Selected writings from the Journal of the British Columbia Association of Mathematics Teachers

Celebrating 50 years of Vector

Edited by:
Egan J Chernoff, University of Saskatchewan
Peter Liljedahl, Simon Fraser University
Sean Chorney, Simon Fraser University

A volume in the series: The Montana Mathematics Enthusiast: Monograph Series in Mathematics Education. Editor(s): Bharath Sriraman, University of Montana.

Published 2016

The teaching and learning of mathematics in British Columbia has a long and storied history. An integral part of the past 50 years (1962-2012) of this history has been Vector: Journal of the British Columbia Association of Mathematics Teachers. This volume, which presents ten memorable articles from each of the past five decades, that is, 50 articles from the past 50 years of the journal, provides an opportunity to share this rich history with a wide range of individuals interested in the teaching and learning of mathematics and mathematics education. Each decade begins with an introduction, providing a historical context, and concludes with a commentary from a prominent member of the British Columbia mathematics education community. As a result, this monograph provides a historical account as well as a contemporary view of many of the trends and issues in the teaching and learning of mathematics. This volume is meant to serve as a resource for a variety of individuals including: teachers of mathematics, mathematics teacher educators, mathematics education researchers, historians, and undergraduate and graduate students. Most importantly, this volume is a celebratory retrospective on the work of the British Columbia Association of Mathematics Teachers.

CONTENTS
ACKNOWLEDGEMENTS. FOREWORD, Tom O’Shea. PREFACE, Egan J Chernoff, Sean Chorney and Peter Liljedahl. THE 1960s. Milestone Moment. Desprez, R. L. (1962). Foreword. BCAMT Newsletter 1(1), 1. Introduction. The 1960s: An Introduction, Jim Mennie and Marg McDonough. I. Kennedy, F. T. (1962). Report on the Cuisenaire materials and how they are being used in the Vancouver school system. B.C.A.M.T. Journal, 1(1), 2-11. II. Travers, K. (1962). Some experiences in teaching topics from set theory to an elementary school arithmetic class. B.C.A.M.T. Journal, 1(1), 45-50. III. Desprez, R. L. (1963). But what of the difficult problem? B.C.A.M.T. Journal, 2(2), 26-32. IV. Ellis, J. F. (1963). Learning theory and programmed learning. B.C.A.M.T. Journal, 2(2), 33-36. V. Desprez, R. L. (1964). Geometry proofs: hidebound by tradition? B.C.A.M.T. Journal, 4(1), 49-56. VI. Johnson, D. A. (1965). The role of teaching aids in mathematics. B.C.A.M.T. Journal, 4(2), 1-5. VII. Desprez, R. L. (1965). Gimmicks or grimmicks? B.C.A.M.T. Journal, 4(2), 6-14. Milestone Moment. Desprez, R. L. (1963). NCTM Approves affiliation. B.C.A.M.T. Journal, 4(5), 3. VIII. Ryan, M. (1968). The dilemma in school mathematics. Teaching Mathematics: The Journal of the B.C.A.M.T., 5(1), 6-9. IX. Brown, P. (1969). Prime objectives of computer instruction. Vector: British Columbia Association of Mathematics Teachers Newsletter, 10(4), 5-8. X. Ewan, B. (1969). Calculus for the cantankerous. Vector: British Columbia Association of Mathematics Teachers Newsletter, 11(1), 4-5. Commentary. Vector in the 1960s: A Commentary, Katharine Borgen. THE 1970s. Introduction. The 1970s: An Introduction. Gary Zak. I. Oliver, R. (1970). Some notes on BC school mathematics. Vector: British Columbia Association of Mathematics Teachers Newsletter, 12(1), 6-8. IIa. British Columbia Department of Education Division of Audio-Visual Services. (1970). Television and the teaching of mathematics. Vector: British Columbia Association of Mathematics Teachers Newsletter, 12(1), 4-6. IIb. Horner, G. (1971). Using cassette tapes. Vector: British Columbia Association of Mathematics Teachers Newsletter, 12(2), 7. III. Dawson, A. J. (1972). Courage to be free. Vector: British Columbia Association of Mathematics Teachers Newsletter, 13(5), 12-14. IV. Robitaille, D. (1973). What are we teaching high school geometry? Vector: British Columbia Association of Mathematics Teachers Newsletter, 14(4), 13-22. V. Wilson, J. D. (1974). The metric system – how it works with table and tips. Vector: British Columbia Association of Mathematics Teachers Newsletter/Journal, 15(2), 19-24/33-40. VI. Berggren, J. L. (1974). Some lessons for teachers from the history of mathematics. Vector: British Columbia Association of Mathematics Teachers Newsletter/Journal, 16(1), 11-21. Milestone Moment. BCAMT Officers and Executive (1974). BCAMT constitution. Vector: British Columbia Association of Mathematics Teachers Newsletter/Journal, 15(4), 4-9. VII. Gear, B. (1975). A book worth reading: ‘Why Johnny Can’t Add’. Vector: British Columbia Association of Mathematics Teachers Newsletter/Journal, 16(4), 17-19. Milestone Moment. Howitz, T. (1977). NCTM News: BCAMT suggests NCTM name change. Vector: British Columbia Association of Mathematics Teachers Newsletter/Journal, 19(1), 57. VIII. Spitler, G. (1977). Scitamehtam desrever, Vector: British Columbia Association of Mathematics Teachers Newsletter/Journal, 19(2), 32-40. IX. Fox, R. (1977). Calculators: boon or bane? Vector: British Columbia Association of Mathematics Teachers Newsletter/Journal, 19(2), 63-64. X. Atwater, E. (1979). A position paper on the usefulness of “academic” mathematics, Vector: British Columbia Association of Mathematics Teachers Newsletter/Journal, 20(3), 10-12. Commentary. Vector in the 1970s: A Commentary, David F. Robitaille. THE 1980s. Introduction. The 1980s: An Introduction, Lorraine Baron. I. Szetela, W. (1980). Calculators in schools in Canada. Vector: British Columbia Association of Mathematics Teachers Newsletter/Journal, 21(3), 29-33. II. Phillips, G. W. (1985). Tradition – What’s in an emblem? Vector: Journal of the British Columbia Association of Mathematics Teachers, 27(1), 13-15. III. Kelly, B. (1986). The microcomputer and the mathematics curriculum. Vector: Journal of the British Columbia Association of Mathematics Teachers, 28(1), 37-44. IV. Taylor, A. (1987). Mathematics education in North America. Vector: Journal of the British Columbia Association of Mathematics Teachers, 28(2), 35-42. V. O’Shea, T. (1987). The new BC math curriculum: A sheep in Wolfe’s clothing. Vector: Journal of the British Columbia Association of Mathematics Teachers, 29(1), 32-37. VI. Walsh, C. (1988). Calculus in the secondary school. Vector: Journal of the British Columbia Association of Mathematics Teachers, 29(3), 25-31. VII. Edge, D. (1988). Teaching mathematics to mathematically gifted students. Vector: Journal of the British Columbia Association of Mathematics Teachers, 29(4), 21-27. VIII. Brochmann, H. (1988). The students and professors problem. Vector: Journal of the British Columbia Association of Mathematics Teachers, 29(4), 28-30. IX. Trivett, J. V. (1989). In mathematics, the ordinary can become extraordinary. Vector: Journal of the British Columbia Association of Mathematics Teachers, 30(2), 13-17. X. Liedtke, W. (1989). Mathematics teaching and learning in 1995: Looking back to 1988. Vector: Journal of the British Columbia Association of Mathematics Teachers, 30(3), 8-12. Commentary. Vector in the 1980s: A Commentary, Ian deGroot. THE 1990s. Introduction. The 1990s: An Introduction, Kanwal Neel. I. Shandola, D. (1992). Mathematics in the 90s. Vector: Journal of the British Columbia Association of Mathematics Teach-ers, 33(2), 29-33. II. Bilesky, D. (1994). I don’t understand. Vector: Journal of the British Columbia Association of Mathematics Teachers, 35(2), 40-41. Milestone Moment. Phillips, G. (1994). The BCAMT Emblem. Vector: Journal of the British Columbia Association of Mathematics Teachers, 35(2), 53. Milestone Moment. Swift, J. (1995). The Information Highway: Part I. Vector: Journal of the British Columbia Association of Mathematics Teachers, 36(2), 37-39. III. Pusic, J. (1996). Using mathematical thinking. Vector: Journal of the British Columbia Association of Mathematics Teachers, 37(2), 60-63. IV. O’Shea, T. (1996). You want to do...what? Vector: Journal of the British Columbia Association of Mathematics Teachers, 37(3), 33-37. V. Gray, J., Musgrave, S., Nenninger, R., Walker, R., & Austin, D. (1997). Mathematics: Art or Science of Both? Vector: Journal of the British Columbia Association of Mathematics Teachers, 38(1), 25-28. VI.I. Dubiel, M. (1997). Math anxiety in students. Vector: Journal of the British Columbia Association of Mathematics Teachers, 38(3), 21-23. VI.II. Dubiel, M. (1998). Dealing with math anxiety in students. Vector: Journal of the British Columbia Association of Mathematics Teachers, 39(1), 15-17. VII. Mackey, K. (1998). The bias in the NCTM standards. Vector: Journal of the British Columbia Association of Mathematics Teachers, 39(2), 51-54. VIII. Robitaille, D. (1998). Canadian students’ achievement: an international comparison. Vector: Journal of the British Columbia Association of Mathematics Teachers, 39(3), 45-52. IX. Graham, D. (1999). Incentive programs for males in mathematics. Vector: Journal of the British Columbia Association of Mathematics Teachers, 40(2), 19-21. X. Sherrill, J. (1999). The BCAMT: That was then, this is now. Vector: Journal of the British Columbia Association of Mathematics Teachers, 40(2), 27-30. Commentary. Vector in the 1990s: A Commentary, Cynthia Nicol and Jennifer Thom. THE 2000s. Introduction. The 2000s: An Introduction, Brad Epp. I. Brochmann, H. (2000). Why teach mathematics? Vector: Journal of the British Columbia Association of Mathematics Teachers, 41(2), 35-37. II. Nicol, C. (2002). Knowing and learning mathematics for teaching. Vector: Journal of the British Columbia Association of Mathematics Teachers, 43(1), 29-34. III. Lin, J., Lin, E., & Wang, J. (2004). Why do Chinese students do well in math? What research says about the achievement gap and teaching practices. Vector: Journal of the British Columbia Association of Mathematics Teachers, 45(2), 39-44. IV. Easter, A. (2006). Lets learn together. Vector: Journal of the British Columbia Association of Mathematics Teachers, 47(2), 25-30. V. Roblin, M. (2007). Theory and practice: the two conflicting personalities of mathematics education. Vector: Journal of the British Columbia Association of Mathematics Teachers, 48(2), 42-46. VI. Tambellini, D. (2007). Metacognition in mathematics education. Vector: Journal of the British Columbia Association of Mathematics Teachers, 48(3), 56-64. VII. Flick, D. (2008). Teacher math anxiety and lack of conceptual understanding. Vector: Journal of the British Columbia Association of Mathematics Teachers, 49(1), 19-24. VIII. Lee, P. (2008). You, we or I – does it matter in math? Vector: Journal of the British Columbia Association of Mathematics Teachers, 49(3), 32-39. IX. MacPherson, G. (2009). The rold of conditioned facts in elementary school mathematics. Vector: Journal of the British Columbia Association of Mathematics Teachers, 50(1), 11-15. X. Liedtke, W. (2009). The new mathematics curriculum: a golden opportunity for positive change that can easily be missed. – again. Vector: Journal of the British Columbia Association of Mathematics Teachers, 50(1), 34-43. Commentary. Vector in the 2000s: A Commentary, Susan Oesterle. COMMENTARY, Looking back on the future: the next 25 Years of mathematics education in BC, Dave Van Bergeyk and Richard deMarchant. COMMENTARY, Looking back on our selected writings from fifty years of Vector, Sean Chorney, Peter Liljedahl and Egan J Chernoff.