#### Forthcoming Contributions

*Peer reviewed journal publications*

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.

*Chapters*

Bruce, C. & Flynn, T. (submitted). 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.

#### 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

>View Book Information

Davis, B., & Spatial Reasoning Study Group. (2015). Spatial reasoning in the early years: Principles, assertions, and speculations. New York, NY: Routledge (Taylor & Francis Group).

>View Book Information

Beatty, R. & Bruce, C. (2012) Linear Relationships: From Patterns to Algebra. Toronto: Nelson Publications, Canada.

>View Book Information

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).

>View Journal Information

#### Peer-reviewed journal articles

Bruce, C., Davis, B., Sinclair, N. & the Spatial Reasoning Study Group (2016). 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.

>View Article Information

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.

>View Article Information

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).

>View Article Information

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.

>Download Monograph

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).

>View Journal Information

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.

>View Journal

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

>View Journal

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.

>View Abstract

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).

>View Article

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.

>View Journal

Ross, J.A., Ford, J., Bruce, C. (2009). Student Achievement Effects of Technology-Supported Remediation of Understanding of Fractions.

>Download Article

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.

>Download Article

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).

>Download Article

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.

>Download Monograph

Ross, J.A., & Bruce, C. (2007). Teacher self-assessment: A mechanism for facilitating professional growth. *Teaching and Teacher Education 23*(2), 146-159.

>View Article

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.

>View Journal

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.

>View Book Information

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.

>View Book Information

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.

>View Book Online

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.

>View Book Information

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.

#### Technical reports

Bruce, C., Flynn, T. & Moss, J. (2016). Early mathematics: Challenges, possibilities and new directions in the research (Mathematics for Young Children: Literature Review, 2nd ed.). Comprehensive literature review submitted to the Literacy and Numeracy Secretariat, Ontario Ministry of Education. Toronto, Ontario, Canada. Original publication date: June 25, 2012.>Download Literature Review

Bruce, C., Flynn, T. & Bennett, S. (2014). Math for Young Children. Report for 2013-2014. Submitted to Waterloo Catholic District School Board, Kitchener, Ontario.

Bruce, C., Flynn, T. & Bennett, S. (2014). Fractions Report for 2013-2014. Submitted to the Ontario Ministry of Education, Toronto, Ontario.

Bruce, C., Flynn, T. & Bennett, S. (2014). Fractions Operations Literature Review. Submitted to the Ontario Ministry of Education, Toronto, Ontario.

Bruce, C., Flynn, T. & Bennett, S. (2014). Math for Young Children. Report for 2013-2014. Submitted to Waterloo Catholic District School Board, Kitchener, Ontario.

Bruce, C., Chang, D, Flynn, T & Yearley, S. (2013). Foundations to Learning and Teaching Addition and Subtraction of Fractions. Comprehensive literature review submitted to the Ontario Ministry of Education. Toronto, Ontario Canada. Posted at www.tmerc.ca and www.edugains.ca

Bruce, C. (2012). Examining Shifts in Teacher Efficacy from Pre-service to In-service Experiences Teaching Mathematics: A Collaborative Coaching Model. Four-year report submitted to the Social Sciences and Humanities Research Council of Canada. Ontario: Ottawa.

Bruce, C., Moss, J., Ross, J. & Flynn, T. (2012). Report on Year 1 of the Math for Young Children Lesson Study research project. Submitted to the Literacy and Numeracy Secretariat. Ontario: Toronto.

Bruce, C., Flynn, T. & Ross, J. (2012). Assessing the effects of collaborative professional learning: Efficacy shifts in a three-year mathematics study. Submitted to the Literacy and Numeracy Secretariat. Ontario:Toronto

Bruce, C., Flynn, T., Ross, J. & Lessard, G. (2011) External Report on Mathematics Collaborative Inquiry Initiatives of the Literacy and Numeracy Secretariat: Year 3, Ontario: Toronto.

Bruce, C., Flynn, T., Ross, J. & Lessard, G. (2011) External Report on Mathematics Collaborative Inquiry Initiatives of the Literacy and Numeracy Secretariat: Year 3, Ontario: Toronto.

Bruce, C., Ross, J., Beatty, R., & Flynn, T. (2011). CLIPS Partnership Research Report: 2010-2011. Submitted to the Ministry of Education, Ontario: Toronto.

Bruce, C., Flynn, T., & Bennett, S. (2011). Report on the External Review of the Mathematics Program at Bishop Strachan School. The BSS, Ontario: Toronto.

Beatty, R., Moss, J., & Bruce, C. (2010). Bridging the research-practice gap: Planning for large-scale dissemination of a new curriculum for patterning and algebra. Canadian Council on Learning, Final Report, January 2010, 1-64.

Bruce, C., Ross, J. & Flynn, T. (2010). Report on Collaborative Action Research Provincial Project: Year 3. Submitted to the Elementary Teachers’ Federation of Ontario. Toronto.

Bruce, C. & Ross, J. (2010). Report for External Review of the Collaborative Inquiry and Learning-Mathematics Project: Year 2. Submitted to the Literacy and Numeracy Secretariat. Ontario: Toronto.

Bruce, C. & Ross, J. (2010). Report on the field tests of CLIPS: Trigonometry and Algebra. Submitted to the Ministry of Education, Ontario: Toronto.

Bruce, C. & Flynn, T. (2010). Collaborative Action Research in Mathematics: A three-year partnership project with the Elementary Teachers’ Federation of Ontario. Submitted to the Elementary Teachers’ Federation of Ontario: Toronto.

Bruce, C., Ross, J., Esmonde, I., Beatty, R., Demers, S. & Duquette, C. (2009). Report on the External Review of the Collaborative Inquiry for Learning Mathematics (CIL-M) Project. Literacy and Numeracy Secretariat, Ontario: Toronto.

Bruce, C. & Flynn, T. (2009). Collaborative Action Research in Mathematics: A partnership project with the Elementary Teachers’ Federation of Ontario. Submitted to the Elementary Teachers’ Federation of Ontario: Toronto.

Bruce, C. & Mackenzie, J. (2008). Collaborative Action Research: A model for teacher professional development. Submitted to the Elementary Teachers’ Federation of Ontario: Toronto.

Bruce, C., Ladky, M., Ross, J.A., Mackenzie, J. & Flynn, T. (2008). Building Capacity in Technology Use through Research in Lesson Study – A Partnership Project with KPRDSB, Trent University, the University of Toronto, and the Ontario Ministry of Education. Submitted to the Ministry of Education. Ontario: Toronto.

Bruce, C., Ross. J.A., Flynn, T. & Scoffin, S. (2008). Building Teacher Capacity and Improving Student Achievement through Differentiated Instruction: A Partnership Project with PVNCCDSNB, Trent University, the University of Toronto, and the Ontario Ministry of Education. Submitted to the Ministry of Education. Ontario: Toronto

Ross, J.A., Bruce, C., Scoffin, S. & Sibbald, T. (2008). Connecting practice and research: CLIPS project final report to the Ontario Ministry of Education, Peterborough, ON: Trent U/OISE of UT

Bruce, C. Ross, J.A. & Scoffin, S. (2007). Tools to support low achievers: A mixed methods study of students learning fractions. Interim Report of Ontario Ministry of Education & Training Research Grant, Peterborough, ON: Trent U/OISE of UT

Bruce, C., Ross, J.A. & Scoffin, S. (2006). Effects of peer coaching and professional development in mathematics literacy: One school story, Kawartha Pine Ridge District School Board. Peterborough, ON: Trent University.

Ross, J.A., Bruce, C., Scoffin, S. (2005, November). Peer coaching in grade 3-6 mathematics: effects on teacher practice and teacher efficacy.Year2. Final Report of Ontario Ministry of Education & Training Transfer Grant. Peterborough, ON: OISE/UT Trent Valley.

Ross, J.A., Hogaboam-Gray, A., & Bruce, C. (2004, December). Student achievement effects of professional development for grade 6 mathematics teachers in the Kawartha Pine Ridge District School Board. Peterborough, ON: OISE/UT Trent Valley.

Bruce, C. & Ross, J. (2010). Collaborative Inquiry and Learning in Mathematics: Year 1 research review, Inspire Series: Professional On-line Publication of the Literacy and Numeracy Secretariat.

>View Video

Bruce, C., Flynn, T., Ladky, M. (2009). Interactive whiteboard use in math classrooms: Grounding theory in practice.

>Download Poster

Sibbald, T., Ross, J., Bruce, C., (2009). Using a technology-based learning tool to differentiate instruction Factors influencing student assignment to multi-media learning objects in mathematics.

>Download Article

Ross, J. Sibbald, T. & Bruce, C. (2009). Characteristics of students assigned to technology-based instruction. Journal of Computer Assisted Learning 25, 562-573.

>View Journal

Ross, J.A., Ford, J. & Bruce, C. (2007). Needs assessment for the development of learning objects. *Alberta Journal of Educational Research* 53(4).

### Books

View PublicationsRowell, 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., Hawes, Z., & Flynn, T. (2016). Taking Shape: Spatial Reasoning for Young Children. Pearson Canada. isbn10: 0134153499 | isbn13: 9780134153490

>View Book Information

Davis, B., & Spatial Reasoning Study Group. (2015). Spatial reasoning in the early years: Principles, assertions, and speculations. New York, NY: Routledge (Taylor & Francis Group).

>View Book Information

Beatty, R. & Bruce, C. (2012) Linear Relationships: From Patterns to Algebra. Toronto: Nelson Publications, Canada.

>View Book Information

ISBN-13: 9780176519698 (1 Research and 1 Practice Text)

ISBN-13: 9780176519674 (DVD)

### Guest editor, peer-reviewed journal

View Publications**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).

>View Journal Information

### Peer-reviewed journal articles

View Publications**Peer-reviewed journal articles**

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).

>View Journal Information

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.

>Download Monograph

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).

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.

>View Journal

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

>View Journal

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.

>View Abstract

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).

>View Article

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.

>View Journal

Ross, J.A., Ford, J., Bruce, C. (2009). Student Achievement Effects of Technology-Supported Remediation of Understanding of Fractions.

>Download Article

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.

>Download Article

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).

>Download Article

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.

>Download Monograph

Ross, J.A., & Bruce, C. (2007). Teacher self-assessment: A mechanism for facilitating professional growth. *Teaching and Teacher Education 23*(2), 146-159.

>View Article

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.

>View Journal

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

View Publications**Chapters in peer reviewed and edited books**

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.

>View Book Information

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 referred conference proceedings**

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.

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.

### Technical reports

View PublicationsBruce, C., Flynn, T. & Bennett, S. (2014). Math for Young Children. Report for 2013-2014. Submitted to Waterloo Catholic District School Board, Kitchener, Ontario.

Bruce, C., Flynn, T. & Bennett, S. (2014). Fractions Report for 2013-2014. Submitted to the Ontario Ministry of Education, Toronto, Ontario.

Bruce, C., Flynn, T. & Bennett, S. (2014). Fractions Operations Literature Review. Submitted to the Ontario Ministry of Education, Toronto, Ontario.

Bruce, C., Chang, D, Flynn, T & Yearley, S. (2013). Foundations to Learning and Teaching Addition and Subtraction of Fractions. Comprehensive literature review submitted to the Ontario Ministry of Education. Toronto, Ontario Canada. Posted at www.tmerc.ca and www.edugains.ca

Bruce, C. (2012). Examining Shifts in Teacher Efficacy from Pre-service to In-service Experiences Teaching Mathematics: A Collaborative Coaching Model. Four-year report submitted to the Social Sciences and Humanities Research Council of Canada. Ontario: Ottawa.

Bruce, C., Moss, J., Ross, J. & Flynn, T. (2012). Report on Year 1 of the Math for Young Children Lesson Study research project. Submitted to the Literacy and Numeracy Secretariat. Ontario: Toronto.

Bruce, C., Flynn, T. & Moss, J. (2012). Mathematics for Young Children: Literature Review. Comprehensive literature review submitted to the Literacy and Numeracy Secretariat, Ontario Ministry of Education. Toronto, Ontario, Canada. June 25, 2012.

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Bruce, C., Flynn, T. & Ross, J. (2012). Assessing the effects of collaborative professional learning: Efficacy shifts in a three-year mathematics study. Submitted to the Literacy and Numeracy Secretariat. Ontario:Toronto

Bruce, C., Flynn, T., Ross, J. & Lessard, G. (2011) External Report on Mathematics Collaborative Inquiry Initiatives of the Literacy and Numeracy Secretariat: Year 3, Ontario: Toronto.

Bruce, C., Ross, J., Beatty, R., & Flynn, T. (2011). CLIPS Partnership Research Report: 2010-2011. Submitted to the Ministry of Education, Ontario: Toronto.

Bruce, C., Flynn, T., & Bennett, S. (2011). Report on the External Review of the Mathematics Program at Bishop Strachan School. The BSS, Ontario: Toronto.

Beatty, R., Moss, J., & Bruce, C. (2010). Bridging the research-practice gap: Planning for large-scale dissemination of a new curriculum for patterning and algebra. Canadian Council on Learning, Final Report, January 2010, 1-64.

Bruce, C., Ross, J. & Flynn, T. (2010). Report on Collaborative Action Research Provincial Project: Year 3. Submitted to the Elementary Teachers’ Federation of Ontario. Toronto.

Bruce, C. & Ross, J. (2010). Report for External Review of the Collaborative Inquiry and Learning-Mathematics Project: Year 2. Submitted to the Literacy and Numeracy Secretariat. Ontario: Toronto.

Bruce, C. & Ross, J. (2010). Report on the field tests of CLIPS: Trigonometry and Algebra. Submitted to the Ministry of Education, Ontario: Toronto.

Bruce, C. & Flynn, T. (2010). Collaborative Action Research in Mathematics: A three-year partnership project with the Elementary Teachers’ Federation of Ontario. Submitted to the Elementary Teachers’ Federation of Ontario: Toronto.

Bruce, C., Ross, J., Esmonde, I., Beatty, R., Demers, S. & Duquette, C. (2009). Report on the External Review of the Collaborative Inquiry for Learning Mathematics (CIL-M) Project. Literacy and Numeracy Secretariat, Ontario: Toronto.

Bruce, C. & Flynn, T. (2009). Collaborative Action Research in Mathematics: A partnership project with the Elementary Teachers’ Federation of Ontario. Submitted to the Elementary Teachers’ Federation of Ontario: Toronto.

Bruce, C. & Mackenzie, J. (2008). Collaborative Action Research: A model for teacher professional development. Submitted to the Elementary Teachers’ Federation of Ontario: Toronto.

Bruce, C., Ladky, M., Ross, J.A., Mackenzie, J. & Flynn, T. (2008). Building Capacity in Technology Use through Research in Lesson Study – A Partnership Project with KPRDSB, Trent University, the University of Toronto, and the Ontario Ministry of Education. Submitted to the Ministry of Education. Ontario: Toronto.

Bruce, C., Ross. J.A., Flynn, T. & Scoffin, S. (2008). Building Teacher Capacity and Improving Student Achievement through Differentiated Instruction: A Partnership Project with PVNCCDSNB, Trent University, the University of Toronto, and the Ontario Ministry of Education. Submitted to the Ministry of Education. Ontario: Toronto

Ross, J.A., Bruce, C., Scoffin, S. & Sibbald, T. (2008). Connecting practice and research: CLIPS project final report to the Ontario Ministry of Education, Peterborough, ON: Trent U/OISE of UT

Bruce, C. Ross, J.A. & Scoffin, S. (2007). Tools to support low achievers: A mixed methods study of students learning fractions. Interim Report of Ontario Ministry of Education & Training Research Grant, Peterborough, ON: Trent U/OISE of UT

Bruce, C., Ross, J.A. & Scoffin, S. (2006). Effects of peer coaching and professional development in mathematics literacy: One school story, Kawartha Pine Ridge District School Board. Peterborough, ON: Trent University.

Ross, J.A., Bruce, C., Scoffin, S. (2005, November). Peer coaching in grade 3-6 mathematics: effects on teacher practice and teacher efficacy.Year2. Final Report of Ontario Ministry of Education & Training Transfer Grant. Peterborough, ON: OISE/UT Trent Valley.

Ross, J.A., Hogaboam-Gray, A., & Bruce, C. (2004, December). Student achievement effects of professional development for grade 6 mathematics teachers in the Kawartha Pine Ridge District School Board. Peterborough, ON: OISE/UT Trent Valley.

Bruce, C. & Ross, J. (2010). Collaborative Inquiry and Learning in Mathematics: Year 1 research review, Inspire Series: Professional On-line Publication of the Literacy and Numeracy Secretariat.

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Bruce, C., Flynn, T., Ladky, M. (2009). Interactive whiteboard use in math classrooms: Grounding theory in practice.

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Sibbald, T., Ross, J., Bruce, C., (2009). Using a technology-based learning tool to differentiate instruction Factors influencing student assignment to multi-media learning objects in mathematics.

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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.

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Ross, J.A., Ford, J. & Bruce, C. (2007). Needs assessment for the development of learning objects. *Alberta Journal of Educational Research* 53(4).