

Concordia University Department of Mathematics and Statistics 1400 de Maisonneuve blvd. West Montreal, Quebec H3G 1M8 Canada 


Concordia University Department of Mathematics and Statistics 1400 de Maisonneuve blvd. West Montreal, Quebec H3G 1M8 Canada 
List of Publications
Updated November 2018
Sierpinska, A. (2016). Inquirybased learning approaches and the development of theoretical thinking in the mathematics education of future elementary school teachers. In B. MajTatsis, M. Pytlak and E. Swoboda (Eds), Inquiry based mathematical education (pp. 2357). Rzeszow: University of Rzeszow. Available for download from http://concordia.academia.edu/AnnaSierpinska
Sierpinska, A. (2013). Reforms in education through the lens of Transactional Analysis theory. In B. Grevholm, P.S. Hundeland, K. Juter, K. Kislenko, and P.E. Persson (Eds.), Nordic Research in Didactics of Mathematics: Past, Present and Future (pp. 508542). Oslo: Cappelen Damm Akademisk. Available online at Concordia Spectrum Research Repository.
Sierpinska, A., Bobos, & Pruncut, A. (2011). Teaching absolute value inequalities to mature students. Educational Studies in Mathematics 78(3), 275305. Available online at Concordia Spectrum Research Repository.
Sierpinska, A., Bobos, G. & Knipping, Ch. (2008), Sources of students frustration in preuniversity level, prerequisite mathematics courses, Instructional Science 36, 289320.
Sierpinska, A., Bobos, G., Knipping, C.: 2007, Presentation and partial results of a study of university students' frustration in preuniversity level, prerequisite mathematics courses: Emotions, positions and achievement. Webpublished paper: http://annasierpinska.rowebca.net/emotions.html
NOTE: A revised version of the above paper has been published (in English, with executive summary in Polish) in ROCZNIKI POLSKIEGO TOWARZYSTWA MATEMATYCZNEGO. SERIA V: DIDACTICA MATHEMATICAE 30 (2007), pp. 4776 under the title: "A Study of University Students' Frustration in PreUniversity Level, Prerequisite Mathematics Courses: Emotions, Positions and Perception of Achievement".
Sierpinska, A., Nnadozie, A. & Oktac, A. 2002. A study of relationships between theoretical thinking and high achievement in Linear Algebra. Concordia University. Unpublished Manuscript.
DIDACTEA:
Perspectives on research in mathematics education. English version of
Sierpinska, A. 2002. Perspectives sur les recherches en didactique des mathmatiques. Zentralblatt fuer Didaktik der Mathematik 34(4) 164174.
Last Modified: 11/2/18 02:01