**Email: **bgraves@uottawa.ca

**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

**Current Projects**

- Teachers’ Immersion in Mathematical Inquiry (with Dr. Christine Suurtamm)
- Curriculum Implementation in Intermediate Mathematics (with Dr. Christine Suurtamm)
- Teaching and learning in multigrade classrooms

**Teaching fields**

- 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.