Buteau, C., Sacristán, A.I., & Muller, E. (under review). Roles and Demands for Constructionist Teaching of Computational Thinking in University Mathematics.
Forbes, W.A., Mgombelo, J., Gannon, S., & Buteau, C. (forth.). Undergraduate students’ mindsets in a computer programming mathematical learning environment.Proceedings of Congress of the European Society for Research in Mathematics Education, Utrecht (Netherlands), February 2019.
Buteau, C., Muller, E., Dreise, K., Mgombelo, J., & Sacristán, A.I. (forth.). Students’ Process and Strategies as They Program for Mathematical Investigations and Applications. Proceedings of Congress of the European Society for Research in Mathematics Education, Utrecht (Netherlands), February 2019.
Toor, A., Mgombelo, J., & Buteau, C. (forth.). Undergraduate students’ enactment of identity in programming and mathematics learning environment. Proceedings of Congress of the European Society for Research in Mathematics Education, Utrecht (Netherlands), February 2019.
Mamolo, A., Buteau, C., & Muller, E. (forth.). Prospective mathematics and sciences teachers’ views on coding and computational thinking.American Educational Research Association (AERA) Annual Meeting, Toronto, ON, April 2019.
Broley, L., Buteau, C., & Muller, E. (2017). (Legitimate peripheral) computational thinking in mathematics. Proceedings of the Congress of European Society for Research in Mathematics Education (CERME), Dublin (Ireland), February 2017.
Buteau, C., Gadanidis, G., Lovric, M., & Muller, E. (2017).Computational Thinking and Mathematics Curricula/La pensée computationnelle et le programme de mathématiques. Proceedings of the Canadian Mathematics Education Study Group (CMESG) 2016 Annual Conference, Kingston (Canada), June 2016, 119-135.
Buteau, C. & Muller, E. (forthcoming). Systemic integration of programming in undergraduate mathematics: from implementation to theory.International Congress on Mathematical Education 2016, Hamburg (Germany).
Buteau, C., & Muller, E. (2016). Assessment in Undergraduate Programming-Based Mathematics Courses.Digital Experiences in Mathematics Education, 3(2): 97-114. DOI 10.1007/s40751-016-0026-4.
Buteau, (2016). Undergraduates Learning of Programming for Simulation and Investigation of Mathematics Concepts and Real-World Modelling. Online proceedings of Didactics of Mathematics in Higher Education as a Scientific Discipline, Hannover (Germany), December 2015.
Buteau, C., Muller, E & Marshall, N. (2015). When a university mathematics department adopted course mathematics courses of unintentionally constructionist nature – really?Digital Experience in Mathematics Education,1(2-3), 133-155. DOI 10.1007/s40751-015-0009-x
Buteau, C., & Muller, E. (2014). Teaching Roles in a Technology Intensive Core Undergraduate Mathematics Course. In Clark-Wilson, O. Robutti, N. Sinclair (eds): The Mathematics Teacher in the Digital Era(pp. 163-185). Springer Netherlands.
Marshall, N. & C. Buteau (2014). Learning by designing and experimenting with interactive, dynamic mathematics exploratory objects.International Journal for Technology in Mathematics Education, 21 (2), 49-64.
Gueudet, G., Misfeld, M., Mesa, V., & C. Buteau (2014): Technologies, resources and instruments in university mathematics education. Research of Mathematics Education, Special Issue: Institutional, sociocultural and discursive approaches to research in university mathematics education, 16 (2), 139-155.
Marshall, N., Buteau, C. & Muller, E. (2014). Exploratory Objects and Microworlds in University Mathematics Education.Teaching Mathematics and its Applications, 33, 27-38. DOI: 10.1093/teamat/hru004
Buteau, C., Marshall, N., & Muller, E. (2014). Learning university mathematics by creating and using fourteen ‘microworlds’. In G. Futschek & C. Kynigos (Eds.), Constructionism and Creativity. Proceedings of the 3rd International Constructionism Conference 2014 (pp. 401-406). Vienna, Austria: Österreichische Computer Gesellschaft (OCG).
Buteau, C., Marshall, N., & Muller, E. (2014). Perception on the Nature of Core University Mathematics Microworld-Based Courses. In G. Futschek & C. Kynigos (Eds.), Constructionism and Creativity. Proceedings of the 3rd International Constructionism Conference 2014 (pp. 379-389). Vienna, Austria: Österreichische Computer Gesellschaft (OCG).
Buteau, C., Muller, E., & Marshall, N. (2014). Competencies Developed by University Students in Microworld-type Core Mathematics Courses. In Proceedings of Joint Meeting Int. Group Psychology Mathematics Education (PME 38), Vancouver, Canada, 2014, pp. 209-18.
Martinovic, D., E. Muller & Buteau, C. (2013). Intelligent partnership with technology: Moving from a math school curriculum to an undergraduate program. In Computers in the Schools, 30:1-2, pp.76-101. DOI: 10.1080/07380569.2013.768502
Marshall, N., Buteau, C. & E. Muller (2013): Exploratory Objects and Microworlds in University Mathematics Education. In Proceedings of the 11th International Conference on Technology in Mathematics Teaching, Bari (Italy), 187-193.
Muller, E., & C.Buteau (2012). An Innovative Integration of Evolving Technologies in Undergraduate Mathematics Education. In Essays on Mathematics and Statistics, Vol. 2, Akis, V. (Ed.), Athens Institute for Education and Research (publisher), 117-122.
Muller, E., Buteau, C., Ralph, B., Mgombelo, J. (2009): Learning mathematics through the design and implementation of Exploratory and Learning Objects. In International Journal for Technology in Mathematics Education , 16 (2), pp. 63-74.
Mgombelo, J. & Buteau, C. (2009): Prospective Secondary Mathematics Teachers Repositioning by Designing, Implementing and Testing Learning Objects: A Conceptual Framework. InInternational Journal of Mathematical Education in Science and Technology, 40 (8), 1051-1068. DOI: 10.1080/00207390903236459
Buteau, C. & Muller, E. (2006). Evolving technologies integrated into undergraduate mathematics education. In L. H. Son, N. Sinclair, J. B. Lagrange, & C. Hoyles (Eds.), Proceedings for the Seventeenth ICMI Study Conference: Digital Technologies and Mathematics Teaching and Learning: Revisiting the Terrain, Hanoi University of Technology, 3rd-8th December, 2006, Hanoi (Vietnam) (c42)[CD-ROM], 8 pp.
Abrahamson, D., Berland, M., Shapiro, B., Unterman, J., & Wilensky, U. (2004). Leveraging epistemological diversity through computer-based argumentation in the domain of probability. For the Learning of Mathematics, 26(3), 19-45.
Artigue, M. (2002). Learning mathematics in a CAS environment: The genesis of a reflection about instrumentation and the dialectics between technical and conceptual work. International Journal of Computers for Mathematical Learning, 7(3), 245-274.
Assude, T. (2007). Teachers’ practices and degree of ICT integration. In D. Pitta-Pantazi & G. N. Philippou (Eds.), Proceedings of the fifth congress of the European Society for Research in Mathematics Education (pp. 1339-1348). Larnaka, Cyprus: Department of Education, University of Cyprus.
Bocconi, S., Chioccariello, A., Dettori, G., Ferrari, A., & Engelhardt, K. (2016). Developing computational thinking in compulsory education: Implications for policy and practice. EU Science Hub. Retrieved from https://ec.europa.eu/jrc/en/printpdf/175911
Cook, L. S., Smagorinsky, P., Fry, P. G., Konopak, B., & Moore, C. (2002). Problems in developing a constructivist approach to teaching: One teacher’s transition from teacher preparation to teaching. The Elementary School Journal, 102(5), 389-413.
Feurzeig, W., & Lukas, G. (1972). LOGO—A programming language for teaching mathematics. Educational Technology, 12(3), 39-46.
Goos, M., & Soury-Lavergne, S. (2010). Teachers and teaching: Theoretical perspectives and classroom implementation. In C. Hoyles & J.-B. Lagrange (Eds.), ICMI Study 17, technology revisited, ICMI study series (pp. 311-328). New York, NY: Springer.
Grover, S., & Pea, R. (2013). Computational thinking in K-12: A review of the state of the field. Educational Researcher, 42(1), 38-43. doi:10.3102/0013189X12463051
Guin, D., & Trouche, L. (1999). The complex process of converting tools into mathematical instruments. The case of calculators. International Journal of Computers for Mathematical Learning, 3(3), 195-227.
Hoadley, C. (2012). What is a community of practice and how can we support it? In D. H. Jonassen & S. M. Land (Eds.), Theoretical foundations of learning environments (2nd Ed.)(287-300) New York: Routledge.
Kafai, Y. B., & Resnick, M. (1996). Constructionism in practice: Designing, thinking, and learning in a digital world. Mahwah, NJ: Erlbaum, Routledge.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York, NY: Cambridge University Press.
Leron, U., & Dubinsky, E. (1995). An abstract algebra story. American Mathematical Monthly, 102(3), 227-242.
Noss, R., & Hoyles, C. (1996). Windows on mathematical meanings: Learning cultures and computers (Vol. 17). Dordrecht, Netherlands: Kluwer.
Papert, S., & Harel, I. (1991). Situating constructionisn. In S. Papert & I. Harel (Eds.), Constructionism (pp. 1-12). Norwood, NJ: Ablex.
Papert, S. (1971). Teaching children to be mathematicians vs. teaching about mathematics. Artificial Intelligence Memo No. 249. Retrieved from http://hdl.handle.net/1721.1/5837
Papert, S. (1980a). Mindstorms: Children, computers, and powerful ideas. New York, NY: Basic Books.
Papert, S. (1980b). Computer-based microworlds as incubators for powerful ideas. In R. Taylor (Ed.), The computer in the school: tutor, tool, tutee (pp. 203–210). New York: Teacher’s College Press.
Rabardel, P. (1995/2002). Les hommes et les technologies; approche cognitives des instruments contemporains. Paris, France: Armand Colin.
Trouche, L., & Drijvers, P. (2010). Handheld technology for mathematics education: Flashback into the future. ZDM: The International Journal on Mathematics Education, 42, 667-681. doi:10.1007/s11858-010-0269-2
Trouche, L. (2004). Managing complexity of human/machine interactions in computerized learning environments: Guiding students’ command process through instrumental orchestrations. International Journal of Computers for Mathematical Learning, 9, 281-307. doi:10.1007/s10758- 004-3468-5
Weintrop, D., Beheshti, E., Horn, M., Orton, K., Jona, K., Trouille, L., & Wilensky, U. (2016). Defining computational thinking for mathematics and science classrooms. Journal for Science Education and Technology, 25, 127-147.
Wilensky, U. (1995). Paradox, programming and learning probability. Journal of Mathematical Behavior, 14(2), 231-280.
Wing, J. M. (2008). Computational thinking and thinking about computing. Philosophical Transactions of the Royal Society A, 366(1881), 3717-3725.