Debra Carney (Colorado School of Mines)
My Scholarship of Teaching and Learning (SoTL) Journey
Friday, February 10, 2023,  12:00–1:00 PM.

Nate Brown (Penn State University)
Inclusive Instructor Behaviors: A Research Mathematician's Transition to Educational- equity Research
Friday, March 3, 2023,  12:00–1:00 PM.

Zoom link

Lena Wessel (Paderborn University, Germany)
Design research in the context of pre-service teacher education: Which design principles can be fruitful for relating Abstract Algebra and School Algebra and what do the learning processes look like?
Friday, December 2, 2022,  12:00–1:00 PM.

Abstract: Pre-service teachers often see little to no relevance in their mathematical content courses for their future mathematics teaching. Looking at the situation in Germany, content courses often get poor evaluations and students drop out from mathematics teachers’ programs especially for high school level.

In order to make mathematics teaching more meaningful for students, course designers currently put huge development efforts in their teaching designs and suggest “bridging courses” or “bridging tasks” for making more explicit how abstract university mathematics relates to the future mathematics teaching. So far, however, the thereby initiated learning processes are still highly under-researched.

This is why we draw on a topic-specific design research approach and apply a framework of “knowledge reshaping” for also taking into account the initiated learning processes. In the talk, I will show how we formulated our design principles and give insights into the teaching material which was tested in laboratory design experiments with future teachers in their master’s program. First results of in-depth analyses of the learning processes will be presented and discussed.

Gena Sbelglia (CRMSE, SDSU)
Integrating Measurement, Cognition, and Curriculum Design to Enable Meaningful and Equitable Biological Learning
Friday, October 28, 2022,  12:00–1:00 PM.

Abstract:

Undergraduate biology education needs to change if we are going to improve learning outcomes, meet the needs of diverse learners, and inspire a future generation of scientists that are representative of the nation. Achieving this change requires the integration of measurement, cognition, curriculum design, and equity-aligned frameworks. In this talk, I provide an overview of my work on biology thinking and learning and discuss how I leverage this work to improve outcomes in gateway biology. 

Mogege Mosimege (University of the Free State, Bloemfontein, South Africa)
The Use of Ethnomathematical Activities and Approaches in the Teaching and Learning of Mathematics
Monday, October 3, 2022,  3:00–4:00 PM.

Abstract:

Research on Ethnomathematics and its use in the teaching and learning of mathematics has been conducted over the past 40 years. The results of many of these studies indicate that students (learners) in mathematics classrooms find the use of ethnomathematical approaches helpful in the understanding of various mathematics concepts. Some of the results of the studies indicate that even though there is increasing evidence of the usefulness and importance of ethnomathematical activities and approaches, some of the teachers are struggling to integrate such approaches in their classroom practices. This talk covers the following:

1. The work of Ethnomathematicians and Mathematics Educators who have done work in ethnomathematics such as Ubiratan D’Ambrosio, Paulus Gerdes, Alan Bishop, Bill Barton, Marcelo Borba, Gelsa Knijnik, Arthur Powell, Joanna Masingila, Claudia Zaslavsky, etc.
2. Examples of ethnomathematical activities (including indigenous games) that may be used in the teaching and learning of mathematics with illustrations from mathematics classrooms in South Africa.

Zoom link

Profile: Mogege Mosimege is currently working as a Professor of Mathematics Education and the ETDP SETA Research Chair in Mathematics Education at the University of the Free State in Bloemfontein, South Africa. He served as the Head of the School of Mathematics, Natural Sciences and Technology Education in the Faculty of Education from 2019 to March 2022. He has also worked as Chief Research Specialist and Director of Research at the Human Sciences Research Council and University Registrar at the University of South Africa. He holds and MA in Mathematics Education from Eastern Illinois University, an MSc in Science Education from Wits University, and a PhD in Mathematics Education from the University of the Western Cape. His Research interests are: Ethnomathematics, Mathematical Modeling, Assessment in Mathematics, and Indigenous Knowledge Systems.

Miranda Parker (SDSU / CRMSE)
Computer Science Education Research: The What, Why, and How of Computing for All Students
Friday, September 23, 2022,  12:00 Noon-1:00 PM.

Abstract: In this talk, I provide an overview of the computing education landscape and motivate why we should make computer science more accessible to all students. I present the various ways that I work towards this goal in my research, including increasing access, improving assessments, and supporting positive outcomes in the classroom. I provide a primer for understanding computer science education research, highlighting key findings while also tying in my own research. By the end of this presentation, audience members should be able to walk away with examples of what computer science and computer science education research are and why they are valuable here and now.

Stacey Zimmerman (Virginia Commonwealth University)
Exploring Secondary Mathematical Knowledge for Teaching through Student Work
Friday, April 8, 2022,  12:00 Noon-1:00 PM.

Abstract: A teacher’s mathematical knowledge for teaching (MKT) has been shown to be a significant factor in predicting student outcomes and positively related to the quality of mathematics instruction. Yet researchers have almost exclusively focused on elementary teachers’ MKT, leaving very little understanding of MKT for secondary teachers. In this talk, Dr. Zimmerman will present her findings from an exploratory, multi-case design study that investigated the realms of knowledge used by expert mathematics educators when engaging with student quadratic function work. Findings from the study specifically address the nature of secondary MKT for teaching quadratics while study approaches address engagement with student written work and the needed assimilation of MKT research to advance secondary MKT understanding.

David Fifty (Oregon State University)
Characterizing Student Engagement in a Post-Secondary Developmental Mathematics Class and Exploring the Reflexivity between Social and Socio-mathematical Norms
Friday, February 18, 2022,  12:00 Noon-1:00 PM.

Abstract: Traditionally, post-secondary developmental mathematics courses have strived to equip students with mathematical content knowledge needed to succeed in subsequent STEM courses. However, it is critical that such emphasis be coupled with deliberate attention to developing higher-order skills such as argumentation, reasoning, and flexibility in mathematics problem-solving. In this talk, I will share some of the findings of my mixed-methods dissertation project that incorporated a semester-long teaching experiment which aimed to support students' development of higher-order skills by utilizing instructional interventions to facilitate more productive mathematical engagement. Engagement was then characterized by the classroom norms that evolved over the course of the semester. Results show that deliberate attention towards negotiating productive classroom norms and students' in-class engagement can positively affect students' attitudes towards flexible knowledge in mathematics problem solving. This project also highlights the perpetuation of students' beliefs (some of which were unproductive) and their influence on the development of classroom norms. The talk will illustrate this study's contribution to furthering the theoretical relationships between classroom norms, and make suggestions for the practice of teaching developmental mathematics courses.

Charles Wilkes II (SDSU / CRMSE)
What Does it Mean to be Smart in Math Classrooms? From the Perspective of Black Learners
Friday, November 12, 2021,  11:00 AM-12:00 Noon

Abstract: The talk addresses the question “How do Black learners describe what it means to be smart in a summer mathematics program." The study is a multi-case study of 5 fifth-grade Black learners. In the talk I describe both the different conceptions learners had as well as the complexity of those conceptions. Implications of these work include methodological considerations for capturing student’s conceptions (epistemology) and the heterogeneity within studying Black learners.

Charles Wilkes is a postdoctoral researcher at CRMSE working on the Math Persistence through Inquiry and Equity (MPIE) project. His work focuses on the experiences of Black learners in mathematics and equitable teaching practices. Specifically, his work has focused on Black learners’ conceptions of smartness, how Black learners are positioned in mathematics courses, and how teachers signal messages about smartness through their practice.