# Professor (Simon Fraser University)

### nathsinc@sfu.ca

### http://www.sfu.ca/education/faculty-profiles/nsinclair.html

**Computational Thinking + Math Projects**

- …

- TouchCounts: Learning number through digital multitouching
- Gestural communication in the mathematics classroom
- Using dynamic geometry to develop powerful thinking in k-5

**Books**

- De Freitas, E. and Sinclair, N. (2014).
*Mathematics and the body: Material entanglements in the classroom*. (Foreword by Brian Rotman). Cambridge University Press. - Clark-Wilson, A., Robutti, O. & Sinclair, N. (Eds.) (2013).
*The mathematics teacher in the digital era: An international perspective on technology focused professional development*. Dordrecht: Springer. - Zazkis, R., Sinclair, N., and Liljedahl, P. (2013).
*Lesson Play in Mathematics Education*. Springer. - Sinclair, N., Pimm, D. and Skelin, M. (2012).
*Developing Essential Understanding of Geometry for Teaching Mathematics in Grades 5–8*. Essential Understanding Series. Reston, VA: National Council of Teachers of Mathematics. - Sinclair, N., Pimm, D. and Skelin, M. (2012).
*Developing Essential Understanding of Geometry for Teaching Mathematics in Grades 9–12*. Essential Understanding Series. Reston, VA: National Council of Teachers of Mathematics. - Sinclair, N., (2008).
*The history of the geometry curriculum in the United States*. IAP – Information Age Publishing Inc. (212 pages). - Sinclair, N. (2006).
*Mathematics and Beauty: Aesthetics approaches to teaching children*. Teachers College Press. - Sinclair, N., Pimm, D. & Higginson, W. (2006).
*Mathematics and the aesthetic: Modern approaches to an ancient affinity*. New York: Springer-Verlag.

**Book Chapters**

- Sinclair, N. (2015). What kind of thing might number become? In E. Davis & P. Davis (Eds.),
*Mathematics, substance and surmise*. New York: Springer. - Sinclair, N. & Pimm, D. (2015). Whatever Be Their Number: Counting on the Visible, the Audible, and the Tangible. In. M. Meletiou-Mavrotheris, K. Mavrou, E. Paparistodemou (Eds.),
*Integrating touch-enabled and mobile devices into contemporary mathematics education*(pp. 50-80). IGI Global. - Bruce, C., Sinclair, N., Moss, J., Hawes, Z., Caswell, B. (2015). Spatializing the curriculum. In B. Davis and the Spatial Reasoning Study Group (Eds.).
*Spatial reasoning in the early years: Principles, assertions, and speculations*(pp. 85-106). New York: Routledge. - McGarvey, L., Sinclair, N., Thom, J., Kotsopolos, D. (2015). Motion and markings. In B. Davis and the Spatial Reasoning Study Group (Eds.).
*Spatial reasoning in the early years: Principles, assertions, and speculations*(pp. 107-120). New York: Routledge. - Whiteley, W., Sinclair, N., & Davis, B. (2015). What is spatial reasoning and why should we care? In B. Davis and the Spatial Reasoning Study Group (Eds.).
*Spatial reasoning in the early years: Principles, assertions, and speculations*(pp. 3-14). New York: Routledge. - Andrà, C., and Sinclair, N. (2014). Le lezione di matematica. In L. Bazzini (Ed.),
*Insegnare mathematics: Concezioni, buone pratiche e formazione degli insegnati*(pp. 301–312). Rome, Italy: ARACNE editrice S.r.l. - Clark-Wilson, A., Robutti, O., and Sinclair, N. (2014). Introduction. In A. Clark-Wilson, O. Robutti & N. Sinclair (Eds.),
*The mathematics teacher in the digital era: An international perspective on technology focused professional development*(pp. 1–10). Dordrecht: Springer. - Jolkaee, S., Zazkis, R., & Sinclair, N. (2013). “It is very, very random because it doesn’t happen very often”: Examining learners’ discourse on randomness. In E. Chernoff & B. Sriraman (Eds.),
*Probabilistic Thinking: Presenting plural perspectives*. New York: Spring. - Sinclair, N. (2013). Aesthetic considerations. In M. Fried & T. Dreyfus (Eds.),
*Mathematics & Mathematics Education: Searching for Common Ground*. New York: Springer, Advances in Mathematics Education series. - Sinclair, N. & de Freitas, E. (2013). The virtual curriculum: New ontologies for a mobile mathematics.
*Mathematics Curriculum in School Education*. New York: Springer. - Sinclair, N., and Robuti, O. (2012). Technology and the Role of Proof: The Case of Dynamic Geometry. In A. J. Bishop, M. A. Clements, C. Keitel & F. Leung (Eds.),
*Third international handbook of mathematics education*. Dordrecht, The Netherlands: Kluwer Academic Publishers. - Sinclair, N. (2010). Aesthetics as a Liberating Force in Mathematics Education? In M. Pitici (Ed.),
*The Best Writing on Mathematics: 2010*. Princeton, NJ: Princeton University Press. - Pimm, D. and Sinclair, N. (2010). Audience, Style, and Criticism. In M. Pitici (Ed.),
*The Best Writing on Mathematics: 2010*. Princeton, NJ: Princeton University Press. - Sinclair, N. (2010). Knowing more than we can tell. In B. Sriraman and L. English (Eds.),
*Theories of Mathematics Education: Seeking New Frontiers*, (pp. 591–608). Berlin: Springer-Verlag. - Sinclair, N. and Jackiw, N. (2010). Learning through teaching, when teaching machines. In R. Leikin and R. Zazkis (Eds.),
*Learning Through Teaching*. - Zazkis, R., Sinclair, N. and Liljedahl, L. (2009). Lesson Play – A vehicle for multiple shifts of attention in teaching. In S. Lerman and B. Davis (Eds.),
*Mathematical Action & Structures Of Noticing: Studies inspired by John Mason*. Sense Publishers. - Pimm, D. and Sinclair, N. (2009). Cultures of generality and their associated pedagogies. In S. Lerman and B. Davis (Eds.),
*Mathematical Action & Structures Of Noticing: Studies inspired by John Mason*(14 pages). Sense Publishers. - Sinclair, N., Arzarello, F., Gaisman, M., Lozano, M. (2009). Implementing Digital Technologies at a national scale. In C. Hoyles and J.B. Lagrange (Eds),
*The Seventeeth ICMI Study: Technology Revisited*. Springer. - Sinclair, N. (2008). A powerful tool for doing and learning mathematics. In M. Carlson and C. Rasmussen (Eds.),
*Making the connection: Research and practice in undergraduate mathematics*. Mathematical Association of America. - Sinclair, N. (2007). The teacher as midwife: What can mathematics education research learn from obstetrics? In K. Nolan and E Defrietas (Eds.),
*Opening the research text: Critical insights and in(ter)ventions into mathematics education*. New York: Springer. - Sinclair, N. (2006). For the beauty of number theory. In R. Zazkis and S. Campbel (Eds).
*Number Theory in Mathematics Education: Perspectives and prospects*. Dordrecht: Kluwer. - Sinclair, N. (2005). Mathematics on the Internet. In S. Johnston-Wilder and D. Pimm (Eds.),
*Teaching Secondary Mathematics effectively with Technology*(pp. 203–218). Open University Press. - Sinclair, N. and Jackiw, N. (2005). Understanding and Projecting ICT Trends. In S. Johnston-Wilder and D. Pimm (Eds.),
*Teaching Secondary Mathematics effectively with Technology*(pp. 235–252). Open University Press. - Sinclair, N. (2004). Meet the mathematicians. In L, Burton (Ed.),
*Mathematicians as enquirers: Learning about learning mathematics*. Kluwer Academic Publishers.

**Journal Articles**

- Sinclair, N., Chorney, S., & Rodney, S. (2015). Rhythm In Number: Exploring The Affective, Social And Mathematical Dimensions Of Using
*TouchCounts*.*Mathematics Education Research Journal.* - Sinclair, N. & Pimm, D. (2015). Mathematics using multiple sense: Developing finger gnosis with three-and four-year-olds in an era of multi-touch technologies.
*Asia-Pacific Journal of Research in Early Childhood Education, 9*(3), 99-109. - Ng, O. & Sinclair, N. (2015). Young children reasoning about symmetry in a dynamic geometry environment.
*ZDM – The International Journal on Mathematics Education, 51*(3). - Sinclair, N., & Bruce, C. (2015). New opportunities in geometry education at the primary school.
*ZDM – The International Journal on Mathematics Education, 51*(3). - Ng, O., & Sinclair, N. (2015). “Area without numbers”: Using Touchscreen dynamic geometry to reason about shape.
*Canadian Journal of Science, Mathematics and Technology Education, 15*(1), 84-101. - de Freitas, E. & Sinclair, N. (2014). The politics of the mathematics aesthetic: Curricular con(sens)us and Acts of dissensus. Philosophy of Mathematics Education Journal, 28, [Available http://people.exeter.ac.uk/PErnest/pome28/].
- Sinclair, N. (2014). Generations of research on new technologies in mathematics education.
*Teaching Mathematics and its Applications, 33*(3), 166-178. - Pimm, D., & Sinclair, N. (2014). A sublime journal of sudden enlightenment.
*For the learning of mathematics, 34*(1), 4–5. - Sinclair, N. & Metzuyanim, E. (2014). Learning number with TouchCounts: The role of emotions and the body in mathematical communication.
*Technology, Knowledge and Learning*,*19*, 81–99. - Gol Tabaghi, S. & Sinclair, N. (2013). Using Dynamic Geometry Software to Explore Eigenvectors: The Emergence of Dynamic-Synthetic-Geometric Thinking.
*Technology, Knowledge and Learning*. - de Freitas, E. & Sinclair, N. (2013). New materialist ontologies in mathematics education: The body in/of mathematics.
*Educational Studies in Mathematics, 83(3), 453–470.* *Sinclair, N., de Freitas, E. & Ferrara, F. (2013). Virtual encounters: The murky and furtive world of mathematical inventiveness. ZDM – The International Journal on Mathematics Education.*

- Sinclair, N. and Moss, J. (2012). The more it changes, the more it becomes the same: The development of the routine of shape identification in dynamic geometry environments.
*International Journal of Education Research*, 51 & 52, 28–44. - de Frietas, E. and Sinclair, N. (2012). Diagram, gesture, agency: Theorizing embodiment in the mathematics classroom.
*Educational Studies in Mathematics*, 80, 133–152. - Sinclair, N. (2012). Que faut-il vraiment réparer dans l’enseignement des mathématiques ?
*Commentaire*,*138*(35), 518–521. - Sinclair, N., Watson, A., Zazkis, R., and Mason, J. (2011). The structure of personal example spaces.
*Journal of Mathematical Behaviour, 30*, 291–303. - Sinclair, N. and Zazkis, R. (2011). Lesson Play: Learning how to improvise.
*Ontario Mathematics Gazette, 50*(1). - Sinclair, N. (2011). Aesthetic Considerations in Mathematics.
*Journal of Humanistic Mathematics*,*1*(1). - Sinclair, N. and Gol Tabaghi, S. (2010). Drawing space: Mathematicians’ kinetic conceptions of eigenvectors.
*Education Studies in Mathematics, 74*(3), 223–240. - Sinclair, N. and Armstrong, A. (2010). A Geometric Approach to Story Graphs and Piecewise Linear Functions.
*Mathematics Teaching in the Middle School.* - Son, J. and Sinclair, N. (2010). How preservice teachers interpret and respond to geometric errors.
*School Science and Mathematics, 110*(1), 31–46. - Sinclair, N. and Pimm, D. (2009). Audience, Style and Criticism.
*For the Learning of Mathematics, 29*(2), 23–27. - Jackiw, N. and Sinclair, N. (2009). Sounds and pictures: dynamism and dualism in dynamic geometry.
*ZDM*,*41,*413–426. - Kasten, S. and Sinclair, N. (2009). Using Technology in the Mathematics Classroom: How, Why and When Teachers Choose Sketchpad-based Activities
*International Journal for Technology in Mathematics Education, 16*(4), 133–144. - Sinclair, N., Healy, L. and Reis Sales, C. (2009). Time for telling stories: Narrative thinking with Dynamic Geometry.
*ZDM*,*41*, 441–452. - Sinclair, N., and Pimm, D. (2009). The many and the few: Mathematics, Democracy and the Aesthetic.
*Educational Insights*,*12*(3). - Zazkis, R., Liljedahl, P., and Sinclair, N. (2009). Lesson Play: Planning teaching
*versus*teaching planning.*For the learning of mathematics, 29*(1), 39–46. - Sinclair, N. (2009). The aesthetic as a liberating force in mathematics education.
*ZDM, 41*(1), 45–60. - Sinclair, N. and Yurita, V. (2008). To be or to become: How dynamic geometry changes discourse.
*Research in Mathematics Education,**10*(2), 135–150. - Sinclair, N. (2008). Attending to the aesthetics in the mathematics classroom.
*For the learning of mathematics*,*28*(1), 29–35. - Crespo. S. and Sinclair, N. (2008). What Can It Mean to Pose A ‘Good’ Problem? Inviting Prospective Teachers to Pose Better Problems.
*Journal of Mathematics Teacher Education, 11*(5), 395–415. - Hawkins, A. and Sinclair, N. (2007). Explorations in Topogeometry using Sketchpad.
*International Journal of Computers for Mathematics Learning*. - Healy, L. & Sinclair, N. (2007). If this is your mathematics, what are your stories?
*International Journal of Computers for Mathematics Learning*. - Sinclair, N., Zazkis, R. & Liljedahl, P. (2006). A coloured window on pre-service teachers’ conceptions of rational numbers,
*International Journal of Computers for Mathematics Learning*. - Sinclair, N. and Crespo, S. (2006). Learning mathematics with dynamic computer environments.
*Teaching Children Mathematics 12*(9), 436–444. - Liljedahl, P., Sinclair, N. and Zazkis, R. (2006). Number concepts with Number Worlds: Thickening Understanding.
*International Journal of Mathematical Education in Science and Technology, 37*(3) 253–275*.* - Zazkis, R., Sinclair, N., and Liljedahl, P. (2006). Conjecturing in a computer microworld: Zooming out and zooming in.
*Focus on Learning Problems in Mathematics.*

- Sinclair, N., Zazkis, R. & Liljedahl, P. (2006). A coloured window on pre-service teachers’ conceptions of rational numbers.
*International Journal of Computers for Mathematics Learning*,*11*(2), 177–203. - Sinclair, N. (2005). Chorus, colour, and contrariness in school mathematics.
*THEN: Journal*, 1. - Sinclair, N. (2004). The roles of the aesthetic in mathematical inquiry,
*Mathematical Thinking and Learning,**6*(3), 261–284. - Sinclair, N., Zazkis, R. & Liljedahl, P. (2004). Number Worlds: Visual and experimental access to elementary number theory concepts,
*International Journal of Computers for Mathematics Learning*,*8*(3), 235–263. - Sinclair, N. (2004). Behold! Rich “demonstration” tasks using Dynamic Geometry.
*Mathematick lehren, 126*, 59–62. - Sinclair, N. and Schiralli, M. (2003). A constructive response to ‘Where mathematics comes from’.
*Educational Studies in Mathematics*,*52*(1), 79–91. - Sinclair, N. (2002). The kissing triangles: The aesthetics of mathematical discovery.
*International Journal of Computers for Mathematics Learning, 7*(1), 45–63. - Sinclair, N. (2002). Reconstructing a painting with geometry eyes.
*For the learning of mathematic*s,*22*(3), 19–22. - Sinclair, N. (2002). Le role de l’esthétique dans l’apprentissage mathématique.
*Instantanés mathématiques, 38*(3). - Sinclair, N. and Jackiw, N. (2002). Dragon play: Microworld design in a whole class context.
*Journal for Educational Research in Computers*,*27*(1&2), 111–145. - Sinclair, N. and Watson, A. (2001). Wonder, the rainbow and the aesthetics of rare experiences.
*For the learning of mathematics, 21*(3), 39–42. - Sinclair, N. (2001). The aesthetic
*is*relevant.*For the learning of mathematics, 21*(1), 25–33. - Taylor, P., and Sinclair, N. (2000). Training our students.
*Canadian Journal of Mathematics and Science Education, 1*, 110–116.

- 2014 SFU Faculty of Education
.*Award for Excellence in the Supervision of a Graduate Student Thesis* - American Educational Research Association (AERA) Division B’s
**Outstanding Book Award Honorable Mention for Innovations in Curriculum Studies** **Janet Duffin Award for the best article of the year in**for: Sinclair, N. and Yurita, V. (2008). To be or to become: How dynamic geometry changes discourse.*Research in Mathematics Education**Research in Mathematics Education, 10*(2), 135-150.