de Freitas, L. & Sinclair, N. (in press). Measurement as relational, intensive and inclusive: Towards a ‘minor’ mathematics, Journal of Mathematical Behavior.

Sinclair, N., Chorney, S., Gunes, C., & Bakos, S. (2020). Disruptions in meanings: Teachers’ experiences of multiplication in TouchTimes. ZDM: Mathematics Education. [on-line first].

Baccaglini-Frank, A., Carotenuto, G., & Sinclair, N. (2020). Eliciting preschoolers’ number abilities using open, interactive environments. ZDM Mathematics Education. 

Smythe, S. & Sinclair, N. (2019). To Co-co-respond: A Response to Iris van der Tuin ‘On Research “Worthy of the Present”’. SFU Educational Review, 12(1), 21-24. https://doi.org/10.21810/sfuer.v12i1.889

Coles, A. & Sinclair, N. (2019). Re-thinking ‘Concrete to Abstract’ in Mathematics Education: Towards the Use of Symbolically Structured Environments. Canadian Journal of Science, Mathematics and Technology Education, 19, 465-480.

Forte, M. & Sinclair, N. (2019). Les intra-actions sociomatérielles au service de l’apprentissage mathématique. Education et francophonie, XLVII(3). https://www.acelf.ca/c/revue/pdf/EF-47-3-083_FORTE.pdf.

Sinclair, N. & de Freitas, E. (2019). Body studies in mathematics education: diverse scales of mattering. ZDM Mathematics Education, 52(3).

Mikulan, P. & Sinclair, N. (2019). Stratigraphy as a method for studying the different modes of existence arising in the mathematical classroom. ZDM Mathematics Education. [On-line First]

Thibault, M. & Sinclair, N. (2019). Conception de tâches MERLO: un dispositif dans la formation continue pour l’enseignement de la géométrie. Canadian Journal of Science, Mathematics and Technology Education, 19(2).

Sinclair, N. (2018). Why Geometry? Vector: The Official Journal of the BC Association of Mathematics Teachers, 61(2), 8–9.

de Freitas, E. & Sinclair, N. (2018). The Quantum Mind: Alternative Ways of Reasoning with Uncertainty. Canadian Journal of Science, Mathematics and Technology Education, 18, 1-13.

Ng, O., Sinclair, N. & Davis, B. (2018). Drawing off the page: How new 3D technologies provide insight into cognitive and pedagogical assumptions about mathematics. The Mathematical Enthusiast.

Coles, A. & Sinclair, N. (2018). Ritualisation in early number work. Educational Studies in Mathematics, 101(2), 177-194.

Coles, A. & Sinclair, N. (2018). Re-thinking ‘normal’ development in the early learning of number. Journal of Number Cognition.

Sinclair, N., & Patterson, M. (2018). The dynamic geometrisation of computer programming. Mathematics Thinking and Learning, 20(1), 54-74.

Mikulan, P., & Sinclair, N. (2017). Thinking mathematics pedagogy stratigraphically in the Anthropocene. Philosophy of Mathematics Education, 32. [Available: socialsciences.exeter.ac.uk/education/research/centres/stem/publications/pmej/pome32/.

Pepin, B., Choppin, J., Ruthven, R., & Sinclair, N. (2017). Digital curriculum in mathematics education: foundations for change. ZDM: Mathematics Education, 49(5). 645-661.

Francis, K., Bruce, C., Davis, B., Drefs, M., Hallowell, D., Hawes, Z., McGarvey, L., Moss, J., Mulligan, J., Okamoto, Y., Sinclair, N., Whiteley, W. & Woolcott, G. (2017). Multidisciplinary perspectives on a video case of children designing and coding for robotics. Canadian Journal of Science, Mathematics and Technology Education. 1-14.

Coles, A., & Sinclair, N. (2017). Re-thinking Place Value: From Metaphor to Metonym. For the learning of mathematics, 37(1), 3-8.

Bruce, C., Davis, B., Sinclair, N., McGarvey, L. Hallowell, D., Drefs, M., Francis, K., Hawes, Z., Moss, J., Mulligan, J., Okamotos, Y., Whiteley, W., Woolcott, G. (2017). Understanding gaps in research networks: Using "spatial reasoning" as a window into the importance of networked educational research. Educational Studies in Mathematics, 95(2), 143-161.

Sinclair, N. (2016). Learning circles: Imitation and imagery. Mathematics teaching. Sept. 2016, 11-14.

Sinclair, N., Bartolini Bussi, M., de Villiers, M., Jones, K., Kortenkamp, U., Leung, A. & Owens, K. (2016). Recent research on geometry education: an ICME‑13 survey team report. ZDM: Mathematics Education, 48(5), 691-719.

Rodney, S., Rouleau, A., & Sinclair, N. (2016). A tale of two metaphors: Storylines about mathematics education in Canadian national media. Canadian Journal of Science Mathematics and Technology Education.

Sabatier, C., Moore, D. & Sinclair, N. (2016). Interactions et films de classe pour réfléchir la formation à l’enseignement des Mathématiques en Français langue seconde. Décrire pour mieux former ? Les cahiers de l’ACEDLE. Recherches en didactique des langues.

Sinclair, N., Chorney, S. & Gillings, S. (2016). Rhythm in number: Exploring the affective, social and mathematical dimensions of using TouchCounts. Mathematics Education Research Journal, 28. 31-51.

Ferrara, F., & Sinclair, N. (2016). An early algebra approach to pattern generalisation: Actualising the virtual through words, gestures and toilet paper. Educational Studies in Mathematics, 92(1), 1-19.

Herbel-Eisenmann, B., Sinclair, N., Chval, K., Clements, D., Civil, M., Pape, S., Stephan, M., Wanko, J., & Wilkerson, T. (2016). Positioning mathematics education research to influence storylines. Journal for Research in Mathematics Education, 47(2), 102-117.

de Freitas, E. & Sinclair, N. (2016). The cognitive labour of mathematics dis/ability: Neurocognitive approaches to number sense, International Journal of Educational Research, 79, 222-230.

Sinclair, N., Chorney, S., & Rodney, S. (2015). Rhythm In Number: Exploring The Affective, Social And Mathematical Dimensions Of Using TouchCounts. Mathematics Education Research Journal.

Sinclair, N. & Pimm, D. (2015). Mathematics using multiple sense: Developing finger gnosis with three-and four-year-olds in an era of multi-touch technologies. Asia-Pacific Journal of Research in Early Childhood Education, 9(3), 99-109.

Ng, O. & Sinclair, N. (2015). Young children reasoning about symmetry in a dynamic geometry environment. ZDM – The International Journal on Mathematics Education, 51(3).

Sinclair, N., & Bruce, C. (2015). New opportunities in geometry education at the primary school. ZDM – The International Journal on Mathematics Education, 51(3).

Ng, O., & Sinclair, N. (2015). “Area without numbers”: Using Touchscreen dynamic geometry to reason about shape. Canadian Journal of Science, Mathematics and Technology Education, 15(1), 84-101.

de Freitas, E. & Sinclair, N. (2014). The politics of the mathematics aesthetic: Curricular con(sens)us and Acts of dissensus. Philosophy of Mathematics Education Journal, 28, [Available http://people.exeter.ac.uk/PErnest/pome28/].

Sinclair, N. (2014). Generations of research on new technologies in mathematics education. Teaching Mathematics and its Applications, 33(3), 166-178.

Pimm, D., & Sinclair, N. (2014). A sublime journal of sudden enlightenment. For the learning of mathematics, 34(1), 4–5.

Sinclair, N. & Metzuyanim, E. (2014). Learning number with TouchCounts: The role of emotions and the body in mathematical communication. Technology, Knowledge and Learning, 19, 81–99.

Gol Tabaghi, S. & Sinclair, N. (2013). Using Dynamic Geometry Software to Explore Eigenvectors: The Emergence of Dynamic-Synthetic-Geometric Thinking. Technology, Knowledge and Learning.

de Freitas, E. & Sinclair, N. (2013). New materialist ontologies in mathematics education: The body in/of mathematics. Educational Studies in Mathematics, 83(3), 453–470.

Sinclair, N., de Freitas, E. & Ferrara, F. (2013). Virtual encounters: The murky and furtive world of mathematical inventiveness. ZDM – The International Journal on Mathematics Education.

Sinclair, N. and Moss, J. (2012). The more it changes, the more it becomes the same: The development of the routine of shape identification in dynamic geometry environments. International Journal of Education Research, 51 & 52, 28–44.

de Frietas, E. and Sinclair, N. (2012). Diagram, gesture, agency: Theorizing embodiment in the mathematics classroom. Educational Studies in Mathematics, 80, 133–152.

Sinclair, N. (2012). Que faut-il vraiment réparer dans l’enseignement des mathématiques ? Commentaire, 138(35), 518–521.

Sinclair, N., Watson, A., Zazkis, R., and Mason, J. (2011). The structure of personal example spaces. Journal of Mathematical Behaviour, 30, 291–303.

Sinclair, N. and Zazkis, R. (2011). Lesson Play: Learning how to improvise. Ontario Mathematics Gazette, 50(1).

Sinclair, N. (2011). Aesthetic Considerations in Mathematics. Journal of Humanistic Mathematics, 1(1). 

Sinclair, N. and Gol Tabaghi, S. (2010). Drawing space: Mathematicians’ kinetic conceptions of eigenvectors. Education Studies in Mathematics, 74(3), 223–240.

Sinclair, N. and Armstrong, A. (2010). A Geometric Approach to Story Graphs and Piecewise Linear Functions. Mathematics Teaching in the Middle School.

Son, J. and Sinclair, N. (2010). How preservice teachers interpret and respond to geometric errors. School Science and Mathematics, 110(1), 31–46.

Sinclair, N. and Pimm, D. (2009). Audience, Style and Criticism. For the Learning of Mathematics, 29(2), 23–27.

Jackiw, N. and Sinclair, N. (2009). Sounds and pictures: dynamism and dualism in dynamic geometry. ZDM, 41, 413–426.

Kasten, S. and Sinclair, N. (2009). Using Technology in the Mathematics Classroom: How, Why and When Teachers Choose Sketchpad-based Activities International Journal for Technology in Mathematics Education, 16(4), 133–144.

Sinclair, N., Healy, L. and Reis Sales, C. (2009). Time for telling stories: Narrative thinking with Dynamic Geometry. ZDM, 41, 441–452.

Sinclair, N., and Pimm, D. (2009). The many and the few: Mathematics, Democracy and the Aesthetic. Educational Insights, 12(3).

Zazkis, R., Liljedahl, P., and Sinclair, N. (2009). Lesson Play: Planning teaching versus teaching planning. For the learning of mathematics, 29(1), 39–46.

Sinclair, N. (2009). The aesthetic as a liberating force in mathematics education. ZDM, 41(1), 45–60.

Sinclair, N. and Yurita, V. (2008). To be or to become: How dynamic geometry changes discourse. Research in Mathematics Education, 10(2), 135–150.

Sinclair, N. (2008). Attending to the aesthetics in the mathematics classroom. For the learning of mathematics, 28(1), 29–35.

Crespo. S. and Sinclair, N. (2008). What Can It Mean to Pose A ‘Good’ Problem? Inviting Prospective Teachers to Pose Better Problems. Journal of Mathematics Teacher Education, 11(5), 395–415.

Hawkins, A. and Sinclair, N. (2007). Explorations in Topogeometry using Sketchpad. International Journal of Computers for Mathematics Learning.

Healy, L. & Sinclair, N. (2007). If this is your mathematics, what are your stories? International Journal of Computers for Mathematics Learning.

Sinclair, N., Zazkis, R. & Liljedahl, P. (2006). A coloured window on pre-service teachers’ conceptions of rational numbers, International Journal of Computers for Mathematics Learning.

Sinclair, N. and Crespo, S. (2006). Learning mathematics with dynamic computer environments. Teaching Children Mathematics 12(9), 436–444.

Liljedahl, P., Sinclair, N. and Zazkis, R. (2006). Number concepts with Number Worlds: Thickening Understanding. International Journal of Mathematical Education in Science and Technology, 37(3) 253–275.

Zazkis, R., Sinclair, N., and Liljedahl, P. (2006). Conjecturing in a computer microworld: Zooming out and zooming in. Focus on Learning Problems in Mathematics.

Sinclair, N., Zazkis, R. & Liljedahl, P. (2006). A coloured window on pre-service teachers’ conceptions of rational numbers. International Journal of Computers for Mathematics Learning, 11(2), 177–203.

Sinclair, N. (2005). Chorus, colour, and contrariness in school mathematics. THEN: Journal, 1.

Sinclair, N. (2004). The roles of the aesthetic in mathematical inquiry, Mathematical Thinking and Learning, 6(3), 261–284.

Sinclair, N., Zazkis, R. & Liljedahl, P. (2004). Number Worlds: Visual and experimental access to elementary number theory concepts, International Journal of Computers for Mathematics Learning, 8(3), 235–263.

Sinclair, N. (2004). Behold! Rich “demonstration” tasks using Dynamic Geometry. Mathematick lehren, 126, 59–62.

Sinclair, N. and Schiralli, M. (2003). A constructive response to ‘Where mathematics comes from’. Educational Studies in Mathematics, 52(1), 79–91.

Sinclair, N. (2002). The kissing triangles: The aesthetics of mathematical discovery. International Journal of Computers for Mathematics Learning, 7(1), 45–63.

Sinclair, N. (2002). Reconstructing a painting with geometry eyes. For the learning of mathematics, 22(3), 19–22.

Sinclair, N. (2002). Le role de l’esthétique dans l’apprentissage mathématique. Instantanés mathématiques, 38(3).

Sinclair, N. and Jackiw, N. (2002). Dragon play: Microworld design in a whole class context. Journal for Educational Research in Computers, 27(1&2), 111–145.

Sinclair, N. and Watson, A. (2001). Wonder, the rainbow and the aesthetics of rare experiences. For the learning of mathematics, 21(3), 39–42.

Sinclair, N. (2001). The aesthetic is relevant. For the learning of mathematics, 21(1), 25–33.

Taylor, P., and Sinclair, N. (2000). Training our students. Canadian Journal of Mathematics and Science Education, 1, 110–116.