MathEd Forum

April 18, 2014


Theme: Remembering Dr. Margaret Sinclair and her Contributions to Education

October 27 , 2012 at 10:30 am- 2:30 pm
York University, 4700 Keele Street, Toronto, M3J 1P3
Technology Enhanced Learning (TEL) building,Rm 3069


10:30 - 10:40
Reports: OAME, OMCA, OCMA, CMESG, CMS, and other.

10:40 - 10:50
Lyndon Martin (York University): Welcome and opening remarks

10:50 - 11:20
Walter Whiteley (York University): Bridging Mathematics and Mathematics Education at York University.

Abstract: For more than a decade, Margaret Sinclair was a central collaborator in developing programs that link student experiences in the Department of Mathematics and the Faculty of Education. I will give a brief introduction to two of these successful programs:

(a) the joint Graduate Diploma in Mathematics Education, designed in part to support a transition from a Masters in Mathematics for Teachers to a Ph.D. program in Education (a transition which Margaret pioneered);

(b) the undergraduate mathematics major in Mathematics for Education which supported future teachers learning a breadth of mathematics as well as less common undergraduate courses such as Geometry and History of Mathematics, which have been identified as having an impact on teachers' images of what mathematics is;

I will also briefly describe further initiatives which are still being pursued:

(c) a potential Science for Education major for students with a science subject as a teachable subject;

(d) a proposal for a pilot University Mathematics Project (an analog of the College Mathematics Project being presented by Laurel Schollen, see below).

11:20 - 11:50
Laurel Schollen (Seneca College): The College Math Project

Abstract: The College Mathematics Project (CMP) is a collaborative program of research and deliberation concerning mathematics achievement of first semester college students in Ontario. The CMP 2011 study, which included all 24 colleges and 72 district school boards analysed the secondary school and college records of almost 95,000 students who enrolled in all college program areas in fall 2010. The research focused on their achievement in these courses, relating this to a variety of factors, including the choice of mathematics courses taken at secondary school. This was the third year in which all 24 colleges participated we have been able to identify preliminary trends emerging in our data. Qualitative research was undertaken this year into the content of first semester mathematics courses, particularly those of a foundational or preparatory nature. The context of curriculum case studies corresponding to the complete mathematical experience of students taking selected programs in Business and Technology courses from across the province showed that they share a common emphasis on the numeracy skills required for college diploma programs and the occupations for which these programs prepare students. The CMP is funded by the Ministry of Education and the Ministry of Training, Colleges and Universities.

11:50 - 12:30
Ami Mamolo (York University): Filling the Pyramid: A task and its problematization

Abstract: Filling the Pyramid is an activity designed for middle school (gr. 7 & 8) students and teachers to (re)introduce proportional reasoning about lengths, areas, and volumes through spatial-visual and kinesthetic senses of scaling. Margaret Sinclair was lead on the design and research teams for the Filling task, and the products of this research included articles in Educational Studies in Mathematics and Mathematics Teaching in the Middle School, along with conference presentations.

During this session, members of the design team, including Walter Whiteley, Stewart Craven, Amanda Allen and myself, will engage Forum participants with aspects of the Filling task, a two-part activity that combines a hands-on 3-D model exploration with a dynamic geometry software exploration. Following time to explore parts of the task, we will break out into groups where participants will have the option to (i) continue to explore the task and discuss teaching possibilities; or (ii) partake in a discussion of the research which emerged from the problematization of this task.
Link to resources:

12:30 - 1:30 LUNCH BREAK (light refreshments provided)


1:30 - 2:30
Panel Discussion: The Math Educator's Waltz - classroom teacher, graduate student, and education researcher

Panelists Pat Rogers (Wilfrid Laurier University), Stewart Craven (York University), Kathy Kubota-Zarivnij (TCDSB, York University), and Pat Margerm (TDSB, York University) will discuss their experiences and speak to the challenges, possibilities and realities of making multiple transitions among the classroom, graduate studies, and researching in education.

Following panelists' presentations, there will be time for questions and discussion.

NOTE: Use the provided link to download teaching materials graciously offered by Ron Lancaster who presented at the MathEd Forum in September 2012. The link will work for a month.


Toronto Transit (TTC) routes to York University include:
o Downsview Station (University line) & Sheppard Station (Yonge line):
o 196 York University Rocket - Express from Downsview Station;
o 196 B from Sheppard Station via Downsview station during peak times
o 106 York University - from Downsview station at non-peak times
o Finch Station (Yonge line): Steeles 60C or 60F

GO Transit routes to York University include:
o Hwy 407 Express GO Bus Service; Newmarket GO Bus Service; Meadowvale Express GO Bus Service; Bradford GO Train Service:
o A free York shuttle transports passengers to/from the York Common to the York University GO Train Station.
o Weekend Services include: 47G Hamilton - McMaster U - Burlington - Oakville - Square One - Bramalea - York U:

Buses drop passengers along the York University Common and on Ian Macdonald Blvd. From the bus stop, walk south to Fine Arts Rd., by walking either through the Fine Arts building or along the path to the south of the Fine Arts building. The TEL building is bounded by Fine Arts Rd. to the north, Atkinson Rd. to the west, and The Pond Road to the south.

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