Yasmine Abtahi

Peer-reviewed journal articles

Abtahi, Y. (2022). For the learning of mathematics: How far are we willing to go? For the Learning of Mathematics. 37 (2) p. 20-24.

Abtahi, Y. (2022). Rumi, Hope, Ethics and where I see mathematics. The Philosophy of Mathematics Education Journal. 39 (4). Fall 2022.

Abtahi, Y. & Herheim, R. (2022). The zone of proximal development: Democratic argumentation and agency. In R. Herheim, T. Werler & K. H. Hauge (Eds.), Lived democracy in education. Young citizens' democratic lives in kindergarten, school and higher education (pp. 153–164). Routledge.

Abtahi, Y. (2022). What if I was harmful? My experience of teaching of the dominant mathematics Educational Studies in Mathematics Journal. 108. 1-17. https://doi.org/10.1007/s10649-021-10117-1

Abtahi, Y. (2021). A theoretical exploration: Zone of Proximal Development as an ethical zone for teaching mathematics. IEM -Avances de Investigación en Educación Matemática -2021, 20, 7-21

Hauge, I. O., Lie, J.,Abtahi, Y., Nilsen, A., G. (2021). Programming in the classroom as a tool for developing critical democratic competence in mathematics. I: Bringing Nordic mathematics education into the future : Preceedings of Norma 20 : The ninth Nordic conference on mathematics education Oslo, 2021. Göteborg: SMDF, Swedish Society for Research in Mathematics Education 2021 ISBN 9789198402438. p. 113-120

Abtahi, Y. (2020). The “M” in STEM as a Note of Caution: Resilient to What and Responsive to Whose Culture. Canadian Journal of Science, Mathematics and Technology Education. 20, 281–287 (2020). https://doi.org/10.1007/s42330-020-00093-8

Abtahi, Y. (2020). Clever or wise: The kinds of mathematics we teach are preparing us for what?  The story of my worry. The Philosophy of Mathematics Education Journal. Fall 2020.

Abtahi, Y. (2020).  Culture of who and resilient to what? Invited Discussant. Special Issue on Re-Imagining the M in STEM: Mathematical Actions for Innovative, Resilient and Culturally Rich Communities. Canadian Journal of Science, Mathematics and Technology Education.

Abtahi, Y., Barwell, R. (2020). who are the actors and who are the acted-ons? An analysis of news media reporting on mathematics education. Mathematics Education Research Journal.  (DOI: 10.1007/s13394-020-00358-3)

Abtahi, Y. (2019). Epistemological Dialogue: Other Ways of Knowing and Our Blind Spots. Journal of Mathematics and Culture. 14 pages

Abtahi, Y. (2019).  More than cultural awareness: Awareness of self-in-relation. The Philosophy of Mathematics Education Journal. – 11 pages.

Abtahi, Y., Barwell, R. (2019). Moral judgment - to portray a figure of mathematics education in Canadian Newspapers. The Canadian Journal for Science, Mathematics and Technology. Special issue: Mathematics Education in the News. 14-page - NVI Level .1

Barwell, R., Abtahi, Y. (2019). Introduction - Mathematics education in the News. The Canadian Journal for Science, Mathematics and Technology. Special issue: Mathematics Education in the News. 6-page.

Abtahi.Y. (2018).  Reflections on the Combination of the Theoretical Ideas of Piaget and Vygotsky with an Emphasis on the Role of Others. The Philosophy of Mathematics Education Journal. – 15 pages. Open access.

Abtahi.Y. (2018). Vygotsky: A learning theory or a theory of development? For the Learning of Mathematics. Dialogue among Abtahi, Y., Lerman, S., & Scott, D. 38 (1) p. 21-25  

Abtahi. Y., (2017). Children, Tools and the Zone of Proximal Development. Research in Mathematics Education. 20(1). P. 1-13. https://doi.org/10.1080/14794802.2017.1390691 NVI Level 2

Abtahi, Y., Gøtze, P., Steffensen, L., Hiis Hauge, K., Barwell, R. (2017) Teaching climate change in mathematics classrooms: An ethical responsibility. The Philosophy of Mathematics Education. Special issue: Mathematics and environment. 18 pages. NVI Level 1 open access

Abtahi, Y., Graven, M., Lerman, S. (2017). Conceptualising the more knowledgeable other within a multi-directional ZPD? Educational Studies in Mathematics. 96(3), p 275–287. https://doi.org/10.1007/s10649-017-9768-1 NVI Level 2

Abtahi.Y. (2017). The ‘More Knowledgeable Other’: A Necessity in the Zone of Proximal Development? For the Learning of Mathematics. 37 (1) p. 20-24. NVI Level 1

Abtahi, Y., Wagner, D. (2016). Violence in un-rooted mathematics. For the Learning of Mathematic, 36 (3) p. 38-40. NVI Level 1

Abtahi, Y.  (2015). Tool-mediated Zone of Proximal Development. Journal of Chroniques — Foundations and epistemology of mathematical activity. On-line: www.chroniques.uqam.ca. NVI Level non

Abtahi, Y. (2014). Who/what is the more knowledgeable other? For the Learning of Mathematic, 34 (3) p. 14-15. NVI Level 1

Peer-reviewed book chapters

Abtahi, Y. & Herheim, R. (2022). The zone of proximal development: Democratic argumentation and agency. In R. Herheim, T. Werler & K. H. Hauge (Eds.), Lived democracy in education. Young citizens' democratic lives in kindergarten, school and higher education (pp. 153–164). Routledge.

Abtahi. Y. (2017). Gradual perceptual change: Signs, tools, and meaning-making. In Presmeg, N., Radford, L., Roth, W.-M., Kadunz, G., & Puig, L. (Eds.). (in preparation). Signs of signification: Semiotics in mathematics education research. 279-293 Dordrecht, The Netherlands: Springer.

Barwell, R., Abtahi, Y. (2017). Mathematics concepts in the news. In E. de Freitas, N. Sinclair & A. Coles (Eds), What is a mathematical concept? 175 – 189. (New York, NY: Cambridge University Press.

Papers in peer-reviewed congress proceedings

Abtahi, Y. (2019). Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 95-124).Pretoria, South Africa: PME

Abtahi, Y. (2019). An expensive external peace and the role of Mathematics education in reclaiming humanity and dignity. In. (Eds. Subramanian, J). Proceedings of the Ninth International Mathematics Education and Society Conference, Vol. 2. India: MES. 5 pages.

Abtahi, Y., Barwell, R. (2019). migration and dialogue in mathematics classrooms. In. (Eds. Subramanian, J). Proceedings of the Ninth International Mathematics Education and Society Conference, Vol. 2, 10-pages. India: MES. 10 pages.

Abtahi, Y., Hiis Hauge, K., Steffensen, L., Barwell, B. (2019). Teaching about issues of climate change in mathematics classrooms: Empowerment of critical citizenship. American Educational Research Association (AERA). Symposium in Sustainability and Mathematics Education. Toronto. Canada. 8 pages.

Abtahi, Y., Adler, J., Guillemette, D., Herheim, R., Lerman, S., Maheux, J.-F., & Valero, P. (2018). Otherness in mathematics education. In E. Bergqvist, M. Österholm, C. Granberg, & L. Sumpter (Eds.), Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 95-124). Umeå, Sweden: PME. 30 pages

Abtahi, Y. (2017). Tools, signs and the creation of artefacts. In B Kaur, W., K. Ho, T. Ho, B. Choy Eds. Proceedings of the 41th International Conference Group for the Psychology of Mathematics Education. Indonasia: PME 5 pages

Abtahi, Y. J. Maheux and S. Gerofsky). (2017) ‘Social, cultural, historical and philosophical tools for teaching mathematics (K-12). (Eds.) Lindmeier , A. M. & Heinze, A. (Eds) Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education, Vol. 2, 103-121.

Abtahi, Y. Graven, M., Lerman, S., Barwell, R. (2017). What does “socio-cultural-historical views of teaching and learning of mathematics” mean to us? In B Kaur, W., K. Ho, T. Ho, B. Choy Eds. (Eds) Proceedings of the 41th International Conference Group for the Psychology of Mathematics Education. Indonesia: PME, Vol 1. P. 10-15.

Fasheh, M., Abtahi, Y., Chornaki, A. (2017). Mujaawarah: Being Together in Wisdom or Reclaiming Life in Mathematics Education. Symposium. In. Chronaki, A. (Ed). Proceedings of the Ninth International Mathematics Education and Society Conference, Vol. 2, 312-324. Greece: MES. 12 pages

Abtahi, Y., Barwell, R. (2017). where are the children? An analysis of news media reporting on mathematics education. In Chronaki, A. (Ed). Proceedings of the Ninth International Mathematics Education and Society Conference, Mathematics Education and Life at Times of Crisis, 359 - 364 Greece: MES. 10 pages

Abtahi, Y, Graven, M., Berger, M., Lerman, S (2016). ‘Tools, signs, formation of concepts and learning of mathematics’. Discussion Group, 40th Conference of the International Group for the Psychology of Mathematics Education. Hungary: 3-7 August. 5 pages

Abtahi, Y. (2016). The Role of Feedback from Mathematical Learning Environments to Advance Student’s Understanding of Fractions. American Educational Research Association (AERA). Washington, D.C. 8 page.

Abtahi, Y.  (2016). Is knowing always doing? Adhoc presented at the Canadian Mathematics Education Study Group (CMESG), Kingston, June. 4 pages

Graven, M., Abtahi, Y., Lerman, S. (2016). Artefacts in the ZPD – Multi-directional analysis. Eds.) (2016). Proceedings of the 40th International Conference Group for the Psychology of Mathematics Education. Hungary: PME 1 pages

Abtahi, Y. (2015). The Zone of Proximal development and the affordances of the mathematical tools. Beswick, K., Muir, T., & Wells, J. (Eds.) (2015). Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education, Vol. 2, 1-9. Hobart, Australia: PME. 8 pages

Barwell, R., Abtahi, Y. (2015). Morality and news media presentations of mathematics education. In Mukhopadhyay, S. & Greer, B. (Eds.). Proceedings of the Eighth International Mathematics Education and Society Conference, Vol. 2, 298-312. Portland: MES. 10 pages

Abtahi, Y. (2015) Children’s perception of the affordances of the mathematical tools. In Krainer, K. & Vondrová, N. (Eds). Proceedings of the 9th Congress of European Research in Mathematics Education (CERME), 2440-2446. Charles University in Prague. 10 pages

Barwell, R. & Abtahi, Y. (2015) A war zone: the framing of mathematics education in public news reporting. In Oesterle, S. & Allan, D. (Eds.) Proceedings of the 2014 Annual Meeting of the Canadian Mathematics Education Study Group, pp. 273-274. Burnaby, BC: CMESG.

Abtahi, Y. (2014). Feedback from mathematical artefacts. Figueras, O., Cortina, J.L., Alatorre, S., Rojano, T., & Sepúlveda, A. (Eds.). Proceedings of the Joint Meeting of PME 32 and PME-NA. Vol. 2, 4. México: Cinvestav-UMSNH 1 pages

Abtahi, Y. (2013) A design and study of a mathematical representation to advance student’s knowledge of the addition of fractions. J. (Eds.) (2013). Lindmeier , A. M. & Heinze, A. (Eds) Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education, Vol. 2, 1. hansadruck und Verlags-GmbH & Co KG  Kiel, Germany: PME. 1 pages

Abtahi, Y., Chowdhury, K., Wang, C., & Vasudevan, M. (2008). U.S. Patent No. 7,460,515 B1. Washington, DC: U.S. Patent and Trademark Office.

Presentations in research conferences

Abtahi, Y (2021). The “M” in S.TEM as a Note of Caution: Resilient to What and Responsive to Whose Culture. (Re)imagining the M in STEM . Fields Mathematics Education Forum (FIELD), Toronto, ON, November

Abtahi, Y., Hauge, K., Steffensen, L., Barwell, R., (2019). XXX  Mathematics and its Connections to the Arts and Sciences. McGill, Montreal

Abtahi, Y., Steffensen, L., Hauge, K., Barwell, R., (2017). Climate change in mathematics classrooms. Paper will be presented at Fields Mathematics Education Forum (FIELD), Toronto, ON, January.

Steffensen, L., Hauge, K., Abtahi, Y., Barwell, R., (2016). Public education of climate change: communicating uncertainty in various texts on global temperature projections. Symposium at British Education Research Association. Leeds, UK: 13-15 September.

Abtahi, Y., Barwell, R. (2016). Framing mathematics education in the news: the problem, the cause and the solution? Paper will be presented at Fields Mathematics Education Forum (FIELD), Toronto, ON, April.

Abtahi, Y. (2016). Semiotic: signs, tools, and meaning-making. Extended Paper presented at the 13th International Congress on Mathematical Education (ICME), Hamburg, July.

Abtahi, Y. (2015). 2/5 + 1/6 = 9.8/24: Rulers, tapes, and Fractions. Adhoc presented at the Canadian Mathematics Education Study Group (CMESG), Moncton, NB, June.

Abtahi, Y. (2015). Recursive-ness: Using manipulatives to understand fractions and using fractions to understand manipulatives. Paper presented at Canadian Society for the Study of Education (CSSE), Ottawa, Canada, May.

Barwell, R., Abtahi, Y. (2015), Morality framing in news coverage of mathematics education in Canada. Paper presented at Canadian Society for the Study of Education (CSSE), Ottawa, Canada, May

Abtahi, Y. (2015). Which one is the 1/7? Paper will be presented at Fields Mathematics Education Forum (FIELD), presented, Toronto, ON, January.

Abtahi, Y. (2014) Which Rod? Units & the Addition of Fractions. Paper presented at the Canadian Mathematics Education Forum (CMEF), Ottawa, ON, May.

Abtahi, Y. (2014) Mathematics manipulatives: Things kids think with. Poster presented at Fields Mathematics Education Forum (FIELD), Toronto, ON, Janurary.