THE
FIELDS INSTITUTE FOR RESEARCH IN MATHEMATICAL SCIENCES
FIELDS
MATHED FORUM MEETING AGENDA
Theme:
Mathematics and Equity
September
27, 2014 at 10 am2 pm
Fields
Institute, 222 College Street, Toronto




Light refreshments will be available starting at 9:30 a.m. and
lunch will be served at a convenient time during the meeting.
=========================================================
INFORMATION FOR SPEAKERS AT THE FIELDS INSTITUTE

Fields staff will assist you with all audiovisual equipment before
your talk. Our standard audiovisual equipment provided for a talk
with slides is a screen with data projector and Fields laptop computer
if needed. In addition our lecture room is equipped with chalk boards
for your use. The standard options for slides are:
1. The preferred and most reliable option is a PDF file presented
on a Fields computer. Please bring your slides on a USB key or send
them in advance to :
inquiries(PUT_AT_SIGN_HERE)fields.utoronto.ca
2. A PowerPoint presentation (any format) from your own laptop.
Please bring your laptop at least 15 minutes in advance of the talk
so we can assist you with the set up.
Please contact
inquiries(PUT_AT_SIGN_HERE)fields.utoronto.ca
if you have any questions about the AV set up.
=========================================================
AGENDA
Mathematics and Equity
10:0010:10 AM Reports: OAME, OMCA, OCMA, CMESG, CMS, and other.
10:1010:50 AM
Terrence Richard Blackman
(Morgridge College of Education, University of Denver):
Mathematics, mathematicians, mathematics education and equity.
Abstract: I am one of a number of African American mathematicians
engaged in Mathematics and Mathematics Education. Such outreach
has a long and honorable tradition in the African American Community.
In this talk, from a perspective of excellence and equity in Mathematics,
I will illustrate the critical necessity for this engagement in
Mathematics Education for mathematicians in general and for African
American mathematicians in particular.
Biography: Dr. Terrence Richard Blackman is a Mathematician (Number
Theorist) and a Mathematics Educator. He is Asst. Professor (
Mathematics Education) in the Department of Education Research,
Policy & Practice in the Morgridge College of Education at
The University of Denver. His primary responsibility at Morgridge
is to develop content courses in mathematics that prepare prospective
K12 teachers to be able to meet the new and rigorous mathematics
standards specified in the Common Core State Standards (CCSS)
and to participate in the development of a doctoral program in
Mathematics Education that emphasizes research in both Mathematics
and Mathematics Education. Dr. Blackman graduated Cum Laude with
honors in mathematics from Brooklyn College, CUNY and he holds
M.Phil and Ph.D. degrees, in pure mathematics, from The Graduate
School of City University of New York. Prior to arriving at the
University of Denver, Dr. Blackman was a Dr. Martin Luther King
Jr. Visiting Assistant Professor in the Department of Mathematics
at the Massachusetts Institute of Technology (MIT) where, in addition
to his research, he taught the Freshman Calculus Class. Dr. Blackman
is a founding faculty member of the undergraduate degree program
in mathematics at Medgar Evers College. He has over twenty years
of experience in teaching undergraduate mathematics with an emphasis
on Number Theory and the Calculus sequence. He has created and
directed numerous summer research projects. Most recently in the
summer of 2013 he directed ten students at Medgar Evers College
in an undergraduate research seminar in Spectral Geometry. He
is the creator and founder of the Medgar Evers College Math Society
and the CoFounder and Director of The Frank Ragland Math Masters
Institute an initiative designed to engage middle school students
in Central Brooklyn in the development of their mathematical interests
and talents. Dr. Blackman works on aspects of the JacquetLanglands
correspondence in the Langlands program and on increasing the
participation of African Americans in mathematics and the sciences.
His research is focused on developing and implementing concrete
strategies that support meaningful access to mathematics for underrepresented
students. His research includes work on the use of number theory
and technology in the teaching and learning of mathematics. Dr.
Blackman is a frequent public speaker on issues related to African
American success in mathematics. He was born in Georgetown, Guyana
and he currently lives in Denver CO with his wife, Anna, son,
Madiba, and daughter, Sasha.
10:5011:30AM
Allan Pitman (Faculty of Education, Western University):
The changing definitions and contexts of school mathematics
Abstract: The talk will focus on two key points. The first part
of the presentation will deal with the mathematical and learning
theory shifts in the reforms of the past fifty years in school
mathematics. The second will address the question of equity of
access to good school mathematics and the mathematical and nonmathematical
questions which must be asked. Examples will be drawn from several
countries, including Canada, Australia, The United States, Pakistan,
Iran and Slovakia.
Biography: Dr. Pitman has been involved in the mathematics education
reforms since the 1960’s, having been a textbook contributor
in the era of the “new mathematics” movement which had
its origins in the 1950’s, peaking in the late 1960’s.
In the 1980’s he worked closely with reform leaders in Australia
and the United States on projects which had strong influences
on the NCTM Standards documents which came to underpin much of
the “new new math” in Canada in the period from the
1980’s to the present. The very different radical shifts
which occurred at these times speak directly to the question of
“What mathematics is intended for whom?”
In his later work he has been focusing on the ways in which cultural,
social and political interests influence the mathematics curriculum
and textbooks in a number of countries and considering what and
who is favoured and excluded. The argument is that equity in the
mathematics classroom cannot be achieved without a serious look
at the subtextual messages carried in the mathematics curriculum.
Originally a mathematics and physics teacher in Victoria, Australia,
he has held academic positions at Deakin University in Australia
and at the University of Western Ontario since 1977.
11:3012:10
Steven Khan (Faculty of Education, Brock University):
A conversation that requires more of us: From Principles to
Action in Achieving Excellence in Mathematics Education (in Ontario).
Abstract: In this conversation I draw upon emphases in Achieving
Excellence (AE): A renewed vision for education in Ontario
(2014) and the NCTM’s Principles
to Actions (PtoA)(2014). In particular, I will attempt to
frame AE’s stated goal of “Enhancing Public Confidence”
and PtoA’s observation about the necessity of reducing professional
isolation among mathematics educators as equity issues of concern
to mathematics educators and mathematicians.
With respect to the former, enhancing public confidence, I suggest
that mathematicians and mathematics educators need to be more
mindfully engaged with popular media and local communities. Such
engagement will bring to the fore questions of access, achievement
identity, power and the difficult but not impossible construction
of new more hopeful narratives in the current attention economy.
I will speak about the importance of reducing classroom educators’
sense of professional isolation, with respect to the learning
and teaching of mathematics, and resiliency to vulnerability.
I will draw from my experiences during my postdoctoral research,
from the challenges of designing and facilitating an online course
on equity in mathematics education as an adjunct instructor and
my emerging sense of the challenges and opportunities in southern
Ontario where I now reside.
I will challenge participants to share confidenceinspiring and
connectednessgrowing stories.
Biography: Steven Khan is currently an Assistant Professor of
Mathematics Education in the Department of Teacher Education at
Brock University. He completed his PhD at the University of British
Columbia in 2012 where he was a Vanier scholar. Before returning
to Ontario he was a Postdoctoral researcher on the Canadian Oil
Sands Early Mathematics Initiative at the Werklund School of Education
at the University of Calgary.
His research interests are interdisciplinary and are situated
at the intersection of mathematical, aesthetic and ethical literacies
and practices in educational settings. He has published on children’s
consumer culture and complexity thinking, communication and discourses
in mathematics classrooms, ethnomathematics and the steeldrum,
mathematics art and ethics, ethics in academic publishing, disability
studies, mythopoetic curriculum, popularisations and pedagogic
film, enactivism and spatial reasoning, and the vulnerability
thesis.
At present his foci are the structured, systemic, systematic,
socially just and sustainable development of expertise, equity,
and excellence amongst elementary mathematics teachers through
lesson, concept, and learning studies; the relationships among
teacher vulnerability, knowledge, privilege, educational context
and (corporate) philanthropy in education; and preparation for
fatherhood.
12:101:00PM LUNCH BREAK (Light refreshments provided)
AFTERNOON PROGRAM
1:001:40PM
Ana Isabel Sacristán (Dept. of Mathematics Education,
CinvestavIPN, Mexico):
On the integration of digital technologies in mathematics
classrooms: Support and innovation for learning?
Abstract: Digital technologies have invaded our lives and schools.
However, how we use technology is probably even more important
than the tools that we use. In this presentation we will discuss
the ways in which digital technologies are or can be integrated
into mathematics classrooms in order to enhance mathematical learning,
as well as their potential for transforming and innovating school
and teaching practices. In particular, one issue to consider is
how digital technologies can transform mathematical knowledge
itself. An important paradigm to consider when integrating these
technologies is that of Constructionism; examples of integration
of constructionist principles can be those of computer programming
mathematical microworlds.
Biography: Ana Isabel Sacristán, PhD (from the University
of London, UK) is a full researcher at the Department of Mathematics
Education of the Centre for Research and Advanced Studies (CinvestavIPN)
in Mexico City, where she has worked since 1989. Her main area
of research is on the teaching and learning of mathematics through
digital infrastructures. She has many academic papers in that
area, but has also developed tasks and authored materials for
the Mexican Ministry of Education, in particular those for the
national “Teaching Mathematics with Technology” program,
on the use of computer programming activities with Logo for mathematics
learning. She has trained teachers across Mexico and has led a
nationwide research and evaluation on the use of technological
tools in Mexican classrooms. She has also been part of many international
committees, including the International Programme Committee of
the 17th ICMI Study on “Mathematics Education and Technology—Rethinking
the Terrain” and been visiting professor in several countries,
including the Institute of Education of the University of London
in England; UQÀM, in Canada; and the French Institute of
Education at LyonENS in France.
1:402:00 PM General Discussion
2:00 PM Adjournmen
Back to MathEd Forum Page