Publications
Journal
articles
Armstrong A. & Gerofsky, S (2023). A spectrum of possibilities: Levels of improvisational behaviour in middle school mathematics. Research in Mathematics Education, 25(1), p. 62-84. https://doi.org/10.1080/14794802.2021.2013304
Armstrong, A. (2022). Technological practices of middle years students with mathematics learning disabilities. Canadian Journal of Science, Mathematics and Technology Education, 22 (2), p. 376-391. https://doi.org/10.1007
Armstrong, A. & Gutica, M (2020). Bootstrapping: The emergent technological practices of post-secondary students with mathematics learning disabilities. Exceptionality Education International. 30 (1) p. 1-24. https://doi.org/10.5206/eei.v30i1.10912
Armstrong, A. (2019). Beginner’s mind and the middle years mathematics student. Research in Mathematics Education: 10.1080/14794802.2019.1647277.
Khan, S., & Armstrong, A. (2019). Math-a-POLKA: Mathematics as a Place of Loving Kindness and... Journal of the Canadian Association for Curriculum Studies, 17(1), 1–12. Retrieved from https://jcacs.journals.yorku.ca/index.php/jcacs/article/view/40441
Armstrong, A. (2017). Bricolage in middle years school mathematics. For the Learning of Mathematics. 37 (2) p. 19-24.
Armstrong, A. (2017). Professional learning: Moving from bricks to bricolage. Ontario Mathematics Gazette. 56 (2) p. 36-38
Armstrong, A. (2017). Using “tapestries" to document the collective mathematical thinking of small groups. The Qualitative Report. 22 (6). http://nsuworks.nova.edu/tqr/
Armstrong, A. (2015). Mathematics students as “thinkers” not “scribblers.” Language and Literacy. 17 (3), 1-12. https://journals.library.ualberta.ca/langandlit/index.php/langandlit/article/view/22097 https://doi.org/10.20360/G2P30Q
Sinclair, N. & Armstrong, A. (2011). Tell a piecewise story. Mathematics Teaching in the Middle School. 16 (6), 346-353. https://eric.ed.gov/?id=EJ915184 https://doi.org/10.5951/MTMS.16.6.0346
Armstrong, A. (2008). The fragility of group flow: The experiences of two small groups in a middle school mathematics classroom. Journal of Mathematical Behavior. 27(2), 101-115. https://doi.org/10.5951/MTMS.16.6.0346
Armstrong, A. (2006). An arithmetic thinker tackles algebra. Mathematics Teaching in the Middle School. 11(5), 220-225. https://www.nctm.org/Publications/mathematics-teaching-in-middle-school/2006/Vol11/Issue5/An-Arithmetic-Thinker-Tackles-Algebra/ https://doi.org/10.5951/MTMS.11.5.0220
Research Reports
Armstrong, A. (2020). Emergent Technological Practices of Middle School Students with Mathematics Learning Disabilities (prepared for three anonymous school districts in British Columbia and Saskatchewan). http://hdl.handle.net/10294/9622
Armstrong, A. & Gutica, M. (2019). “It’s supporting me so I can keep moving forward.” How post-secondary students with mathematics learning disabilities use their personal electronic devices to support their academic studies. (prepared for two anonymized post-secondary institution participants). http://hdl.handle.net/10294/8950
Essays
Armstrong, A. (2018) The authoring of school mathematics: Whose story is it anyways? in education, 24(2). https://ineducation.ca/ineducation/article/view/402/966
Conference Proceedings
Armstrong, A. (2021). How middle years students with mathematics learning disabilities bootstrap their use of technology. Olanoff, D., Johnson, K., & Spitzer, S.M. Proceedings of the forty-third annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (p. 1774-1779). Philadelphia, PA. http://www.pmena.org/pmenaproceedings/PMENA%2043%202021%20Proceedings.pdf
Armstrong, A. & Gutica, M. (2019). Blurring boundaries: Emergent technological practices of post-secondary students with mathematics learning disabilities. Otten, S., Candela, A.G., de Araujo, Z., Haines, C., & Munter, C. Proceedings of the forty-first annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. (p. 127-128). St Louis, MO: University of Missouri.
Armstrong, A. (2014). Collective problem posing as an emergent phenomenon in middle school mathematics group discourse. Nicol, C., Liljedahl, P., Oesterle, S., & Allan, D. (Eds.). Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education and the 36th Conference of the North American Chapter of the Psychology of Mathematics Education (Vol. 2) (p.57-64). Vancouver, BC: PME
Armstrong, A. (2014). Problem posing as storyline: Collective authoring of mathematics by small groups of middle school students. Proceedings of the 2014 Annual Meeting of the Canadian Mathematics Education Study Group /Groupe Canadien d’Étude en Didactique des Mathématiques (p.197-206). Burnaby, BC: CMESG/GCEDM.
Armstrong, A. (2011). Authoring math: Mathematics learners as bricoleurs. Wiest, L. R., & Lamberg, T. (Eds.). Proceedings of the 33rd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (p. 1041-1049). Reno, NV: University of Nevada.
Book Reviews
Armstrong, A. (2023). A math ed take on humble humour. A review of Matt Parker’s Humble Pi: When Math Goes Wrong in the Real World.
The Mathematics Enthusiast 20 (1). p. 39-44.
https://doi.org/10.54870/1551-3440.1588
