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College of Arts and Sciences

Mathematics Education Colloquium Series

department of mathematics and department of teacher education

This lecture series in Mathematics Education is supported by Teachers for a New Era (TNE), and is organized by Profs. CK Cheung and Solomon Friedberg (Mathematics) and Prof. Lillie Albert (Teacher Education). It is intended for math educators at all levels, school administrators and support staff, mathematicians interested in K-12 math education, and future math educators. In-service mathematics teachers are especially encouraged to attend, as are all Noyce Teaching Fellows and Master Teaching Fellows who are participating in BC's NSF funded program "Exemplary Mathematics Educators for High-need Schools."

2016-2017 Seminar Schedule


Tuesday, March 22, 2016, 4:00 p.m.

Place: TBA
Speaker: Dr. Sarah Sword, Educational Development Center
Title: TBA
Abstract:  

2015-2016 Seminar Schedule


Thursday, October 8, 2015, 4:00 p.m.

Place: Campion 139
Speaker: Yvonne Lai (University of Nebraska)
Title: Knowledge and tasks connecting elementary, secondary, and disciplinary mathematics
Abstract: A well-prepared teacher should be able to help her students see mathematics as ideas that develop over time. Mathematics courses designed specifically for prospective secondary teachers aim for prospective teachers to see and find connections across elementary, secondary, and disciplinary mathematics, and beyond that to be able to use those connections in their future teaching. While there is broad agreement with these aims, there is also little consensus around how to carry them out. Two challenges in meeting these aims are identifying content that lends itself to such connections and designing tasks that can be used to engage with that content. In this talk, I will propose a few examples of content and tasks, and discuss what may make them useful. I will then invite the audience to contribute ways they have used their teaching to meet the challenge of identifying content and designing tasks for the purpose of connecting elementary, secondary, and disciplinary mathematics.

Wednesday, November 4, 2015, 4:00 p.m.

Place: Campion 139
Speaker: Doug Sovde (Director of Content and Instructional Support, PARCC, Inc.)
Title: How Evidence Centered Design Can Support Improved Teaching and Increased Learning of Mathematics
Abstract:

In a climate of greater and greater calls for information by which to make decisions about instruction, program, hiring, and support, it is reasonable-
-- even necessary -- to understand the process by which such information is created. Evidence Centered Design (ECD) and its various applications to educational tool design can provide a map in an otherwise confounding labyrinth of trial and error to determine “what works.”In his presentation, Doug Sovde, Director of Mathematics Design and Development at Parcc Inc. will describe how ECD has been the foundational design approach for tools ranging from the PARCC summative test to professional learning around instructional leadership and provide a process by which educators can apply ECD in their own work.

In his presentation, Doug Sovde, Director of Mathematics Design and Development at Parcc Inc. will describe how ECD has been the foundational design approach for tools ranging from the PARCC summative test to professional learning around instructional leadership and provide a process by which educators can apply ECD in their own work.

2014-2015 Seminar Schedule 


Wednesday, October 29, 2014, 4:00 p.m.

Place: Campion 139
Speaker: Dr. Mitchell Chester
Title: Mathematics Educators for Tomorrow's Citizens
Abstract: Dr. Mitchell Chester, Commissioner of Elementary and Secondary Education will speak on Roles and Preparation of Mathematics Teacher Leaders, followed by a conversation on this topic with Dr. Chester and a panel of in-service math teachers.

Monday, December 8, 2014, 3:30 – 4:30 p.m.

Place: Campion 139
Speaker: Professor Bernard Hodgson, Universite de Laval, Quebec
Title: The mathematical education of secondary school teachers in Québec: comments from a mathematician’s perspective
Abstract:

In this talk, I wish to reflect on the mathematical education of secondary school teachers. I will first offer comments on the role of mathematicians in teacher education, inspired both by my personal experience as well as by actions of the International Commission on Mathematical Instruction (ICMI). I will also discuss a few general issues related to the preparation and development of mathematics teachers, based in part on the outcomes from a Study organized on that theme by ICMI.

In the next part of my talk, I will present the context for the preparation of schoolteachers in Canada, and more specifically in the province of Québec (education being of provincial jurisdiction in Canada). Comments will be offered about the two main models for teacher education in Canada: the so-called consecutive model, where the pedagogical content is addressed after a first university degree, and the concurrent model, where the choice of a teacher education program is made upon entering university.

I will then examine some of the themes around which the mathematics preparation of schoolteachers is articulated at my university. I will stress in particular the context of mathematics courses specifically designed for teachers offered by my department and survey the main themes discussed. Finally, examples will be given of mathematical topics presented in these courses, mostly in connection with a course on the history of mathematics for prospective secondary school teachers.

______

Bernard R. Hodgson is Professor of Mathematics at Université Laval. He was secretary general of the International Commission on Mathematics Instruction from 1999 to 2009, and is a member of the Committee on Education of the European Mathematical Society.

Thursday, March 26, 2015, 3:30 – 5:00 p.m.

Place: Campion 139
Speaker: Professor Guershon Harel, University of California, San Diego
Title: Guiding Principles for the Implementation of the Common Core State Standards in Mathematics
Abstract: The Common Core State Standards in Mathematics (CCSSM) are not about how to teach mathematics; rather, they are about the mathematics that should be taught. However, the mathematics depicted in the CCSSM demands particular ways of teaching, for this “mathematics” includes not only subject matter—collections of definitions, theorems, proofs, problems and their solutions, algorithms, etc.—but also ways of thinking. Teachers must be given ample opportunities to develop this new view of mathematics and mathematics teaching, and be equipped with the pedagogical content knowledge to bring students to uncover mathematical ideas. The purpose of this talk is to discuss guiding principles for the development and acquisition of both this new view of mathematics and the pedagogical content knowledge necessary to bring students to acquire and internalize mathematical ideas.

Tuesday, April 28, 2015

Place: Campion 139
This lecture is sponsored jointly with U Mass Boston.
Speaker: Rochelle Gutiérrez, University of Illinois, Urbana-Champaign
Title: When Teaching Mathematics Gets Political
Abstract: