S. (1997). "Why does a letter always arrive at its destination?": Opening up living space between problem and solutions in math education. Chreods, 12. Gerofsky, S. (1997). The history of mathematical word problems and their pedagogic purposes. In Proceedings of History and Philosophy of Science & Science Teaching Conference. Calgary, Alberta. Gerofsky, S. (1996). Selling mathematics: The language of persuasion in an introductory calculus course. In Proceedings of the 1996 Meeting: Psychology of Mathematics Education, Valencia, Spain, 409-417 (3000 words). Gerofsky, S. (1996). A linguistic and narrative view of word problems in mathematics education. For The Learning of Mathematics, 16 (2). Upcoming articles in preparation: Gerofsky, S. (chapter in preparation). Gesture, engagement and graphing. For Edwards, L., Ferrara, F. & Moore-Russo, D. (Eds.), Emerging Perspectives on Gesture and Embodiment in Mathematics. Information Age Press. 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 Pedagogy, Culture and Society.
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 the Canadian Journal of Environmental Education. 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 Journal of Mathematical Behavior. 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 Design Studies. Gerofsky, S. (article in preparation). Reading as synesthesia. For submission to Language and Literacy. Gerofsky, S., Gomez, F., Rappaport, D. & Toussaint, G. (under revision). Learning number theory through multimodal and embodied representations. For submission to Journal of Mathematics and the Arts. Recent and upcoming conference presentations and invited talks: upcoming: Appelbaum, P. & Gerofsky, S. (July 2012). Working group leaders on Democracy and Mathematics Circles:Questions, Collaborations and Social Technologies for CIEAEM 64 (Commission Internationale pour l'Etude et l'Amélioration de l'Enseignement des Mathématiques), Rhodes, Greece. 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 (Commission Internationale pour l'Etude et l'Amélioration de l'Enseignement des Mathématiques), Rhodes, Greece. Gerofsky, S. & Artemeva, N. (June 2012). Roundtable on establishing a Journal of Genre Studies. Symposium on establishing infrastructure for the emergent field of genre studies. For the Genre 2012--Rethinking Genre Twenty Years Later: International Conference on Genre Studies, Carleton University, Ottawa, 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 Text/books for CMESG (Canadian Mathematics Education Study Group) annual conference, Laval University, Quebec City, PQ. 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) Field trip/ international symposium: The importance of a garden. For the Environmental Education SIG, AERA 2012, Vancouver. Gerofsky, S. & Ricketts, K. (Apr. 2012). ReARTiculations: AERA Presidential Lecture/ Arts Interventions interpreting the AERA conference theme through visual and performing arts. Producing Presidential ‘lectures’/ arts performance pieces working with 24 local artists. For AERA 2012 Vancouver. Appelbaum, P. , Gerofsky, S., Khan, S., De Freitas, E. & Swanson, D. (Apr. 2012). Symposium: The shape and feel of "participation": Flipping public spaces, performing democracy and playing with the exteriority of thought. For AAACS (American Association for the Advancement of Curriculum Studies) 2012 Conference, Vancouver, BC. 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 8th International Conference on Environmental, Cultural, Economic and Social Sustainability, UBC Robson Square, Vancouver, BC. Gerofsky, S. (July 2011). ‘Without Emotion, There Is Nothing Left But Burden’: Teaching Mathematics through Heathcote’s Improvisational Drama. Refereed paper presented at Bridges 2011 Coimbra: Mathematics, Music, Art, Architecture, Culture. University of Coimbra, Coimbra, Portugal. Gerofsky. S. (July 2011). Digital mathematical performances: Creating a liminal space for participation. Refereed paper presented at CIEAEM 63 conference, (Commission Internationale pour l'Etude et l'Amélioration de l'Enseignement des Mathématiques) “Facilitating access and participation: Mathematical practices inside and outside the classroom” conference, University of Barcelona, Spain. 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 Diverse Perspectives on Embodied Learning: What’s So Hard to Grasp?, presented at the American Educational Research Association (AERA) annual meeting, New Orleans, LA. 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 Writing Research Across Borders II genre studies conference, George Mason University, Fairfax, VA. 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.. Reviews: Gawne, L. (July 2011). Book review of Stam, G. & Ishino, M. (Eds.) (2011), Integrating Gestures. In The Linguist List, E. Michigan University. 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: The International Journal on Mathematics Education, 38(5), 433-434. Performances: 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: World of Mathematics Conference, Simon Fraser University. First performance date: June 1993. 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. Media & Interviews: 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 23(2), 3-5. Craven, S. & Gerofsky, S. (2007). "Innovations in mathematics education via the arts". CMESG Newsletter 23(2), 6 - 7. 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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