Publications + Conferences

Publications

Hawes, Z., Moss, J., Caswell, B., Naqvi, S., & MacKinnon, S. (in press). Enhancing children’s spatial and numerical skills through a dynamic spatial approach to early geometry instruction: Effects of a seven-month intervention. Cognition and Instruction.

Moss, J., Bruce, C., Caswell, B., Flynn, T., & Hawes, Z. (2016). Taking shape: Activities to enhance geometric and spatial thinking. Toronto: Pearson School Canada.

Hawes, Z., Moss, J., Caswell, B., & Poliszczuk, D. (2015). Effects of mental rotation training on children’s spatial and mathematics performance: A randomized controlled study. Trends in Neuroscience and Education. 4(3), 60-68.

Hawes, Z., LeFevre, J., Xu, C., & Bruce, C. (2015). Mental rotation with tangible three-dimensional objects: A new measure sensitive to developmental differences in 4- to 8-year-old children. Mind, Brain, and Education, 9(1), 10-18. doi:10.1111/mbe.12051

Moss, J., Hawes, Z., Naqvi, S., & Caswell, B. (2015). Adapting Japanese Lesson Study to enhance the teaching and learning of geometry and spatial reasoning in early years classrooms: A case study. ZDM – The International Journal on Mathematics Education, 47(3), 1-14. doi:10.1007/s11858-015-0679-2

Hawes, Z., Tepylo, D., & Moss, J. (2015). Developing spatial thinking: Implications for early mathematics education. In B. Davis (Ed.), Spatial reasoning in the early years: Principles, assertions and speculations. New York, NY: Routledge.

Bruce, C., Sinclair, N., Moss, J., Hawes, Z., & Caswell, B. (2015). Spatializing the mathematics curricula. In B. Davis (Ed.), Spatial reasoning in the early years: Principles, assertions and speculations. New York, NY: Routledge

Bruce, C. D., & Hawes, Z. (2014). The role of 2D and 3D mental rotation in mathematics for young children: What is it? Why does it matter? And what can we do about it? ZDM – The International Journal on Mathematics Education, 47(3), 1-14. doi:10.1007/s11858-014-0637

Hawes, Z., Gibson, A., Mir, S., & Pelletier, J. (2012). Children’s experiences in full-day programs for 4-and 5-year-olds: Play and self-regulation. In Corter, C., Janmohamed, Z., & Pelletier, J. (Eds.), Toronto First Duty Phase 3 Report (pp. 31-55). Toronto, ON: Atkinson Centre for Society and Child Development, OISE/University of Toronto.

Hawes, Z., Moss, J., Finch, H., & Katz, J. (2013). Choreographing patterns and functions. Teaching Children Mathematics, 19(5), 302-309.

Caswell, B. (2011). Teaching toward equity in mathematics (Unpublished doctoral dissertation). Curriculum, Studies and Teacher Development Ontario Institute for Studies in Education, University of Toronto

Caswell, B., Esmonde, I., & Takeuchi, M. (2011). Towards culturally relevant and responsive teaching of mathematics. In C. Rolheiser, M. Evans, & M. Gambhir, M. (Eds.), Inquiry into practice: Reaching every student through inclusive curriculum practices. Toronto: Ontario Institute for Studies in Education. 

Caswell, B., Stewart Rose, L., Douara, D. (2011). Teaching mathematics with a social justice focus. In C. Rolheiser, M. Evans, & M. Gambhir, M. (Eds.), Inquiry into practice: Reaching every student through inclusive curriculum practices. Toronto: Ontario Institute for Studies in Education. 

Esmonde, I. & Caswell, B. (2010). Teaching mathematics for social justice in multicultural, multilingual elementary classrooms. Canadian Journal of Science, Mathematics and Technology Education, 10(3), 244-254. 

Moss, J. & Caswell, B. (2004). Building Percent Dolls: Connecting Linear Measurement to Learning Ratio and Proportion. Mathematics Teaching in the Middle School, 10(2): 68 –74.

Caswell, B. & Bielaczyc, K. (2001). Knowledge Forum: altering the relationship between students and scientific knowledge. Education, Communication & Information, 1(3): 282 – 305. 

Caswell, B. & Lamon, M. (2000). The Evolution of Ideas in a Knowledge-Building Classroom. In J. Leach & B. Moon (Eds.), Learners and Pedagogy. London, UK: Paul Chapman.

Conferences

Hawes, Z., Moss, J., Caswell, B., Naqvi, S., Bruce, C., & Flynn, T. (2015). A ‘spatial’ approach to early Mathematics instruction: Effects of a yearlong intervention. Paper presented at the Biennial Meeting of the Society for Research in Child Development. Philadelphia, PA.

Hawes, Z., Moss, J., Caswell, B., Naqvi, S., & Poliszczuk, D. (2015). Effects of computerized spatial training on children’s spatial and mathematical thinking: A randomized, controlled study. Poster presented at the Biennial Meeting of the Society for Research in Child Development. Philadelphia, PA.

Hawes, Z. Moss, J., Caswell, B., & Poliszczuk, D. (2015). To what extent is spatial thinking malleable: Examining near and far transfer effects computerized mental rotation training. Paper presented at the 45th Annual Jean Piaget Society Conference. Toronto, Canada.

Moss, J., Hawes, Z., Naqvi, S., Caswell, B., Bruce, C., Flynn, T. (2014). Changing perceptions of young children’s geometry and spatial reasoning competencies: Lessons from the ‘Math for Young Children’(M4YC) project. In Liljedahl, P., Nicol, C., 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. 1; pp. 79-81). Vancouver, Canada: PME.

Moss, J., Tepylo, D., & Hawes, Z. (2014). The malleability of spatial reasoning. In Liljedahl, P., Nicol, C., 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. 1; pp. 87-89). Vancouver, Canada: PME.

Hawes, Z., &  Bruce, C. (2014). A misnomer no more: Using tangible cube-figures to measure 3D mental rotation in young children. In Liljedahl, P., Nicol, C., 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. 1; pp. 95-97). Vancouver, Canada: PME.

Hawes, Z., Chang, D., Naqvi, S., Olver, A., & Moss, J. (2013). Uncovering the processes of young children’s 3D mental rotation abilities: Implications for lesson design. In Martinez, M. & Castro Superfine, A (Eds), Proceedings of the 35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Chicago, IL: University of Illinois at Chicago.

Hawes, Z., Chang, D., Olver, A., & Moss, J. (2013). Investigating spatial reasoning in young children: Developing a new measure to inform curriculum design. Paper presented at Fields MathEd Forum Meeting, Toronto, ON: The Fields Institute for Research in Mathematical Sciences, University of Toronto.

Hawes, Z., Mancini, M., Morris, J., Olver, A., & Moss, J. (2013). Mental and physical rotations of 3D cube figures in 4-11 year olds: Differences in gender, age, and mathematical ability. Paper presented at the Biennial Meeting of the Society for Research in Child Development. Seattle, WA.

Hawes, Z., McManus J., Naqvi S., Martinussen R., Pelletier J. (2013). Improving children’s ability to self-regulate through computerized cognitive training: a randomized controlled study. Poster presented at the Biennial Meeting of the Society for Research in Child Development. Seattle, WA.

Hawes, Z., Moss, J., Chang, D., & Naqvi, S. (2013). Math for Young Children: A professional development model that bridges cognitive science and mathematics education. In Martinez, M. & Castro Superfine, A (Eds), Proceedings of the 35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Chicago, IL: University of Illinois at Chicago.

Moss, J., Hawes, Z., Chang, D., Tepylo, D. (2013). From mental rotation task design to lesson planning: The case of the polyomino challenge. Paper presented at Fields MathEd Forum Meeting, Toronto, ON: The Fields Institute for Research in Mathematical Sciences, University of Toronto.

Naqvi, S., Hawes, Z., Chang, D., & Moss, J. (2013) Exploring pentominoes in 7 diverse Pre-k/K classrooms. In Martinez, M. & Castro Superfine, A (Eds), Proceedings of the 35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Chicago, IL: University of Illinois at Chicago.

Caswell, B., Moss, J., & Hawes, Z., & Naqvi, S. (2013). Math for Young Children (M4YC) project: A no ceiling approach to math learning in an urban school. Centre for Urban Schooling, 1(1),1-4.

Hawes, Z., Rohel. M, Chang, D., & Naqvi (2013). Tapping into symmetry: Young children’s understanding of geometry and spatial reasoning. Presentation at Ontario Literacy and Numeracy Math Forum: Creativity and innovation in mathematics. Toronto, ON.

Bruce, C., Moss, J., Flynn, T., & Hawes, Z. (2013). A model of teacher professional development: Math for young children (M4YC). Presentation atOntario Ministry of Education Far and Northern Boards Meeting. Toronto, ON.

Flynn, T., & Hawes, Z. (2013). Young children’s spatial reasoning. Ontario Association for Mathematics Education. Toronto, ON.

Wagner, D. & Caswell, B. Diversities in Mathematics and their Relation to Equity. Working Group session facilitated at the Canadian Mathematics Education Study Group, Laval University, Quebec, May, 2012.

Caswell, B., Pitre, S., Steinhauer, N., & Balyk., D.(2012). Co-teaching and Equitable Practices in Mathematics. Paper presented at the Toronto District School Board Futures Conference, Toronto, May, 2012.

Caswell, B., Chern, A., Gibson, A., McCollam, H., & Moreau, E. Sparking Children’s Natural Curiosity through Inquiry-Based Approaches to Mathematics. Paper presented at the Ontario Association of Mathematics Educators Conference, Kingston, Ontario, May, 2012.

Peebles, B., Donoahue, Z., Comay, J., Caswell, B., & Bogart, C. (2012). Investigating Issues of Social Justice through Mathematics. Paper presented at the National Council for Teachers of Mathematics Conference, Philadelphia, PA, May, 2012.

McLaughlin, J., Hawes, Z., & Ellingson, P. (2012). Research-based educational games: Good for the brain? Presentation at Brainpower. Toronto, ON: University of Toronto.

Caswell, B. (2011). Teaching toward equity in mathematics through multiple contexts of professional learning. Paper presented at the Meeting of the Jean Piaget Society, Berkeley, California, June, 2011.

Caswell, B. (2011). Participatory action research as a professional learning context: Teaching for social change in mathematics. Paperpresented at the American Educational Research Association Conference, New Orleans, April, 2011.

Caswell, B. (2011). Mapping recess: Mathematical possibilities in an urban elementary school’s participatory action research project. Paper to be presented at the Ontario for Mathematics Education, Windsor, Ontario, May, 2011.

Caswell, B. (2011). Exploring issues of social justice through mathematics. Paper to be presented at the Ontario for Mathematics Education, Windsor, Ontario, May, 2011.