Author E. Simmt
Elaine Simmt is a professor of secondary education at the University of Alberta, Canada. She began her career as a secondary school teacher and subsequently completed doctoral studies under the supervision of Tom Kieren. Her research is focused on mathematics education. Enactivism has served as a powerful theoretical frame for exploring teaching and learning. In some of her most recent work she (with colleagues) has been exploring the class collective as a learning system.

Publications Found: 8 · Show All Abstracts

Banting N. & Simmt E. (2017) From (Observing) Problem Solving to (Observing) Problem Posing: Fronting the Teacher as Observer. Constructivist Foundations 13(1): 177–179. Fulltext at
Metz M. L. & Simmt E. (2015) Researching mathematical experience from the perspective of an empathic second-person observer. ZDM Mathematics Education 47(2): 197–209.
Proulx J. & Simmt E. (2013) Enactivism in mathematics education: Moving toward a re-conceptualization of learning and knowledge. Education Sciences & Society, 4(1): 59–79. Fulltext at
Proulx J. & Simmt E. (2016) Distinguishing enactivism from constructivism: Engaging with new possibilities. In: Csíkos C., Rausch A. & Szitányi J. (eds.) Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education, Volume 4. PME, Szeged: 99–106. Fulltext at
Proulx J., Simmt E. & Towers J. (2009) Enactivism in mathematics education. In: Tzekaki M. & Kaldrimidou M. S. C. (eds.) Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education. Volume 1. PME. Thessaloniki, Greece: 249–252.
Proulx J., Simmt E. & Towers J. (2009) The enactivist theory of cognition and mathematics education research: Issues of the past, current questions and future directions. In: Tzekaki M., Kaldrimidou M. & Sakonidis H. (eds.) Proceedings of the 33rd conference of the international group for the psychology of mathematics education. Volume 1. P. M. E., Thessaloniki: 249–278. Fulltext at
Simmt E. & Kieran T. (2000) On being embodied in the body of mathematics: Mathematics knowing in action. In: Fernandez M. L. (ed.) Proceedings of the 22nd Annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. (Vol. 1). ERIC Clearinghouse for Science, Mathematics. and Environmental Education, Columbus OH: 205–211. Fulltext at
Simmt E. & Kieren T. (2015) Three “moves” in enactivist research: A reflection. ZDM Mathematics Education 47: 307–317. Fulltext at
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