Conference Papers

 

 

International

Armstrong, A (2024). “I might get in trouble”: How middle years students with mathematics learning disabilities negotiate mathematical “author/ity” with technology. Paper presented at the 15^th International Congress on Mathematical Education (ICME), Sydney, Australia.

 

 Nolan, K., and Armstrong A. (2024). Cross-talk: A theoretical framework for authority and positioning in group work among practicing and prospective teachers. Paper presented at the 15^th International Congress on Mathematical Education (ICME), Sydney, Australia. 

 

Massing, C., Hebert, C., Fuhrmann, L., and Armstrong, A. (2023). Faculty perceptions of student evaluations of teaching: Piloting a new qualitative model. Paper presented at American Educational Research Assocation (AERA). Chicago, IL. 

 

Nolan, K. and Armstrong, A. (March 2023). Zooming in on “cross-talk” in mathematics discussions: A video study of student identity and positioning in mathematics problem solving. Paper presented at Nordic Educational Research Association (NERA). Oslo, Norway.   

 

 Armstrong, A. (2021). How middle school students with mathematics learning disabilities bootstrap their use of technology. Paper presented at Conference for the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA), Philadelphia, PA. 

 

Armstrong, A. (2021) Emergent technological practices of middle years students with mathematical learning disabilities. Paper presented at International Congress on Mathematical Education (ICME), Shanghai, China.

 

Gutica, M. & Armstrong, A. (2021). How technology assists post-secondary STEM students with mathematics learning disabilities. 6^th International STEM in Education Conference (STEM 2021). University of British Columbia, Vancouver, BC.

 

Armstrong, A. & Gutica, M. (cancelled). A comparison of technological bootstrapping practices of post-secondary and middle years students with mathematical learning disabilities. American Educational Research Association (AERA), San Francisco, CA. 

 

Gutica, M. & Armstrong, A. (cancelled). Technology as an enabler for post-secondary students with mathematics learning disabilities. American Educational Research Association (AERA), San Francisco, CA.

 

Armstrong, A. & Gutica, M. (2019). Blurring boundaries: Emergent technological practices of post-secondary students with mathematics learning disabilities. Poster session at Conference for the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA), St. Louis, MO. 

 

Armstrong, A. (2018). The personal nature of collective problem posing by middle years students. Paper presented at National Council of Teachers of Mathematics (NCTM) Research Conference. Washington, DC.

 

Armstrong, A. (2014). Collective problem posing as an emergent phenomenon in middle school mathematics group discourse. Paper presented at  Joint Meeting of the International Group for the Psychology of Mathematics Education and the North American Chapter of the Psychology of Mathematics Education (PME 38/PME-NA 36), Vancouver, BC.

 

Armstrong, A. (2014). Triggering what you have: Bricolage as a mathematical way of thinking for middle school students.  Paper presented at The International Conference of STEM in Education, Vancouver, BC.

 

Hagen, P., McLellan, S., Poirier, N., and Armstrong, A. (2013). Poster session given at Advancing knowledge and use of mathematics - Reconceptualizing engagement. National Council of Teachers of Mathematics (NCTM) Research Conference, Denver, CO.  

 

Armstrong, A. (October, 2011). Authoring math: Mathematics learners as bricoleurs. Paper presented at Conference for the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA), Reno, Nevada.

National

Armstrong, A. (2026). Emergent technological strategies used by middle year students with mathematics learning disabilities. Paper presented at Canadian Society of the Study of Education (CSSE). University of Winnipeg, Winnipeg, MB.

 Armstrong, A. (2025). Extra-mathematical metaphors in collective problem posing: the negotiation of mathematical understanding by a small group of grade 8 mathematics students. Paper presented at Canadian Society of the Study of Education (CSSE). George Brown College, Toronto, ON.

Armstrong, A. & Nolan, K. (2025) Mathematical “Cross-Talk”: Exploring Student Identity and Positioning in Elementary Mathematics Teacher Education Courses. Paper presented at Canadian Society of the Study of Education (CSSE). George Brown College, Toronto, ON.

 Hebert, C., Massing, C., Fuhrmann, L., and Armstrong, A. (2023). Faculty experiences with student evaluations of teaching: A new model. Paper presented at Canadian Society of the Study of Education (CSSE). York University, Toronto, ON.

Armstrong, A. Nikulak, P., & Schmale, L. (2021). “Maybe there’s something better out there”: Considering the technological awareness of post-secondary and middle years students with mathematics learning disabilities. Paper presented at Canadian Society for the Study of Education (CSSE), London, ON.

 

Armstrong, A. Nikulak, P., Schmale, L., & Gutica, M. (2021). Bootstrapping strategies of middle years students with mathematics learning disabilities using personal electronic technology. Paper presented at Canadian Society for the Study of Education (CSSE), London, ON.

 

Armstrong, A & Gutica, M. (2019). Emergent technological practices of post-secondary students with mathematics learning disabilities. Paper presented at Canadian Society for the Study of Education (CSSE), University of British Columbia, Vancouver, BC.

 

Armstrong, A. (2018). Beginner’s mind and the middle years mathematics student. Paper presented at Canadian Society for the Study of Education (CSSE), University of Regina, Regina, SK.

 

Armstrong, A. (2017). Visualizing collective discourse through "tapestry" transcripts. Paper presented at Canadian Society for the Study of Education (CSSE), Ryerson University, Toronto, ON.

 

Armstrong, A. (2017). Bricolage and the good-enough mathematics student. Paper presented at Canadian Society for the Study of Education (CSSE), Ryerson University, Toronto, ON.

 

Armstrong, A. (2013). Tapestries: Documenting collective problem posing through "blurring" the data. Canadian Society for the Study of Education (CSSE), Victoria, BC. (Accepted)

  

 Armstrong, A. (2012). "Scribbler" versus "Thinker": Textual constructions of students as (non)members of the math community. Paper presented at Canadian Society for the Study of Education (CSSE), Waterloo, ON.

 

Armstrong, A., McLellan, S., Hagen, P., and Poirier, N. (2012). Portraits of engagement in mathematics.  Paper presented at Canadian Society for the Study of Education (CSSE), Waterloo, ON.

 

Armstrong, A. (2011). Authoring mathematics. Paper presented at Mathematics Education Graduate-Students’ Association (MEGA) Conference, University of British Columbia.

 

Armstrong, A. (2009). The fragility of group flow: The experiences of two small groups in a middle school mathematics classroom. Paper presented at Canadian Society for the Study of Education (CSSE), Ottawa, ON.

 

Int