Mathematics Education Colloquium Series
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."
2018-2019 Colloquium Schedule
|November 8, 2018||
Speaker: Prof. Yeping Li, Department of Teaching, Learning & Culture, Texas A&M University
Time: 4:30 p.m.
Location: Campion Hall, Room 139
Title: Helping students learn mathematics through “looking back”
Abstract: Looking back is presented as the last step in Polya’s 4-step problem solving process, and often receives much less attention than other steps in problem solving. In this talk, I will highlight the importance of “looking back” not as the end of problem solving, but a starting point of helping students’ learn mathematics and develop their habits of mind. Specifications of “looking back” show its importance for developing effective classroom instruction and for reflecting on practices in mathematics teacher preparation and professional development.
|December 6, 2018||
Speaker: Prof. Salomé Martinez, Universidad de Chile
Wednesday, September 27, 2017, 4:30 p.m.
|Speaker:||Professor Gail Burrill, Michigan State University|
|Title:||Developing mental images of key mathematical concepts: The role of interactive dynamic technology|
|Abstract:||Understanding a mathematical concept involves creating a mental image of that concept. An interactive discussion will focus on a technology-leveraged approach for helping students developing develop robust conceptual structures for key mathematical ideas. Interacting with the files allows students to build a dynamic “movie clip” of features of the concept that can become the basis for understanding. The discussion will include examples of interactive “action/consequence” apps that lay the foundation for concepts in the middle grades and expand them into high school using with carefully designed tasks to move learning forward. In particular, the technology can help students confront misconceptions, identified as typical in the research, as they learn to make sense of mathematical ideas.|
Wednesday, October 18, 2017, 4:30 p.m.
|Speaker:||Dr. Adrian Mims (The Calculus Project)|
|Title:||The Calculus Project: Re-envisioning the Brilliance of African American students in Mathematics|
The Calculus Project (TCP) was conceived in 2009 in one schoolhouse – Brookline High School in Massachusetts – in response to:
TCP is defined by its comprehensiveness, high expectations, cultural sensitivity and commitment to sustainability. Calculus Project programs begin in the middle schools and expand to high schools over a five-year period. TCP provides the kind of services and supports to historically underachieving students that more advantaged families and communities provide to their children. These include: 1) The Summer Academy; 2) The After-School Academic Center; 3) The Pride Curriculum; 4) Field trips to STEM worksites; 5) Peer-teaching; and 6) A class grouping strategy that brings together critical masses of historically underachieving students in high level math classes. In June 2014, the first cohort of TCP students graduated from Brookline High School and now attend the most competitive colleges and universities in the country, such as MIT, NYU, Duke, Emory and Center College. Today, all of them are seniors in college and many of them will graduate with degrees in the STEM disciplines.
Thursday, February 15, 2018, 4:30 p.m.
|Speaker:||Prof. Leslie Dietiker, Boston University|
|Title:||Stimulating Mathematical Curiosity and Awe with Curriculum|
|Abstract:||To address persistent student disinterest and lack of engagement in mathematics, this talk will explore how secondary mathematics teachers can plan and enact learning experiences that spur student curiosity, captivate students with complex mathematical content, and compel students to engage and persevere. I will introduce a framework that interprets mathematics lessons as stories, which supports the design of lessons that offer dramatic suspense and resolution. I will present a mathematical lesson designed and enacted by an elementary teacher using this framework. Then I will share how this framework can make sense of a compelling moment in an algebra course. By viewing mathematical content in narrative terms (as opposed to focusing on contextual word-problem as narrative), the audience will be invited to consider how to design mathematical experiences that emotionally moved student and teachers and compel them to engage.|
Thursday, March 15, 2018, 4:30 p.m.
|Speaker:||Professor Marilyn Strutchens, Auburn University|
Thursday, September 29, 2016, 4:00 to 5:15 p.m.
|Speaker:||Professor Janine Remillard, University of Pennsylvania|
|Title:||Increasing Access to Mathematics through Locally Relevant Curriculum|
|Abstract:||Janine Remillard will present work of the Community Based Mathematics Project of Philadelphia, a group of university educators and middle-school teachers who have developed context-rich mathematics curriculum to reflect and leverage resources in their local community. The talk will introduce the framework guiding the collaborative work of the project, share example lessons from their collection, and offer guidance for developing locally relevant curriculum in any setting.|
Thursday, November 10, 2016, 4:00 to 5:15 p.m.
|Speaker:||Dr. James Tanton, former college and high school teacher and Mathematician-at-Large of the Mathematical Association of America|
|Title:||Exploding Dots: Uniting elements of the K-12 curriculum–and beyond–in one fell swoop!|
|Abstract:||Here is a story that isn't true. When I was a young child I invented a machine (not true) that was nothing more than a series of boxes that could hold dots. And these dots would, upon certain actions, explode. And with this machine (in this non-true story) I realized that I could explain true things! I could explain all the mathematics of arithmetic I learnt in grade school (true), all the of the polynomial algebra I was to learn in high-school (true), elements of calculus and number theory I was to learn in university (true), and explore unanswered research questions mathematicians are studying today (also true)!
Come join us as we explore the power of an astounding simple mathematical construct pushed to the max. Experience deep creative discovery first-hand and true joyous mathematics doing. And bring pencil and paper. This session will have you jotting down notes and playing with lots of ideas.
Wednesday, February 8, 2017, 4:00 to 5:15 p.m.
|Speaker:||Dr. John Staley, Director, PreK-12 Mathematics, Baltimore County Public Schools and President, NCSM|
|Title:||Mathematics Teachers: Leading the way for ALL students|
|Abstract:||Tomorrow’s leaders are sitting in our classrooms today and they are counting on us to prepare them to be globally competitive, mathematically literate citizens. How might we provide rich learning opportunities so that all students have access to meaningful and relevant mathematics?|
Wednesday, March 1, 2017, 4:00 to 5:15 p.m.
|Speaker:||Prof. Jon R. Star, Harvard University, Graduate School of Education|
|Title:||Improving Learning and Engagement in Algebra through Comparison and Explanation of Multiple Strategies|
|Abstract:||Over the past decade or so, my research has explored the ways that comparison and explanation of multiple strategies can be used in mathematics classrooms to improve students’ learning and engagement. After a brief introduction to the theory and research that supports this approach, this talk looks more specifically at teaching practices and curriculum materials that leverage comparison and explanation of multiple strategies - particularly in algebra but more generally throughout middle and high school mathematics.|
Thursday, October 8, 2015, 4:00 p.m.
|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.
|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|
In a climate of greater and greater calls for information by which to make decisions about instruction, program, hiring, and support, it is reasonable-
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.
Wednesday, March 2, 2016, 4:00 p.m.
|Speaker:||Dr. Kristin Umland, University of New Mexico|
|Title:||What Every Algebra Teacher Needs to Know about the Foundations of Algebra|
|Abstract:||We all know what a successful trajectory through algebra looks like, but unfortunately many students do not experience it. Why do so many struggle with algebra? And what can we do about it? In this talk, we will begin with a quick tour of the cognitive foundations of numbers and operations and the development of the concepts that lay the foundations for algebra. Then we will review some evidence that students who are behind at entry to algebra are missing some of the fundamental building blocks from their earliest years, contrary to the popular notion that students are just a few years behind in their mathematical development. Then we will discuss some strategies to help struggling middle and high school students fill in these gaps.|
Tuesday, March 22, 2016, 3:30 p.m.
|Speaker:||Dr. Sarah Sword, Educational Development Center|
|Title:||How Square is a Rectangle?|
|Abstract:||Mathematical Habits of Mind are the specialized ways of approaching mathematical problems and thinking about mathematical concepts that resemble the ways employed by mathematicians. These habits are not about particular definitions, theorems, or algorithms that one might find in a textbook; instead, they’re about the thinking, mental habits, and research techniques that mathematicians employ to develop such definitions, theorems, or algorithms. Some examples of MHoM follow:
Wednesday, October 29, 2014, 4:00 p.m.
|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.
|Speaker:||Professor Bernard Hodgson, Universite de Laval, Quebec|
|Title:||The mathematical education of secondary school teachers in Québec: comments from a mathematician’s perspective|
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.
|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
This lecture is sponsored jointly with U Mass Boston.
|Speaker:||Rochelle Gutiérrez, University of Illinois, Urbana-Champaign|
|Title:||When Teaching Mathematics Gets Political|