Teaching Mathematics After COVID: A Conversation not a Discussion

Inspired by Brent Davis\u27 conceptualization of listening and conversation in his book Teaching Mathematics: Toward a Sound Alternative, we propose how we as a mathematics education community may move forward by continuing in the conversation that emerged from COVID. We encourage all involved to listen rather than assume a discussion-oriented stance. Using an enactivist lens, we look at the pandemic learning space, give an overview of the education conversation that emerged in Ontario, and offer a way to rethink Mathematics Education within the frame of a conversation. We believe that if mathematics education is to engage learners in a meaningful way, sustaining the progress made in mathematics education, all stakeholders should embrace the changing context of our network within the environment and interact through listening

Post-secondary students’ enactment of identity in a programming and mathematics learning environment

International audienceThis paper draws from year one of a 5-year research study that seeks to examine how post- secondary mathematics students learn to use programming as a computational thinking instrument for mathematics. It focuses on how post-secondary mathematics students’ identities as mathematics learners are enacted as they engage in a programming-based mathematical investigations and applications learning environment. Specifically, the paper offers a discussion of a case of one student’s enactment of his identity while simultaneously learning to program and to use it for this kind of mathematical work. This paper highlights the importance of identity in learning mathematics and its role in the development of productive dispositions in learning to program for mathematics investigation and modeling

Computer programming in the professional development of future mathematics teachers

Work funded by SSHRC (#435-2017-0367) with ethics clearance (REB #17-088)

Layering methodological tools to represent classroom collectivity

Our research is guided by the question: “How might we observe, document, display, and analyze data from a collective systems perspective?” In this research forum, we share new research tools for studying mathematics classrooms, highlight opportunities for observation and analysis by layering these tools, and then illustrate how the layering of tools allows for visual distinctions across lessons and classrooms.Research was supported by the Social Sciences and Humanities Research Council of Canada

Teaching mathematics through storytelling: Engaging the 'being' of a student in mathematics

International audienceThe paper draws from a hermeneutic phenomenological research study, which aimed at exploring the meaning of teachable moments from the lived experiences of grades 6–8 mathematics teachers. A primary and important stage of hermeneutic phenomenological study is for researchers to begin their research with a personal story. This paper presents the results of this primary stage, which focused on one of author's experiences of storytell-ing in a grade 6 to 8 mathematics classes for the purpose of humanizing mathematics as a way of engaging both the 'being' of mathematics students and their cognitive faculties. Data was collected from personal teaching stories of one of the researcher/author. The paper argues that teacher's storytelling humanizes mathematics in ways that engages both the 'being' and cognitive faculties of a student

Math centers: A pedagogical tool for student engagement in intermediate math class

International audienceThis paper draws from a qualitative exploratory case study that aimed at exploring the learning experiences of teachers as they engage in professional learning project. The case study involved three elementary school teachers' professional learning experiences as they engaged in developing a practical, research-based approach to differentiated instruction using a flipped classroom and student-centered pedagogical approaches that would result in enabling students to be engaged with mathematics.

Teachable moments at elementary school mathematics level

International audienc

Post-secondary students’ enactment of identity in a programming and mathematics learning environment

International audienceThis paper draws from year one of a 5-year research study that seeks to examine how post- secondary mathematics students learn to use programming as a computational thinking instrument for mathematics. It focuses on how post-secondary mathematics students’ identities as mathematics learners are enacted as they engage in a programming-based mathematical investigations and applications learning environment. Specifically, the paper offers a discussion of a case of one student’s enactment of his identity while simultaneously learning to program and to use it for this kind of mathematical work. This paper highlights the importance of identity in learning mathematics and its role in the development of productive dispositions in learning to program for mathematics investigation and modeling