Position: Associate Professor, Faculty of Education, University of Ottawa
Research interests and scholarly activities
- Research into learning informed by sociocultural theory, embodied cognition, and complexity science
- Mathematical reasoning in problem-solving
- Mathematics teaching and learning
- Classroom discourse processes
- Teachers’ Immersion in Mathematical Inquiry (with Dr. Christine Suurtamm)
- Curriculum Implementation in Intermediate Mathematics (with Dr. Christine Suurtamm)
- Teaching and learning in multigrade classrooms
- Theories of mind
- Research & contemporary issues in teaching and learning mathematics
- Social nature of human thought
- The role of discourse in learning
- Vygotsky & sociocultural theory
Chapters in Refereed Books
Zack, V., & Graves, B. (2002). Making mathematical meaning through dialogue. In C. Kieran & A. Sfard (Eds.), Learning Discourse: Discursive approaches to research in mathematics education (pp. 229-271). Kluwer Publications.
Papers in Refereed Journals
Abasi, A., Akbari, N., & Graves, B. (2006). Discourse appropriation, and the complex issue of plagiarism: ESL students writing in graduate school. Journal of Second Language Writing, 15(2), 102-117.
Chung, Y. G., Graves, B., Wesche, M. & Barfurth, M. (2005). Computer-mediated communication in Korean-English chat rooms: Tandem learning in an International Languages Program. Canadian Modern Language Review, 62(1), 49-86.
Donin, J. D., & Graves B., Goyette, E. (2004). Second-language text comprehension: Processing within a multi-layered system. Canadian Modern Language Review, 61(1), 53-76.
Graves B., (2003). Second-language learning and instruction. Encyclopedia of Cognitive Science, vol. 3, 1029-1032.
Graves, B., (2001). Literary expertise and analogical reasoning: Building global themes. Empirical studies of the arts, 19(1), 47-63.
Maguire, M. H., & Graves, B. (2001). Speaking personalities in primary school children’s L2 writing. TESOL Quarterly, 35(4), 561-593.
Zack, V., & Graves, B. (2001). Making mathematical meaning through dialogue: “Once you think of it, the z minus three seems pretty weird.” Educational Studies in Mathematics, 46(1-3), 229-271.
Papers in Refereed Conference Proceedings
Graves, B. & Suurtamm, C. (2006). Beginning teachers in mathematical inquiry: Emerging collectives. In Novotná, J., Moraová, H., Krátká, M. & Stehlíková, N. (Eds.). Proceedings 30th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1, p. 257. Prague, Czech Republic
Suurtamm, C. & Graves, B. (2006). Immersion in mathematical inquiry: The experiences of beginning teachers. In Novotná, J., Moraová, H., Krátká, M. & Stehlíková, N. (Eds.). Proceedings 30th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1, p. 340. Prague, Czech Republic
Graves, B. (2005). Discussion response to Anna Sfard’s Metaphor of Object. In Proceedings of the symposium Designing Mathematical Thinking Tools, London, ON, June 2005
Graves B., Suurtamm, C. & Benton, N. (2005) Learning and teaching mathematics in communities of inquiry: Is it enough to transform practice? In on-line Proceedings of The International Commission on Mathematical Instruction (ICMI Study 15) Brazil
Suurtamm, C., Graves, B. & Koch, M. (2005). Building community: Focusing on a provincial initiative to build primary teacher expertise in mathematics. In on-line Proceedings of The International Commission on Mathematical Instruction (ICMI Study 15) Brazil
Suurtamm, C., Graves, B., Vézina, N. (2004). Longitudinal study of professional development to build primary teacher expertise in teaching mathematics. In D. McDougall & J. Ross (Eds.), Proceedings of the North American Chapter of the International Group for the Psychology of Mathematics Education, Vol. 3, pp. 1111-1118. Toronto,ON.