INSTITUTE FOR RESEARCH IN MATHEMATICAL SCIENCES
MATHED FORUM MEETING AGENDA
Times They Are Changing
28, 2012 at 10 am-2 pm
Institute, 222 College Street, Toronto
Morning Program (10:00 - 11:30am): Reform in math education
10:00 - 10:10am Reports: OAME, OMCA, OCMA, CMESG, CMS, and other.
10:10 - 10:50am Priscilla Bengo (OISE): Mathematics coaching to
improve teaching practice: The experiences of mathematics teachers and coaches.
Abstract: The study explores the relationship between teachers' specific
emotions, teacher learning and teacher coaching in secondary mathematics
classrooms. Using a case study approach, it shows that: a) mathematics reforms
produce negative and positive emotions; b) emotions are a result of not
knowing how to implement the mathematics reforms, beliefs about teaching
and learning mathematics, the nature of coaching, gains in student achievement
and engagement and positive in-school factors; c) coaching may not help
teachers build their professional self-understanding when it fails to address
their self-image issues; d) teacher learning can occur even when teacher
beliefs are inconsistent with reform initiatives; and e) even when teacher
learning results from coaching, reform strategies are modified by teachers.
Coaches experienced positive and negative emotions based on how well the
reforms were implemented by teachers. As a result, they require support
during reforms. The directions for future research are described.
Biography: Priscilla Bengo received her Ph.D. in Mathematics Education from
OISE/UT this year. Her research interests include mathematics reform implementation.
She has had many roles coaching teachers and overseeing the implementation
of mathematics reform in secondary schools in Ontario.
10:50 - 11:30am Martha Mavor (Western Ontario & LKDSB): Mathematics
Abstract: When confronted with the question: "How do you feel about
mathematics?" most adults openly share a dislike, aversion, or negative
opinion about the subject, which is a challenge faced by faculties educating
the province's newest teachers. So, what experiences do preservice students
need to have in order to develop positive feelings and opinions about math,
and in turn help create those in their own students? Based on the work of
Gadanidis and Namukasa (2005), this presentation will discuss Math Therapy,
an approach to generalist elementary school teacher preparation that allows
participants an opportunity to experience mathematics in a markedly different
way than they have in their own education. For this presentation, the majority
of the time will be spent highlighting and discussing the main themes and
images of mathematics teaching (the role and nature of the teacher, student,
math, and environment) that emerge from the writing of preservice teachers
after engaging in therapeutic math experiences, and the implications of
these findings in our own professional positions.
Biography: Martha Mavor is an elementary school teacher in the Lambton Kent
District School Board. Prior to teaching, she worked for seven years with
university students in Residence Life: four years as a Residence Manager
at the University of Guelph and three years as the Training and Development
Manager at McMaster University. Martha is completing her Masters of Education,
Curriculum Studies focused on the Mathematics Curriculum at Western University,
where she is also a Research Assistant. The findings from her research work
form the basis of this presentation.
11:30 am - 12:30 pm LUNCH BREAK
(Light refreshments provided)
Afternoon program 12:30 - 2:00 pm
Panel discussion: Moving towards a two-year Teacher Education
Program in Ontario.
Panelists: Christine Suurtamm (University of Ottawa) (Presentation
Ann Kajander (Lakehead University) (Presentation
Donna Kotsopoulos (Wilfrid Laurier University), (Presentation
Dragana Martinovic (University of Windsor), (Presentation
George Gadanidis (Western University),
Walter Whiteley (York University), (Presentation
Daniel Jarvis (Nipissing University).
Abstract: For the extended afternoon session of the MathEd Forum,
we are organizing a discussion about changes in the Teacher Education
Programs in Ontario. Some of the panelists were involved in writing
the MathEd Forum's open letter to the Ministry of Education (see
welcoming the perceived extension of the pre-service teacher education
program in Ontario and recommending ways in which new teachers
would be "exceptionally prepared to meet the demands of teaching
mathematics, and enhancing student learning experiences and outcomes."
Since then, the Ministry came forward with proposed changes, some
of which are compulsory (e.g., extension to four semesters with
80 days of practicum, and restricted enrollment). We have invited
math educators from different universities in the area to talk
about opportunities arising from this Ministerial initiative.
An interfaculty committee may be struck to assist in this transition
and follow the changes.
Main questions for the panelists are:
-To what extent will extension of the program (including teaching
practice) resolve the issues we have with preparation of mathematics
-What opportunities for math education community are opening with
-What challenges remain?
-What else can we (as the MathEd Forum) do to support mathematics
education faculty in exceptional preparation of pre-service teachers?
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