MEETING MINUTES/AGENDA March 27,2010
Fields MathEd Forum: Digital Literacy
Saturday, March 27, 2010, 10am-2pm
Fields Institute, 222 College St. 2nd floor, Toronto
10:00 - 10:10AM Reports: OAME, OMCA, OCMA, CMS, and other.
10:10-10:40AM plus 10 minutes for questions and discussion
Susan Gerofsky (UBC): A theoretical basis for mathematics
as performance in education
Mathematics learning in its most conservative, traditional sense
invokes images of teachers lecturing and students sitting quietly
at individual desks, taking notes and working on exercises and problems.
Performance, on the other hand, might conjure up pictures of actors,
dancers and musicians on stage, actively engaged in putting on a
show for an audience. Unless we use a very reduced idea of the word
performance (as in 'performance on a test'), the worlds of mathematics
learning and performances appear to be far apart. How then can we
talk about mathematics learning in terms of 'mathematical performances'?
This talk will address the idea of mathematical performances by
taking a close look at what is meant by performance in contemporary
society. I will draw on ideas from performance theory (Schechner,
Turner, Sutton-Smith), genre analysis (Miller, Williams, Smart &
Gilbert), drama in education (Heathcote, Bolton) and digital literacy
studies (Gee, Schaeffer) to develop a multifaceted concept of performance,
and then revisit the idea of mathematical performances in education
with this in mind. I will show videotapes from my own Graphs and
Gestures project as an example of one way that mathematical performances
can help kids learn math in secondary schools.
10:50-11:20 AM plus 10 minutes for questions and discussion
Debbie Soares (Brasil): Investigating an Ordinary Differential
Equation Model with Modellus: a pilot project
In this presentation I will present a pilot project developed in
the second semester of 2009 which is related with my PhD proposal.
The context of my research is the unique Calculus course offered
in the Biological Sciences Course at State University of São
Paulo - Rio Claro, São Paulo, Brazil. The course includes
functions, limits, derivatives and integrals.
The aim of my research proposal is to investigate how Biology undergraduates
use the software called Modellus to construct their knowledge about
Ordinary Differential Equations (ODE) as they analyse biological
phenomena. Since ODE is not on the course syllabus the research
also intends to investigate the feasibility of an early introduction
of this topic, along with the use of Modellus in such a course.
The pilot project was conducted with two students who had taken
the Calculus discipline in the previous semester. We had two meetings
of approximately two hours each. They analysed the solutions of
an ODE model of the spread of Malaria in the Amazonian region using
the software Modellus. Some activities I've prepared guided their
analyses. These activities attempted to use some concepts of the
Calculus discipline as a tool to analyse the solutions of the model
and promote a connection between this analyse and the original phenomenon.
Through the work with Modellus the students were able to develop
some conclusions about the model and also some conjectures about
the phenomenon, even though they've never studied ODE before.
Jeffrey Irvine (Ministry of Education): Update on two
new ministry initiatives for elementary students (WINS--Winning
with Instructional Navigation Supports, and Grade 6 Gap Closing)
Shirley Dalrymple (TDSB): The GAINS Adobe Connect book
12PM-1:00PM Lunch Break
Iain Brodie (TDSB): Hands on demo of one of the online programs
used to get the kids to talk through, explain, and tell stories
about things; plus videos and comics created by students.
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