## Publications

#### Computational Thinking in Math

Buteau, C., Muller, E., Marshall, N., Sacristán, A. I., & Mgombelo, J. (2016). Undergraduate mathematics students appropriating programming as a tool for modelling, simulation, and visualization: A case study. Digital Experience in Mathematics Education, 2, doi:10.1007/s40751-016-0017-5

Buteau, C., Muller, E., & Marshall, N. (2015). When a university mathematics department adopted course mathematics courses of unintentionally constructionist nature—Really? Digital Experience in Mathematics Education, 1(2-3), 133-155. doi:10.1007/s40751-015-0009-x

Marshall, N., Buteau, C., & Muller, E. (2014). Exploratory objects and microworlds in university mathematics education. Teaching Mathematics and its Applications, 33, 27-38. doi:10.1093/teamat/hru004

Martinovic, D., Muller, E., & Buteau, C. (2013). Intelligent partnership with technology: Moving from a math school curriculum to an undergraduate program. Computers in the Schools, 30(1-2), 76-101. doi:10.1080/07380569.2013.768502

Mgombelo, J., & Buteau, C. (2012). Learning mathematics for teaching through designing, implementing, and testing learning objects. Issues in the Undergraduate Mathematics Preparation of School Teachers: The Journal, 3, 1-16.

Mgombelo, J., & Buteau, C. (2009). Prospective secondary mathematics teachers repositioning by designing, implementing and testing learning objects: A conceptual framework. International Journal of Mathematical Education in Science and Technology, 40(8), 1051-1068. doi:10.1080/00207390903236459

Muller, E., Buteau, C., Ralph, B., & Mgombelo, J. (2009). Learning mathematics through the design and implementation of exploratory and learning objects. International Journal for Technology in Mathematics Education, 16(2), 63-74.

Buteau, C., & Muller, E. (2014). Teaching roles in a technology intensive core undergraduate mathematics course. In A. Clark-Wilson, O. Robutti, & N. Sinclair (Eds.), The mathematics teacher in the digital era (pp. 163-185). Dordrecht, The Netherlands: Springer.

Buteau, C., & Muller, E. (forthcoming). Systemic integration of programming in undergraduate mathematics: From implementation to theory. 13th International Congress on Mathematical Education, Hamburg (Germany).

Buteau, C. (2015, December). Undergraduates learning of programming for simulation and investigation of mathematics concepts and real-world modelling. Online proceedings of the Didactics of Mathematics in Higher Education as a Scientific Discipline conference, Hannover, Germany.

Buteau, C., Marshall, N., & Muller, E. (2014). Learning university mathematics by creating and using fourteen “microworlds.” In G. Futschek & C. Kynigos (Eds.), Constructionism and creativity. Proceedings of the 3rd International Constructionism Conference (pp. 401-406). Vienna, Austria: Österreichische Computer Gesellschaft (OCG).

Buteau, C., Marshall, N., & Muller, E. (2014). Perception on the nature of core university mathematics microworld-based courses. In G. Futschek & C. Kynigos (Eds.), Constructionism and creativity. Proceedings of the 3rd International Constructionism Conference (pp. 379-389). Vienna, Austria: Österreichische Computer Gesellschaft (OCG).

Buteau, C., Muller, E., & Marshall, N. (2014, July). Competencies developed by university students in microworld-type core mathematics courses. In Proceedings of the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME 38), 209-218.

Marshall, N., Buteau, C., & E. Muller (2013, July). Exploratory objects and microworlds in university mathematics education. In Proceedings of the 11th International Conference on Technology in Mathematics Teaching, 187-193.

Muller, E., & Buteau, C. (2012). An innovative integration of evolving technologies in undergraduate mathematics education. In V. Akis (Ed.), Essays on mathematics and statistics (Vol. 2, pp. 117-122). Athens, Greece: Athens Institute for Education and Research.

Buteau, C., & Muller, E. (2010). Student development process of designing and implementing exploratory and learning objects. Proceedings of the Sixth Conference of European Research in Mathematics Education, 1111-1120.

Mgombelo, J., & Buteau, C. (2010). Mathematics teacher education research and practice: Researching inside the MICA program. Proceedings of the Sixth Conference of European Research in Mathematics Education (CERME 6), 1901-1910.

Buteau, C., & Muller, E. (2006, December). Evolving technologies integrated into undergraduate mathematics education. In L. H. Son, N. Sinclair, J. B. Lagrange, & C. Hoyles (Eds.), Proceedings for the Seventeenth ICMI Study Conference: Digital Technologies and Mathematics Teaching and Learning: Revisiting the Terrain, Hanoi University of Technology, 3rd-8th December, 2006, Hanoi (Vietnam) (c42)[CD-ROM], 8 pp

Muller, E., & Buteau, C. (2006). Un nouveau rôle de l’informatique dans la formation initiale des enseignants. In N. Bednarz & C. Mary (Eds.), L’enseignement des mathématiques face aux défis de l'école et des communautés", Actes du colloque EMF 2006, Sherbrooke: Éditions du CRP [CD-ROM], 17 pp.

Buteau, C., Muller, E., & Ralph, B. (2015, June). Integration of programming in the undergraduate mathematics program at Brock University. Online Proceedings of Math+Coding Symposium, London, ON.

Buteau, C., Muller, E., & Marshall, N. (2014). Could “it” be an implementable form/alternative to microworlds? Proceedings of the Canadian Mathematics Education Study Group (CMESG) 2013 annual meeting, St.Catharines, ON, May 2013, pp. 241-242.

Ben-El-Mechaiekh, H., Buteau, C., Ralph, B. (2007). MICA: A novel direction in undergraduate mathematics teaching. Canadian Mathematical Society Notes, 39(6), 9-11.

#### Technology in University Math Education

Gueudet, G., Buteau, C., Mesa, V., & Misfeld, M. (2014). Instrumental and documentational approaches: From technology use to documentation systems in university mathematics education. Research of Mathematics Education (Special issue: Institutional, sociocultural and discursive approaches to research in university mathematics education), 16(2), 139-155. doi:10.1080/14794802.2014.918349

Jarvis, D. H., Lavicza, Z., & Buteau, C. (2014). Systemic shifts in instructional technology: Findings of a comparative case study of two university mathematics departments. International Journal for Technology in Mathematics Education, 21(4), 117-142.

Buteau, C., Jarvis, D., & Lavicza, Z. (2014). On the integration of computer algebra systems (CAS) by Canadian mathematicians: Results of a national survey. Canadian Journal of Science, Mathematics and Technology Education, 14(1), 35-57. doi:10.1080/14926156.2014.874614

Jarvis, D. H., Buteau, C., & Lavicza, Z. (2014). Computer algebra system (CAS) usage and sustainability in university mathematics instruction: Findings from an international study. The Electronic Journal of Mathematics & Technology (Special issue, part 2: ICME-12 Topic Study Group 18, “Analysis of Uses of Technology in the Teaching of Mathematics”), 8(4).

Buteau, C., Marshall, N., Jarvis, D., & Lavicza, Z. (2010). Integrating computer algebra systems in post-secondary education—Preliminary results of a literature review. International Journal for Technology in Mathematics Education, 17(2), 57-68

Muller, E., Buteau, C., Klincsik, M., Perjési-Hámori, I., & Sárvári, C. (2009). Systemic integration of evolving technologies in undergraduate mathematics education and its impact on student retention. International Journal of Mathematical Education in Science and Technology, 40(1), 139-155. doi:10.1080/00207390802551602

Buteau, C., & Muller, E. (2014). Teaching roles in a technology intensive core undergraduate mathematics course. In A. Clark-Wilson, O. Robutti, & N. Sinclair (Eds.), The mathematics teacher in the digital era (pp. 163-185). Dordrecht, The Netherlands: Springer.

Assude, T., Buteau, C., & Forgasz, H. (2010). Factors influencing implementation of technology-rich mathematics curriculum. In L. H. Son, N. Sinclair, J.-B. Lagrange, & C. Hoyles (Eds.), Mathematics education and technology —Rethinking the terrain: The 17th ICMI study (pp. 405-419). New York, NY: Springer.

Vale, C., & Julie, C. (with Buteau, C., & Ridgeway, J.). (2010). Implementation of technology-rich mathematics curricula: issues of access and equity. In L. H. Son, N. Sinclair, J.-B. Lagrange, & C. Hoyles (Eds.), Mathematics education and technology —Rethinking the terrain: The 17th ICMI study (pp. 349-360). New York, NY: Springer.

Jarvis, D. H., Lavicza, Z., & Buteau, C. (2012, July). Computer algebra system (CAS) usage and sustainability in university mathematics instruction: Findings from an international study. Paper presented at the 12th International Congress on Mathematical Education (ICME-12, Seoul, Korea.

Buteau, C., Jarvis, D., Lavicza, Z., & Marshall, N. (2010). Issues in integrating CAS in post-secondary education—A literature review. Proceedings of the Sixth Conference of European Research in Mathematics Education, 1181-1190.

Jarvis, D., Lavicza, Z., & Buteau, C. (2008). Computer algebra systems (CAS) in university mathematics instruction: A preliminary research report investigating CAS technology usage and sustainability. Proceedings of the 11th Annual Conference on Research in Undergraduate Mathematics Education (RUME). San Diego (USA), 11 pp.

Buteau, C. (2006). Melodic clustering within topological spaces of Schumann’s Träumerei. Proceedings of the International Computer Music Conference, USA, 104-110.

Lavicza, Z., Jarvis, D., & Buteau, C. (2008). CAS-based technology in university mathematics teaching: Exploring issues of teacher beliefs, implementation obstacles, and cultural differences. Paper presented at the 11th International Congress on Mathematical Education (ICME), Monterrey, Mexico.

Buteau, C., & Lovric, M. (2015). Undergraduate math curriculum in 21st century: Dictated by the job market? Canadian Mathematical Society Note, 47(2), 10-12.

Buteau, C., Jarvis, D., & Lavicza, Z. (2014). About your use of computer algebra systems in university teaching: A Canadian survey. Canadian Mathematical Society Note, 46(4), 8.

Jarvis, D., Buteau, C., & Lavicza, Z. (2009). Technology use in post-secondary mathematics instruction: Report of a CMS winter 2008 meeting session. Canadian Mathematical Society Notes, 41(4), 6-7.

#### Math Computer Game

Broley, L., Buteau, C., & Muller, E. (2015). E-Brock Bugs©, an epistemic math computer game. Journal of Humanistic Mathematics, 5(2), 3-25. doi:10.5642/jhummath.201502.03

Buteau, C., Broley, L., & Muller, E. (2014, July). E-Brock Bugs©: An epistemic math computer game. Proceedings of the Joint Meeting of the International Group for Psychology of Mathematics Education (PME 38), Vancouver, Canada, Volume 6, p. 31.

Broley, L, Buteau, C., & Muller, E. (2015). The E-Brock Bugs computer game: What if becoming a (better) mathematician was a fun-filled adventure? Ontario Mathematics Gazette, 53(3), 27-32.

#### Math and Music

Buteau, C., & Agnagnostopoulou, C. (2012). Mathematical and computational modeling within a music analysis framework: Motivic topologies as a case study. Journal of Mathematics and Music, 6(1), 1-16. doi:10.1080/17459737.2012.680714

Buteau, C., & Mazzola, G. (2008). Motivic analysis according to Rudolph Réti: Formalization by a mathematical model. Journal of Mathematics and Music, 2(3), 117-134. doi:10.1080/17459730802518292

Buteau, C., & Vipperman, J. (2008). Representations of motivic spaces of a score in OpenMusic. Journal of Mathematics and Music (Special issue on Computation), 2(2), 61-79. doi:10.1080/17459730802312183

Buteau, C. (2005). Topological motive spaces, and mappings of scores’ motivic evolution trees. In H. Fripertinger & L. Reich (Eds.), Grazer Mathematische Berichte, Proceedings of the Colloquium on Mathematical Music Theory (pp. 27-54).

Buteau, C., & Mazzola, G. (2000). From contour similarity to motivic topologies. Musicae Scientiae, 4(2), 125-149. doi:10.1177/102986490000400201

Buteau, C. (2004). Motivic spaces of scores through RUBATO’s MeloTopRUBETTE. In G. Mazzola, T. Noll, & E. Lluis-Puebla (Eds.), Perspectives in mathematical and computational music theory (pp. 330-342). Osnabrück, Germany: epOs-Verlag Osnabrück.

Mazzola, G. (with Göller, S., & Müller, S.) (2002). The topos of music: Geometric logic of concepts, theory, and performance (Contributing author in Chapter 22: Motif gestalts, pp. 465-498). Basel, Switzerland: Birkhäuser

Anagnostoupoulo, C., & Buteau, C. (Eds.). (2010). Computational music analysis [Special Issue]. Journal of Mathematics and Music, 4(2).

Buteau, C., & Agnagnostopoulou, C. (2011). Motivic topologies: Mathematical and computational modelling in music analysis. In C. Agon, M. Andreatta, G. Assayag, E. Amiot, J. Bresson, & J. Mandereau (Eds.), Mathematics and computation in music III. Communications in Computer and Information Science Series, 6726, 330-333.

Buteau, C., & Vipperman, J. (2009). Melodic clustering within motivic spaces: Visualization in OpenMusic and application to Schumann’s Träumerei. In T. Klouche & T. Noll (Eds.), Communications in Computer and Information Science Series: Vol. 37 (pp. 59-66).

Buteau, C. (with Adiloglu, K., Lartillot, O., & Anagnostopoulou, C.). (2009). Computational analysis workshop: Comparing four approaches to melodic analysis. In T. Klouche & T. Noll (Eds.), Communications in Computer and Information Science Series: Vol. 37 (pp. 247-249).

Buteau, C. (2005, September). Automatic motivic analysis including melodic similarity for different contour cardinalities: Application to Schumann’s Of Foreign Lands and People. Proceedings of the International Computer Music Conference, 239-242.

Buteau, C. (2005). Mathematics and music. Proceedings of the Canadian Mathematics Education Study Group (CMESG) annual meeting, Ottawa, ON, May 2005, pp.75-82.

Buteau, C. (2002, November). RUBATO’s MeloTopRubette for topological analysis of melodic paradigms. Proceedings of the Second Conference of Understanding and Creating Music, Caserta, Italy.