Papers published in peer-review journals and proceedings

  1. Hardy, N. and Challita, D. (2012). Students’ perceptions of the role of theory and examples in college level mathematics. Proceedings of the Psychology in Mathematics Education North American Chapter, Kalamazoo, Michigan, November 1-4, 2012. (In press.)
  2. Hardy, N. (2011). Discours didactique et discours mathématiques en manuels de calculs différentiel et intégral. Proceedings of the École d’Été de Didactique des Mathématiques, Carcassonne, France. August 21-28, 2011. (In press.)
  3. Hardy, N. and Sierpinska, A. (2011).Mathematical organization of some French and English algebra textbooks used in remedial courses in colleges and universities in North America. Proceedings of the Colloquium “Formation à la recherche en didactique des maths”, UQAM, March 24-26, 2011 (pp. 239-250).
  4. Hardy, N. (2010). Students’ praxeologies of routine and non-routine limit finding tasks: normal behavior vs. mathematical behavior. In M. Bosch, J. Gascon, A. Ruiz Olarria, et al. (Eds.) An Overview of the ATD: Proceedings of the 3rd International Conference on the Anthropological Theory of the Didactic, Sant Hilari Sacalm, Barcelona, Spain, January 25-29, 2010 (pp. 349-366). http://www.crm.cat/Conferences/0910/cdidactic/cdidactic.pdf
  5. Hardy, N. (2009). Students’ perceptions of institutional practices: The case of limits of functions in college level Calculus courses. Educational Studies in Mathematics, 72(3): 341-358.
  6. Hardy, N. (2009). Institutional practices and conceptual development - a case study of college level calculus courses. Didactica Mathematicae, 32: 93-119.

Book chapter

  1. Sierpinska, A. and Hardy, N. (2010). Unterrichten wir noch Mathematik? In C. Böttinger, M. Nührenbörger, R. Schwarzkopf, E. Söbbeke and K. Bräuning (Eds.), Mathematik im Denken der Kinder (ISBN 978-3-7800-1063-6). Friedrich Verlag GmbH, Germany.

Non-refereed publications

  1. Challita, D. and Hardy, N. (2012). Students’ perceptions of the role of theory and examples in college level mathematics. Proceedings of the 2012 Meeting of the Canadian Mathematics Education Study Group (CMESG), Quebec City (QC). May 25-29.
  2. Hardy, N. (2010) Students’ models of the knowledge to be learned about limits in college level Calculus courses. The influence of routine tasks and the role played by institutional norms. Proceedings of the 2010 Meeting of the Canadian Mathematics Education Study Group (CMESG), (pp. 181-187), Vancouver (BC). May 21-25.
  3. Hardy, N. (2010). Une racine de la didactique des mathématiques : Yves Chevallard. Bulletin AMQ (Association Mathématique du Quebec), Vol. L, no. 2: 31-32. Article by request for the occasion of Prof. Yves Chevallard being awarded the Hans Freudenthal Medal by the International Committee for Mathematics Instruction.

Conference presentations, talks and workshops

  1. Mathematics Education Research and Mathematics Teaching: Illusions, Reality, and Opportunities. (Invited panelist – university mathematics education) CMESG 2013 Pre-Conference hosted at Brock University on May 24, 2013.
  2. Students (non)uses of mathematical theory. (Invited) Field MathEd Forum Meeting – Annual Research Day. Fields Institute, Toronto, ON. January 26, 2013.
  3. Students’ perceptions of the role of theory and examples. Brief Research Report at the 34th Annual Conference of the North-American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA), Kalamazoo, MI, November 1-4, 2012.
  4. Students’ perceptions of the role of theory and examples in college level mathematics. Poster at the Meeting of the Canadian Mathematics Education Study Group (CMESG), Quebec City, QC, May 25-29, 2012.
  5. Discours didactique et discours mathématiques en manuels de calculs différentiel et intégral. Research report at the École d’Été de Didactique des Mathématiques, Carcassonne, France. August 21-28, 2011.
  6. Special needs students and technology. Workshop at the Québec Secondary Science-Technology and Math Educators Conference (STEM), Laval, QC, June 27-28, 2011.
  7. Teaching Calculus from a Calculus textbook. Contributed talk at Symposium on Teaching Mathematics in Higher Education. University of Toronto at Scarborough, Scarborough, ON. June 1, 2011.
  8. Students’ models of the knowledge to be learned about limits in college level Calculus courses. The influence of routine tasks and the role played by institutional norms. (Invited) New PhD presentation at the 2010 Meeting of the Canadian Mathematics Education Study Group (CMESG). Vancouver, BC. May 21-25, 2011.
  9. Tareas rutinarias vs. tareas no rutinarias: comportamiento normal vs. comportamiento científico. (Invited) Talk given in the context of the program for academic and research development in the Common Cycle of the University of Buenos Aires, Argentina. June 16, 2010.
  10. Students’ praxeologies of routine and non-routine limit finding tasks. (Invited) Talk given at the Séminaire en Didactique des mathématiques. Département de mathématiques, UQAM, Montréal, QC. November 2, 2009.
  11. “Learning by Example” – the approach to teaching mathematics in college level Algebra textbooks. What algebra? What mathematics? Talk given at the department seminar, Department of Mathematics and Statistics, Concordia University. October 16, 2009.
  12. Modèles des savoirs à apprendre, à propos des limites de fonctions, que les étudiants d’un collège Nord-Américain se son construits dans un cours de Calcul différentiel et intégral et l’impact des taches de routine et des normes institutionnelles sur ces modèles. (Invited) Talk given at the Département de mathématiques, Cegep de Rimouski, Rimouski, QC. August 14, 2009.
  13. Students’ perceptions of institutional practices: The case of limits of functions in college level Calculus courses. Research report at the Conference on Research in Undergraduate Mathematics Education (RUME), Raleigh, NC. February 26 to March 1, 2009.

Theses

PhD Thesis

MSc Thesis