**Biography**

I did my BSc in Electrical Engineering, in Iran. In 1999, I moved to Canada, worked at Nortel Networks for six years, then switch careers to become a teacher, and did my BEd at University of Windsor. In 2006, I did my MEd at the University of Ottawa, then taught mathematics and physics at a school designed for students with dyslexia. Since 2011, I have been working as a part time professor at University of Ottawa, where I started (2013) and finished (2016), my doctoral studies. I further did a post doctoral study in UQAM.

**Research Interest **

I am interested in “things kids think with”; that is tools that kids interact with to learn mathematics. My research looks at tools, both ones that are designed in such a way that carry mathematical meanings, such as an abacus, and ones that are not necessary designed that way, such as an apple or a piece of paper. To analyse children’s interactions with these tools, I look at both children’s perception and the physical properties of the tools. I am also interested in environmental issues as they relate to learning of mathematics. Recently, I am thinking about mathematics that is more rooted in cultures and societies.

**Publications **

- Abtahi. Y., (2017). Children, Tools and the Zone of Proximal Development.
*Research in Mathematics education.*DOI-10.1080/14794802.2017.1390691 - Abtahi, Y., Graven, M., Lerman, S. (2017). Conceptualising the more knowledgeable other within a multi-directional ZPD?
*Educational Studies in Mathematics.**96*(3), p 275–287. https://doi.org/10.1007/s10649-017-9768-1 - Abtahi.Y. (2017). The ‘More Knowledgeable Other’: A Necessity in the Zone of Proximal Development?
*For the learning of mathematics*.*37*(1) p. 20-24. - Abtahi. Y., (2017). Gradual perceptual change: Signs, tools, and meaning-making. In Presmeg, N., Radford, L., Roth, W.-M., Kadunz, G., & Puig, L. (Eds.). (in preparation).
*Signs of signification: Semiotics in mathematics education research*. Dordrecht, The Netherlands: Springer. - Abtahi, Y., Wagner, D. (2016). Violence in un-rooted mathematics.
*For the Learning of Mathematic, 36*(3) p. 38-40. - Abtahi, Y. (2014). Who/what is the more knowledgeable other?
*For the Learning of Mathematic, 34*(3) p. 14-15.