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Associate Professor, Faculty of Education, Simon Fraser University Director, Educational Neuroscience Laboratory (ENGRAMMETRON)
Website: www.engrammetron.net |
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Selected Publications:Educational neuroscience: Motivation, methodology, and implications. Educational Philosophy and Theory, 43(1), 7-16. Embodied minds and dancing brains: New opportunities of research in mathematics education (2010). In B. Sriraman & L. English (Eds.), Theories of mathematics education: Seeking new frontiers, pp. 309-331. Berlin: Springer. Mathematical modeling and virtual environments. In R. Lesh, P. Galbraith, C. Haines, & A. Hurford (Eds.), Modeling students’ mathematical modeling compentencies: ICTMA13, pp. 583-593. Berlin: Springer. Launching a graduate course in educational neuroscience (2008). Simon Fraser University Educational Review, 2, 39-51. The ENGRAMMETRON: Establishing an educational neuroscience laboratory (2007). Simon Fraser University Educational Review, 1, 167-29. Understanding elementary number theory in relation to arithmetic and algebra (2006). In R. Zazkis & S. R. Campbell (Eds.) Number theory and mathematics education: Perspectives and prospects. Lawrence Erlbaum Associates, Inc. Theory and practice in Plato’s psychology of mathematics education (2004). Philosophy of Mathematics Education Journal, 18. Dynamic tracking of preservice teachers’ experiences with computer-based mathematics learning environments (2003). Mathematics Education Research Journal, 15(1), 70-82. Reconnecting mind and world: Enacting a (new) way of life (2003). In S. J. Lamon, W. A. Parker, & S. K. Houston (Eds.) Mathematical Modelling: A way of life, ICTMA 11, pp. 245-253. Horwood Series on Mathematics and its Applications. Chichester: Horwood Publishing. Constructivism and the limits of reason: Revisiting the Kantian problematic (2002). Studies in Philosophy and Education: An International Journal, 21(6), 421-445. Early mathematics education: A case of the blind leading the blind? (2002) Philosophy of Mathematics Education Journal, 15. Coming to terms with division: Preservice teachers’ understanding (2002). In S. R. Campbell and R. Zazkis (Eds.), Learning and teaching number theory: Research in cognition and instruction, pp. 15-40. Westport, CT: Ablex. Enacting possible worlds: Making sense of (human) nature (2001). In J. F. Matos, W. Blum, K. Houston, & S. P. Carreira (Eds.) Modelling and mathematics education, ICTMA 9: Applications in science and technology, pp. 3-14. Chichester: Horwood Publishing. Zeno’s paradox of plurality and proof by contradiction (2001). Mathematical Connections. Series II (1), 3-16. Three philosophical perspectives on the relation between logic and psychology: Implications for mathematics education (2001). Philosophy of Mathematics Education Journal, 14. Teaching: Educ 250 Studies in the History of Education in the Western World Educ 411 Investigations in Mathematics for Secondary Teachers Educ 475 Designs for Learning: Elementary Mathematics Educ 844 The Research Basis of Mathematics Education Educ 846 Foundations of Mathematics Education Educ 901 Seminar in the History of Educational Theory Educ 907 ST Educational Neuroscience: Background, Theories, and Methods Educ 946 Doctoral Seminar in Mathematics Education
Service: Faculty committee membership: Graduate Programs Committee (2002-2004); Faculty Tenure and Promotion Committee (2003-2004); Field Programs Committee (2003-2005); Faculty Research Opportunities Committee (2006-2008); University Publications Committee (2008-present).Student committee membership: Masters committees (6); Doctoral committees (9). Occasional reviewer: Journal for Mathematical Behavior, Journal for Mathematical Thinking and Learning, Journal for Research in Mathematics Education; Loading… Journal of the Canadian Gaming Studies Organization; International Conference for the Psychology of Mathematics Education; The Spencer Foundation; The Social Sciences and Humanities Research Council of Canada. |
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Dr. Stephen Campbell
