## Responsibilities

- Writing proposals for grant applications
- Leader of Mathemtics Education Research Group
- Teaching in critical mathematcis education
- Supervision master and PhD students

## Competences

- Critical mathematic education
- Ethics
- Social and ecological rights and sustainability
- Vygotsky
- Mathematics to resist marginalisation

## Publications

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.