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GRAVES, Barbara

GRAVES, Barbara

Professeur Adjointe
LMX 478
Telephone: (613) 562-5800-2225
E-Mail: bgraves@uottawa.ca

Intérêts de recherche et activités savantes

Research into learning informed by sociocultural theory, embodied cognition, and complexity science; Mathematical reasoning in problem-solving; Mathematics teaching and learning; Classroom discourse processes

Projets en cours

Groupes de recherche

Pi Lab - Research in Mathematics Teaching and Learning

Domaines d'enseignement

Theories of mind; Research & contemporary issues in teaching and learning mathematics; Social nature of human thought ; The role of discourse in learning; Vygotsky & sociocultural theory

Publications

Chapitres en livres arbitrés

  1. Zack, V., & Graves, B. (2002). M aking mathematical meaning through dialogue. In C. Kieran & A. Sfard (Eds.), Learning Discourse: Discursive approaches to research in mathematics education (pp. 229-271). Kluwer Publications.

Articles en journaux arbitrés

  1. Abasi, A., Akbari, N., & Graves, B. (2006). Discourse appropriation, and the complex issue of plagiarism: ESL students writing in graduate school. Journal of Second Language Writing , 15 (2), 102-117.
  2. Chung, Y. G., Graves, B., Wesche, M. & Barfurth, M. (2005). Computer-mediated communication in Korean-English chat rooms : Tandem learning in a n International Languages Program. Canadian Modern Language Review, 62 (1), 49-86.
  3. Donin, J. D., & Graves, B., Goyette, E. (2004). Second-language text comprehension: Processing within a multi-layered system. Canadian Modern Language Review, 61 (1), 53-76.
  4. Graves, B., (2003). Second-language learning and instruction. Encyclopedia of Cognitive Science, vol. 3 , 1029-1032.
  5. Graves, B. , (2001). Literary expertise and analogical reasoning: Building global themes. Empirical studies of the arts, 19 (1), 47-63.
  6. Maguire, M. H., & Graves, B. (2001). Speaking personalities in primary school children's L2 writing. TESOL Quarterly, 35 (4), 561-593.
  7. Zack, V., & Graves, B. (2001). Making mathematical meaning through dialogue: "Once you think of it, the z minus three seems pretty weird." Educational Studies in Mathematics, 46 (1-3), 229-271.

Communications dans des actes de colloque

  1. Graves, B. & Suurtamm, C. (2006). Beginning teachers in mathematical inquiry: Emerging collectives. In Novotná, J., Moraová, H., Krátká, M. & Stehlíková, N. (Eds.). Proceedings 30 th Conference of the International Group for the Psychology of Mathematics Education , Vol. 1, p. 257. Prague , Czech Republic
  2. Suurtamm, C. & Graves, B. (2006). Immersion in mathematical inquiry: The experiences of beginning teachers. In Novotná, J., Moraová, H., Krátká, M. & Stehlíková, N. (Eds.). Proceedings 30 th Conference of the International Group for the Psychology of Mathematics Education , Vol. 1, p. 340. Prague , Czech Republic
  3. Graves, B. (2005). Discussion response to Anna Sfard's Metaphor of Object. In Proceedings of the symposium Designing Mathematical Thinking Tools, London , ON , June 2005
  4. Graves, B., Suurtamm, C. & Benton, N. (2005) Learning and teaching mathematics in communities of inquiry: Is it enough to transform practice? In on-line Proceedings of The International Commission on Mathematical Instruction (ICMI Study 15) Brazil
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