Teaching Mathematics for Social Justice: Conversations with Educators – A Symposium

Using Marilyn Frankenstein’s germinal 1983 article “Critical Mathematics Education: An Application of Paulo Freire’s Epistemology” and Ole Skovsmose’s 1985 germinal article “Mathematics Education Versus Critical Education” as credible “start points”, critical mathematics or more broadly, social justice mathematics, is marking three decades of empowering yet uncertain possibilities. Nonetheless, there are two recurring questions: What is it? and What does it “look like”? Drawing on the collective stories (and wisdom) of critical mathematics educators, this symposium aims to offer some open, non-definitive answers to these two questions

Illuminating trap density trends in amorphous oxide semiconductors with ultrabroadband photoconduction

Under varying growth and device processing conditions, ultrabroadband photoconduction (UBPC) reveals strongly evolving trends in the defect density of states (DoS) for amorphous oxide semiconductor thin-film transistors (TFTs). Spanning the wide bandgap of amorphous InGaZnO$_x$ (a-IGZO), UBPC identifies seven oxygen-deep donor vacancy peaks that are independently confirmed by energetically matching to photoluminescence emission peaks. The sub-gap DoS from 15 different types of a-IGZO TFTs all yield similar DoS, except only back-channel etch TFTs can have a deep acceptor peak seen at 2.2 eV below the conduction band mobility edge. This deep acceptor is likely a zinc vacancy, evidenced by trap density which becomes 5-6x larger when TFT wet-etch methods are employed. Certain DoS peaks are strongly enhanced for TFTs with active channel processing damage caused by plasma exposure. While Ar implantation and He plasma processing damage are similar, Ar plasma yields more disorder showing a 2x larger valence-band Urbach energy and two orders of magnitude increase in the deep oxygen vacancy trap density. Changing the growth conditions of a-IGZO also impacts the DoS, with zinc-rich TFTs showing much poorer electrical performance compared to 1:1:1 molar ratio a-IGZO TFTs owing to the former having a ~10xlarger oxygen vacancy trap density. Finally, hydrogen is found to behave as a donor in amorphous indium tin gallium zinc oxide TFTs.Comment: 11 pages, 6 figure

Interdiffusion: A probe of vacancy diffusion in III-V materials

Copyright 1997 by the American Physical Society. Article is available at

Exploring drama as an additional language through research-based theatre

This article explores the social, cultural, and emotional learning that occurred when drama was used with a group of native English speakers and English Language Learners (ELL) to build community. These learners consisted of university Drama in Education students who led a group of elementary students in an after-school drama program in Vancouver, Canada. University of British Columbia (UBC) researchers investigated the potential that drama has to build community with learners from multiple backgrounds and ages. The researchers also examined the potential that theatre methods have to analyze and represent findings discovered within the research data. In reflecting upon the learning that supported the community building, three themes were identified within the data: process and product, negotiation and conflict, and the building of community. ELL Program Leaders' journals were used as data to explore the Program Leaders’ perspectives of how the drama program influenced their language acquisition skills and cultural understanding. As the data were analyzed, the researchers transformed recurring themes and significant findings into a dramatic text. This text, created and performed by the researchers at multiple conferences, is integrated into the article. Reflections from the researchers are also shared, along with insights gained while developing and presenting their research-based theatre piece. This article explores the social, cultural, and emotional learning that occurred when drama was used with a group of native English speakers and English Language Learners (ELL) to build community. These learners consisted of university Drama in Education students who led a group of elementary students in an after-school drama program in Vancouver, Canada. University of British Columbia (UBC) researchers investigated the potential that drama has to build community with learners from multiple backgrounds and ages. The researchers also examined the potential that theatre methods have to analyze and represent findings discovered within the research data. In reflecting upon the learning that supported the community building, three themes were identified within the data: process and product, negotiation and conflict, and the building of community. ELL Program Leaders' journals were used as data to explore the Program Leaders’ perspectives of how the drama program influenced their language acquisition skills and cultural understanding. As the data were analyzed, the researchers transformed recurring themes and significant findings into a dramatic text. This text, created and performed by the researchers at multiple conferences, is integrated into the article. Reflections from the researchers are also shared, along with insights gained while developing and presenting their research-based theatre piece