Forthcoming Contributions
Bruce C., Flynn, T., Yearly, S. (in development). The Foundations of Fractions. Pearson, Canada.
Bruce, C. & Flynn, T. (chapter accepted). Mathematics and collaborative action research: Affordances and challenges in a Canadian context. In The Future of Action Research in Education: A Canadian Perspective, Clausen & Black (Eds.), McGill-Queen’s press.
Bruce, C., Hawes, Z. & Flynn, T. (accepted). Supporting the development of young children’s spatial reasoning: Insights from the math for young children (M4YC) project. 14th International Congress on Mathematical Education (ICME), Shanghai, July 2020.
Woolcott, G., Chamberlain, D., Hawes, Z., Drefs, M., Bruce, C. et al. (submitted). Is Education ‘Mission Control’ for Knowledge Mobilization? Insights from Network Analyses of Spatial Reasoning Research across Disciplines, American Educational Research Journal, October 2019.
Stotesbury, T., Illes, M., Bruce, C., Vreugdenhil, A., Clarke, D. & P. Wilson (submitted December 2016). “Implementing a real world forensic experiment in one secondary school: engendering student engagement and understanding through STEM experiences.” Submitted to Canadian Journal of Science, Mathematics and Technology Education.
Books
Rowell, L., Bruce, C., Shosh, J., & Riel, M. (Eds.). (2017). The Palgrave International Handbook on Action Research, Palgrave MacMillan, US. ISBN hardcover 978-1-137-44108-9, ISBN eBook 978-1-137-40523-4, DOI 10.1057/978-1-137-40523-4.
Moss, J., Bruce, C., Caswell, B., Flynn, T., & Hawes, Z. (2016). Taking Shape: Spatial Reasoning for Young Children. Pearson Canada. isbn10: 0134153499 | isbn13: 9780134153490
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Davis, B., & Spatial Reasoning Study Group. (2015). Spatial reasoning in the early years: Principles, assertions, and speculations. New York, NY: Routledge (Taylor & Francis Group).
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Beatty, R. & Bruce, C. (2012) Linear Relationships: From Patterns to Algebra. Toronto: Nelson Publications, Canada.
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ISBN-13: 9780176519698 (1 Research and 1 Practice Text)
ISBN-13: 9780176519674 (DVD)
Guest editor, peer-reviewed journal
Sinclair, N. & Bruce, C. (Eds). (2015). Special Focus Issue of ZDM International Journal of Mathematics Education, on Geometry in the Primary School. Vol 47(3).
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Peer-reviewed journal articles
Illes, M. Wilson, P. & Bruce C. (2020).Forensic Epistemology: A Need for Research and Pedagogy. Forensic Science International: Synergy 2, 51-59.» View Article
Illes, M. Wilson, P. & Bruce C. (2019). Forensic Epistemology: Testing the reasoning skills of crime scene experts.Canadian Society of Forensic Science Journal (CSFSJ), 151-173.
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Iles, M., Bruce, C., Stotesbury, T. & Hanley-Dafoe, R. (2018). A study on university student engagement within a forensic science course. Journal of Multidisciplinary Research at Trent. 1(1).
Bruce, C., Davis, B., Sinclair, N. & the Spatial Reasoning Study Group (2017). Understanding gaps in research networks: Using “spatial reasoning” as a window into the importance of networked educational research. Educational Studies in Mathematics. 93(3). doi:10.1007/s10649-016-9743-2
Francis, K., & Bruce, C. and the Spatial Reasoning Study Group, (accepted, August 2016). Multidisciplinary Perspectives on a Video Case of Children Designing and Coding for Robotics. Canadian Journal of Mathematics Science and Technology Education.
Bruce, C., Flynn, T., & Bennett, S. (2016). A focus on exploratory tasks in lesson study: The Canadian ‘Math for Young Children’ project, ZDM Mathematics Education. 48(4), 541-554. doi: 10.1007/s11858-015-0747-7
Illes, M., Bruce, C., Hanley-Dafoe, R., & Stotesbury, T. (2016), Novel Technological Approaches for Pedagogy in Forensic Science: A Case Study in Bloodstain Pattern Analysis. Forensic Science Policy & Management: An International Journal. 7(3-4), 87-97.
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Stotesbury, T., Bruce, C., Illes, M., & Hanley-Dafoe, R. (2016) Design considerations for the implementation of artificial fluids as blood substitutes for educational and training use in the forensic sciences. Forensic Science Policy & Management: An International Journal. 7(3-4), 81-86.
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Mackie, J. E., & Bruce, C. D. (2016). Increasing nursing students’ understanding and accuracy with medical dose calculations: A collaborative approach. Nurse Education Today, 40, 146-153.
Bruce, C, & Hawes, Z. (2015). The role of 2D and 3D mental rotation in mathematics for young children: what is it? Why is it important? And what can we do about it? ZDM: Mathematics Education, 47(3).
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Sinclair, N. & Bruce, C. (2015). New opportunities in geometry education at the primary school. ZDM: Mathematics Education, 47(3).
Hawes, Z., Lefevre, J., Xui, C. & Bruce, C. (2015). Mental Rotation with Tangible Three Dimensional Objects: A new measure sensitive to developmental differences in 4-8 year old children, Mind, Brain and Education. 8(4). 10-18. DOI: 10.1111/mbe.12051 (Online first)
Yearley, S. & Bruce, C. (2014). A Canadian Effort to Address Fractions Teaching and Learning Challenges. Australian Primary Mathematics Classroom Journal, 19(4).
Bruce. C., & Flynn, T. (2013). Assessing the Effects of Collaborative Professional Learning: Efficacy shifts in a three-year mathematics study. Alberta Journal of Educational Research 58(4), 691-709.
Bruce, C. & Flynn, T. (2012). Exploring interactivity between students, teachers and the interactive whiteboard: Video analysis of pedagogical-technological interactivity during mathematics lessons. RicercAzione Journal, (4)2.
Bruce, C. (2012). Technology in the Mathematics Classroom: Harnessing the Learning Potential of Interactive Whiteboards. Research into Practice: Ontario Association of Deans of Education. Research Monograph # 38, March, 1-4.
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Ross, J. & Bruce, C. (2012). Quantitative inquiry into collaborative action research: Measuring teacher benefits. Teacher Development, 16(4), 537-561.
Beatty, R. & Bruce, C. (2012). Supporting students with learning disabilities to explore linear relationships using on-line learning objects. Pensamiento Numerico y Algebraico 7(1).
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Bruce, C., Jarvis, D., Flynn, T. & Brock, E. (2012). Lead Teachers in Collaborative Action Research: Perceptions of Role and Responsibility. Canadian Journal of Action Research 12 (3), 29-46.
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Ross, J., Scott, G. & Bruce, C. (2011). The gender confidence gap in junior high school mathematics: Gender differences in student belief-achievement relationships. (School Science and Mathematics)
Bruce, C., McPherson, R. & Sabbati, M. & Flynn, T. (2011). Revealing significant learning moments with interactive whiteboards in mathematics. Journal of Educational Computing Research, 45(4), 433-454.
Bruce, C. & Flynn, T. (2011). Which is greater: One half or two fourths? An examination of how two Grade 1 students negotiate meaning. Canadian Journal for Studies in Science, Mathematics and Technology Education, 11(4), 309–327
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Bruce, C., Flynn, T, & Peterson, S. (2011). Examining what we mean by collaboration in collaborative action research: a cross-case analysis. Educational Action Research, 19(4), 433-452.
Ross, J., Bruce, C., & Sibbald, T. (2011). Sequencing Computer-Assisted Learning of Transformations of Trigonometric Functions. Teaching Mathematics and Its Applications, Oxford Press.
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Bruce, C., Esmonde, I., Ross, J., & Gookie, L., Beatty, R. (2010). The effects of sustained classroom-embedded teacher professional learning on teacher efficacy and related student achievement. Teaching and Teacher Education, 26 (8).
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Bruce, C. & Ross, J.A. (2009). Conditions for Effective Use of Interactive On-line Learning Objects: The case of a fractions computer-based learning sequence. Journal of Education.
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Ross, J.A., Ford, J., Bruce, C. (2009). Student Achievement Effects of Technology-Supported Remediation of Understanding of Fractions.
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Ross, J. Sibbald, T. & Bruce, C. (2009). Characteristics of students assigned to technology-based instruction. Journal of Computer Assisted Learning 25, 562-573.
Bruce, C. & Ross, J.A. (2008). A Model for increasing reform implementation and teacher efficacy: Teacher peer coaching in grade 3 and 6 mathematics. Canadian Journal of Education.
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Ross, J.A., Ford, J. & Bruce, C. (2008). Needs assessment for the development of learning objects. Alberta Journal of Educational Research 53(4).
Ross, J.A., & Bruce, C. (2007). Professional development effects on teacher efficacy: Results of a randomized experiment. Journal of Educational Research 101(1), 50-60.
Bruce, C. (2007). Questions arising about emergence, data collection and its interaction with analysis in a grounded theory study. International Journal of Qualitative Methods, 6(1).
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Bruce, C. (2007). Student interaction in the math classroom: Stealing ideas or building Understanding? Research into Practice: Ontario Association of Deans of Education. Research Monograph # 1 (premier edition), 1-4.
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Ross, J.A., & Bruce, C. (2007). Teacher self-assessment: A mechanism for facilitating professional growth. Teaching and Teacher Education 23(2), 146-159.
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Ross, J. A., Bruce, C., & Hogaboam-Gray, A. (2006). The impact of a professional development program on student achievement in grade 6 mathematics. Journal of Mathematics Teacher Education, 9, 551-577.
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Ross, J.A., Hogaboam-Gray, A., McDougall, D., & Bruce, C. (2002). The contribution of technology to the implementation of mathematics education reform: Case studies of grade 1-3 teachers. Journal of Educational Computing Research, 26(1), 123-140.
Chapters in peer reviewed and edited books
Crowley, H., Smale, W., & Bruce, C. (2017). Trent University School of Education and Professional Learning: A detailed overview. In Initial teacher education in Ontario: The first year of four-semester teacher education programs. Petrarca & Kitchen (Eds.), Ottawa, Canada: Canadian Association for Teacher Education (polygraph book series Vol 9).
Moss, J., Bruce, C., & Bobis, J. (2016). Young children’s access to powerful mathematics ideas: A review of current challenges and new developments in the early years. In L. D. English & D. Kirshner (Eds.), Handbook of international research in mathematics education (3rd ed.), (pp. 153–190), New York, NY: Routledge (Taylor & Francis Group).
Bruce, C., Sinclair, N., Moss, J., Hawes, Z. & Caswell, B. Spatializing the curriculum (2015). In Spatial Reasoning for Young Children, Brent Davis & the Spatial Reasoning Study Group. Routledge of Taylor & Francis: New York.
Bruce, C. (2013). The relationship between collaborative action research and leadership. In Collaborative Action Research: Effects of teacher-directed research in Ontario schools. Monograph: Elementary Teachers’ Federation of Ontario Press: Toronto.
Ross, J. & Bruce, C. (2013). Teacher efficacy effects of action research. In Collaborative Action Research: Effects of teacher-directed research in Ontario schools. Monograph: Elementary Teachers’ Federation of Ontario Press: Toronto.
Bruce, C., Flynn, T., McPherson, R., & Sabeti, M. (2012). Understanding interactivity in an interactive whiteboard mediated classroom. In Martinovic, D., McDougall, D., & and Karadag, Z. (Eds), Technology in Mathematics Education: Contemporary Issues. Informing Science Institute.
Bruce, C. & Ladky, M. (2011). What’s going on backstage? Revealing the work of lesson study. In Hart, L., Alston, A., & Murata, A. (Eds.), Learning Together: Lesson-study research and practice in mathematics education. Springer Press.
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Beatty, R. & Bruce, C. (2011). Assessing a research/professional development model in patterning and algebra. In Bednarz, N., Fiorentini, D. & Huang, R. (Eds.), International Approaches to Professional Development for Mathematics Teachers. University of Ottawa Press.
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Ross, J. & Bruce, C. (2011). Technology-supported Instruction in the Mathematics Classroom. In Robyn Gillies (Ed.) Pedagogy: New Developments in the Learning Sciences. New York: Nova Science Publishing.
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Bruce, C. (2003). Multiage Author Groups: One way to untangle the revision knot. In S. Peterson (Ed.), Untangling Some Knots in K-8 Writing (pp. 27-39). Newark, DE: International Reading Association.
Articles in refereed conference proceedings
Bruce, C., & Flynn, T. (2014). Methods, challenges and affordances of video data use with mathematics teachers. In P. Liljedahl, C. Nicol, S. Oesterle & D. Allan (Eds.), Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education (Vol 6, p. 28). Vancouver, Canada: PME.
Sinclair, N. & Bruce, C. (2014). Spatial reasoning for young learners. In Liljedahl, P., Nicol, C., Oesterle, S., & Allan, D. (Eds.). Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education, Vol1 (pp. 173-203). Vancouver, Canada: PME.
Bruce, C. & Flynn, T. (2014). Methods, challenges and affordances of video data use with mathematics teachers. In Liljedahl, P., Nicol, C., Oesterle, S., & Allan, D. (Eds.). Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education, Oestrle, Nicol, Liljedahl & Allan (Eds.). Vol6 (p.28). Vancouver, Canada: PME.
Hawes, Z., & Bruce, C. (2014). A misnomer no more: Using tangible cube-figures to measure 3D mental rotation in young children. In Liljedahl, P., Nicol, C., Oesterle, S., & Allan, D. (Eds.). Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education and the 36th Conference of the North American Chapter of the Psychology of Mathematics Education, Vol. 1 (pp. 95-97). Vancouver, Canada: PME.
Bruce, C., Moss, J. & Flynn, T. (2013). A “no-ceiling” approach to young children’s mathematics: Preliminary results of an innovative professional learning program. In Martinez, M. & Castro Superfine, A (Eds.). Proceedings of the 35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Chicago, IL: University of Chicago.
Bruce, C. & Flynn, T. (2012). Integrating instruction and play in a Kindergarten to Grade 2 lesson study project. In L.R. Van Zoest, J.J. Lo, & J.L. Kratky, (Eds.), Proceedings of the 34th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Kalamazoo, MI: Western Michigan University.
Bruce, C., Theis, L & Lessard, G. (submitted September, 2010). Teaching mathematics to special needs students: Who is at risk?, In P. Llilledaj (Ed.), Canadian Mathematics Educators Study Group Annual Conference Proceedings.
Bruce, C., Flynn, T., Ross, J. & Moss, J. (2011). In Ubuz, B. (Ed.). Promoting teacher and student mathematics learning through lesson study: A design research approach. Proceedings of the thirty-fifth conference of the International Group for the Psychology of Mathematics Education, Vol. 2, pp. 193-200. Ankara, Turkey: PME.
Beatty, R., Bruce, C., & McPherson, R. (2011). Using computer-based instruction to support students with learning disabilities: Understanding linear relationships. In Ubuz, B. (Ed.). Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education, Vol. 2, pp. 129-136. Ankara, Turkey: PME.
Beatty, R. & Bruce, C. (2011). Assessing a research/professional development model in patterning and algebra. In Bednarz, N., Fiorentini, D. & Huang, R. (Eds.), International Approaches to Professional Development for Mathematics Teachers. University of Ottawa Press.
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Bruce, C. & Ross, J.A. (2007). Tools to support low achievers: A mixed methods study of students learning fractions. In Lamberg, T. (Ed.) Proceedings of the twenty-ninth conference of the Psychology of Mathematics Education – North America.
Bruce, C. & Ross, J.A. (2006). Teacher peer coaching in grade 3-6 mathematics. In Alatorre, S., Cortina, J.L., Saiz, M., Mendez, A. (Eds.) Proceedings of the twenty-eighth conference of the Psychology of Mathematics Education -North America.
Bruce, C. (2005). Teacher candidate efficacy in mathematics: Factors that facilitate increased efficacy. In Lloyd, G.A., Wilson, S., Wilkins, J.L.M. & Behm, S.L. (Eds.) Proceedings of the twenty-seventh Psychology of Mathematics Education – North America.
Ross, J.A. & Bruce, C. (2005). Teachers’ beliefs in their instructional capacity. In Lloyd, G.A., Wilson, S., Wilkins, J.L.M. & Behm, S.L. (Eds.) Proceedings of the twenty-seventh Psychology of Mathematics Education – North America.
Bruce, C. (2004). Building confidence in teaching mathematics: Experiences of pre-service teachers that hinder and enable confidence. In McDougall, D. & and Ross, J.A. (Eds.) Proceedings of the twenty-sixth Psychology of Mathematics Education – North America.
Ross, J. A., McDougall, D., Bruce, C., Ben Jaafar, S., & Lee, J. (2004). A multi- dimensional approach to mathematics in-service. In McDougall, D. & and Ross, J.A. (Eds.)Proceedings of the twenty-sixth Psychology of Mathematics Education – North America.