Concordia University

https://www.concordia.ca/content/concordia/en/artsci/math-stats/faculty.html

Dr. Anna Sierpinska, PhD

Full Professor, Mathematics and Statistics

Office: S-LB 921-9 
J.W. McConnell Building,
1400 De Maisonneuve W.
Phone: (514) 848-2424 ext. 3239
Email: anna.sierpinska@concordia.ca
Website(s): Anna Sierpinska

Education

Ph.D.:  Higher School of Pedagogy, Cracow, Poland 1984

Research interests

Mathematics Education, the Notion of Understanding in Mathematics


Publications

Books and book chapters




          Laborde, C., Perrin-Glorian, M.-J., Sierpinska, A. (Eds):2005, Beyond the Apparent Banality of theMathematics Classroom, New York: Springer.


Sierpinska, A. & Kilpatrick, J. (Eds): 1998,  MathematicsEducation as a Research Domain: a Search for Identity. An ICMI Study,Dortrecht, The Netherlands: Kluwer Academic Publishers.


Steinbring, H., Sierpinska, A., M.G. Bartolini-Bussi(Eds) 1998: Language and communication inthe mathematics classroom, Reston, VA.: NCTM.


Sierpinska,A.:1995, La compréhension enmathématiques, Mont-Royal, Québec: Modulo Editeur.


Sierpinska, A.: 1994, Understandingin mathematics, London: The Falmer Press Ltd.





         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 ofmathematics: Past, present and future, (pp. 508-542). Oslo: Cappelen DammAS.



Hardy, N. & Sierpinska, A. (2012). Mathematical organization of some French and English algebra textbooks in remedial coursesin colleges and universities in North America. In F. Hitt & C. Cortès (Eds.), Formation à la recherche en didactique des mathématiques (pp. 239-250). Longueuil,QC: Loze-Dion éditeur, Inc.


Sierpinska, A.(2012). L’arbre banyan de l’expérience d’un formateur. In J. Proulx, C.Corriveau & H. Squalli (Eds.), Formation mathématique pour l’enseignement des mathématiques. Pratiques, orientations,recherches (pp. 91-98). Montréal, QC: Presses de l’Université du Québec.


Sierpinska, A. & Hardy, N. (2010). ‘Unterrichten wir noch Mathematik?’. In C. Böttinger, M. Nührenbörger, R. Schwartzkopf, E.Söbbeke & K. Bräuning (Eds.), Mathematik im Denken der Kinder (pp. 94-100). Seelze: Friedrich Verlag GmbH.


Sierpinska, A.: 2005, 'Preface', in C. Laborde, M.-J.Perrin-Glorian, A. Sierpinska (Eds), Beyond the Apparent Banality of the Mathematics Classroom, Dortrecht, TheNetherlands: Springer, pp. v-viii.


Sierpinska, A.: 2005, 'Discoursing mathematics away', in J. Kilpatrick, O. Skovsmose and C. Hoyles (Eds), Meaning in Mathematics Education, Dortrecht: Kluwer Academic Publishers, pp. 205-230


Sierpinska, A.: 2005, 'On practical andtheoretical thinking and other false dichotomies in mathematics education', inM. Hoffmann, J. Lenhard and F. Seeger (Eds), Activity and Sign - Grounding Mathematics Education, Dortrecht, TheNetherlands: Kluwer Academic Publishers, pp. 117-136.


Dorier, J.-L., Sierpinska, A.: 2001, 'Research into theteaching and learning of linear algebra', In D. Holton, (ed.), The Teaching and Learning of Mathematics at University Level, An ICMI Study, Dortrecht, The Netherlands: Kluwer Academic Publishers, pp. 255-274.


Bartolini Bussi, M.G. & Sierpinska, A.: 2000, Therelevance of historical studies in designing and analysing classroom activities,  in J. Fauvel & J. van Maanen (Eds), History in MathematicsEducation. The ICMI Study, Dortrecht: Kluwer Academic Publishers, pp. 154-160.


Sierpinska, A.: 2000, On some aspects of students’thinking in linear algebra.  In J.-L.Dorier (ed.), On the Teaching of LinearAlgebra.  Kluwer Academic Publishers, 209-246


Sierpinska,A.: (1999), Interaction des perspectives épistémologique, cognitive etdidactique, in G. Lemoyne & F. Conne (eds.), Le cognitif en didactique des mathématiques. Montréal: Les Presses de l’Université de Montréal, p. 151-176.


Sierpinska,A. (1998): Three epistemologies, three styles of classroom communication:constructivism, socio-cultural approaches, interactionism, in Steinbring, H., Sierpinska, A., M.G. Bartolini-Bussi (eds.): Language and communication in the mathematics classroom. Reston,VA.: NCTM, pp. 30-63.


Sierpinska, A.& Kilpatrick, J. (1998):  ‘Continuing the Search’, in A. Sierpinska& J. Kilpatrick (eds), Mathematics Education as a Research Domain: a Search for Identity. An ICMI Study.Kluwer Academic Publishers, pp. 526-548.


Sierpinska, A. & Lerman, S. (1996): ‘Epistemologies of mathematics and of mathematics education’, in A. Bishop et al. (Eds.), International Handbook of Mathematics Education, Kluwer Academic Publishers, pp. 827-876.


Sierpinska, A. , Defence, A., Khatcherian, T., Saldanha, L. (1997): ‘A propos de trois modes de raisonnement en algèbre linéaire’, in J.-L. Dorier (ed.), L’Enseignement de l’Algèbre Linéaire enQuestion, La Pensée Sauvage éditions, Grenoble, pp. 249-268.


Sierpinska, A. (1996): ‘The diachronic dimension in research on understanding in mathematics - usefulness and limitations of theconcept of epistemological obstacle’, in H.N. Jahnke, N. Knoche, M. Otte (Eds), History of Mathematics and Education:Ideas and Experiences, Göttingen: Vandenhoek & Ruprecht, pp. 289-318.


Sierpinska, A. (1992): ‘On understanding the notion of function’, in E. Dubinsky & G. Harel (Eds.): The concept of function: Elements of Pedagogy and Epistemology.Notes and Reports Series of the Mathematical Association of America, Vol. 25,25-58.


Sierpinska,A. (1989): ‘Sur un programme de recherche lié à la notion d'obstacle épistémologique’, in N. Bednarz & C. Garnier (Eds.), Construction des savoirs. Obstacles et conflits. Montreal:  Agence d'ARC, 130-147.





Journal Articles

Sierpinska, A.& Osana, H. (2012). Analysis of tasks in pre-service elementaryteacher education courses. Research inMathematics Education 14(2), 109-135.


Sierpinska, A., Bobos, G. & Pruncut, A. (2011). Teachingabsolute value inequalities to mature students. Educational Studies in Mathematics 78(3), 275-305. DOI: 10.1007/s10649-011-9325-2


El-Rouadi, N. & Sierpinska, A. (2011). Stratégies de résolution de problèmes d’élèveslibanais à la fin de scolarité obligatoire et au début de l’école secondaire. Petit x 85, 31-50


Sierpinska, A., Bobos, G. & Knipping, Ch. (2008),‘Sources of students’ frustration in pre-university level, prerequisitemathematics courses’, InstructionalScience 36, 289-320.


Lukkassen, D., Persson L.-E., Sierpinska, A. (2007), Someaspects of web courses in mathematics based on PC screen recorded videolectures. Nordisk Mathematikkdidaktikk12(4), 53-72.


Sierpinska, A., Bobos, G., Knipping, Ch. (2007), ‘A studyof university students’ frustration in pre-university level, prerequisitemathematics courses: emotions, positions and perception of achievement”, Didactica Mathematicae (DydaktykaMatematyki) 30, 47-76.


Sierpinska,A.: 2006, 'Entre l'idéal et la réalité de l'enseignement des mathématiques', Annales de Didactique et des SciencesCognitives, Vol. 11, IREM de Strasbourg, pp. 5-39. Available at http://irem.u-strasbg.fr/irem/php/publi/annales/sommaire.php


Richard,P. & Sierpinska, A.: 2004, 'Étude fonctionnelle-structurelle de deuxextraits des manuels anciens de géométrie', in G. Lemoyne (ed.), Revue desSciences de l'Éducation 30 (2), Numéro Thématique, "Le langage dans l'enseignement et l'apprentissage desmathématiques", 379-410.


Sierpinska, A.: 2004, Research in mathematics educationthrough a keyhole: task problematization, Forthe Learning of Mathematics 24(2), 7-15.

Sierpinska, A.: 2003, 'Visualization is in the mind ofthe beholder', New Zealand Journal ofMathematics 32, November 2003, 173-194.


Sierpińska, A. (2002). Dokąd zmierza dydaktykamatematyki? Studia Matematyczne AkademiiSwiętokrzyskiej 9, 9-36. (A revised and extended Polish version of myplenary talk at ICME 1996 in Sevilla, Spain).

 

Sierpinska,A.: 2002, Perspectives sur les recherches en didactique des mathématiques. Zentralblatt für Didaktik der Mathematik 34(4), 164-174.

Kilpatrick, J. and Sierpinska, A.: 2001, CIEM, A reporton the ICMI Study: «What is research in mathematics education and what are itsresults». L'Enseignement Mathématique 47, pp. 409-411.


Sierpinska, A., Dreyfus, T. Hillel, J. (1999): Evaluationof a Teaching Design in Linear Algebra: The Case of LinearTransformations.  Recherches enDidactique des Mathématiques 19.1, 7-40.


Sierpinska, A.(1997): Formats of Interaction and Model Readers. For the Learning of Mathematics 17.2, 3-12.


Sierpinska, A. & Hillel, J.: 1997, ‘Undergraduatelinear algebra: Developing algebraic sense in students‘, News of the Canadian Society for the Study of Education 24.1, 23-25.


Sierpinska, A. (1996): Trzy podejscia do problemukomunikacji w nauczaniu matematyki, DydaktykaMatematyki 18, 5-28.


Sierpinska, A. (1995): Some reflections on the phenomenonof French didactique,  Journal für Mathematik-Didaktik 16, 3/4,163-192.


Sierpinska, A. (1995): Mathematics: "inContext", "Pure" or "with Applications"? Acontribution to the question of transfer in the learning of mathematics. For the Learning of Mathematics 15, 1,pp. 2-15. 


Sierpinska, A. (1994): Perspektywa diachroniczna w badaniach nad rozumieniem w matematyce.Uzytecznosc i ograniczenia pojecia przeszkody epistemologicznej. Dydaktyka Matematyki 16, pp. 73-101.


Sierpinska, A., Kilpatrick, J., Balacheff, N., Howson,A.G., Sfard, A., Steinbring, H. (1993): What is research in mathematicseducation and what are its results?Journal for Research in Mathematics Education 23 (3), 274-279.


Sierpinska, A. (1993): On the development of conceptsaccording to Vygotski. FOCUS   onLearning Problems in Mathematics, 15.2-3.


Sierpinska, A. (1992): O powstawaniu przeszkódepistemologicznych zwiazanych z pojeciem nieskonczonosci u dzieci 10-12 i 14-letnich. Dydaktyka Matematyki 13,253-309. (On constitution of epistemological obstacles related to infinity in10-12 and 14 years old children. In Polish).


Sierpinska, A. (1992): What stands under «understanding»?Acta Didactica Univ. Comenianae.Mathematica 1, 1-28.


Sierpinska,A. (1991): Quelques idées sur la méthodologie de la recherche en didactique desmathématiques liée à la notion d'obstacle épistémologique. Cahiers de Didactique des Mathématique 7 (Tetradia Didaktikes tonMatematikon), Thessalonique.


Sierpinska,A. (1990):  Propozycja pewnej sytuacjidydaktycznej w zakresie nauczania poczatków analizy matematycznej. Dydaktyka Matematyki 12, 143-192 (Adidactical situation for the teaching of beginnings of mathematical analysis -presentation and report of a classroom realization) - in Polish.


Sierpinska, A. (1990): Some remarks on understanding inmathematics. For the Learning of Mathematics10 (3),  24-36.


Sierpinska, A. (1989): Why are they mentally handicapped?- a translator's note. Recherches en Didactique des Mathematiques 10 (1), 111-118.


Sierpinska, A.(1988): 38.CIEAEM. Dydaktyka Matematyki 9,195-205 (in Polish).


Sierpinska, A. (1987): Humanities students andepistemological obstacles related to limits. Educational Studies in Mathematics, 18(4), 371-397.


Sierpinska, A. (1987): Pojecie przeszkodyepistemologicznej w nauczaniu matematyki. DydaktykaMatematyki 8, p. 103-153  (The notionof epistemological obstacle in mathematics teaching) - in Polish


Sierpinska,A. (1985): Obstacles épistémologiques relatifs à la notion de limite. Recherches en Didactique des Mathématiques 6(1), 5-68.


Sierpinska,A. (1985): O niektórych trudnosciach w uczeniu sie pojecia granicy - studiumprzypadku. Dydaktyka Matematyki 4,107-167 (On some difficulties in learning limits - a case study) - in Polish.


Sierpinska,A. (1983): Introduction à l'utilisation des calculatrices dans l'enseignementdes mathématiques. In  Calculatrices 4 Opérations, Publication del'APMEP No.31, Nouvelle édition, 161-190.


Sierpinska,A. (1980): K-completeness and its applications to radicals of semi-group rings.Demonstratio Mathematica, 13(3), 641-645.


Krempa, J. & Sierpinska, A. (1978): The Jacobsonradical of certain group and semi-group rings. Bull. Acad. Pol. Sci. 26 (12), 963-967.


         Sierpinska,A. (1973): Radicals of rings of polynomials in non-commutative  indeterminates. Bull. Acad. Polon. Sci.,21 (9), 805-808.

Papers in Refereed Conference Proceedings - 2007-2014

         Sierpinska,A., Bobos, G. and I. Pelczer (2014). Fostering quantitative operations injustifications of statements about fractions of quantities in prospectiveelementary teachers.  Proceedings of the 38th Conferenceof the International Group for the Psychology of Mathematics Education, Vancouver,B.C., Canada, July 15-20, 2014, Vol. 6, p. 229.


Osana, H. & Sierpinska, A. (2011). Toward commonground: A framework for the investigation of mathematics methods courses. Proceedings of the 33rd Annual Conference ofthe North American Chapter of the International Group for the Psychology ofMathematics Education, October 22-23, 2011. Reno, NV: PME-NA.


Hardy, N. & Sierpinska, A. (2011). Mathematicalorganization of some French and English algebra textbooks used in remedialcourses in colleges and universities in North America. Actes du Colloque sur la Formation à la Rechercheen Didactique des Mathématiques, UQÀM, à Montréal, le 24-26 mars, 2011 (pp.174-180). The paper can be viewed online at: http://www.er.uqam.ca/nobel/r21245/Pre-Actes.pdf


Sierpinska, A. (2011). Research into pre-serviceelementary teacher education courses. Plenary talk. In Proceedings of the Seventh Congress of the European Society forResearch in Mathematics Education, Rzeszów, Poland, 9-13 February, 2011. M.Pytlak, T. Rowland, E. Swoboda (Eds.). (pp. 9-33). Rzeszów: The University ofRzeszów.


Sierpinska, A.: 2007, ‘I need the teacher to tell me if Iam right or wrong’, Proceedings of the 31st  Conference of the International Group for thePsychology of Mathematics Education, Seoul, South Korea, July 8-13, 2007,Vol. 1, pp. 45-64.


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