Summary of SyMETRI Meeting: April 22nd, 2024 by Qiaochu Xu

Presenter/Guest Speaker: Danielle Antoniazzi from the Department of Curriculum and Pedagogy, Faculty of Education, UBC
Date: April 22nd, 2024
Host: Dr. Cynthia Nicol

At the SyMETRI meeting on April 22nd, 2024, master’s student Danielle Antoniazzi presented her capstone project, “What Even is Math?”, which investigates middle school students’ perceptions of mathematics and their perceptions of mathematics learning when participating in collaborative, cross-curricular projects. The presentation provided some context for her capstone project, then review the methodologies and key findings of her research.

At Danielle’s school, there is a noticeable gender disparity in enrollment for certain STEM classes. In the Chemistry class, the student body comprises 5 female students and 6 male students, suggesting a relatively balanced gender distribution. However, the Pre-calculus 12 class presents a stark contrast, with no female students and all 6 spots occupied by male students. This significant difference highlights potential gender-based preferences or barriers within the school’s STEM curriculum, necessitating Danielle’s further investigation and action to encourage more balanced participation.

Key findings of Danielle’s capstone indicate that both female and male students hold a limited view of mathematics. Female students demonstrate lower confidence, interest, and persistence, along with less expert-like attitudes towards mathematics.

Here are some slides from her presentation:

Members of SyMETRI discussed their experiences learning and teaching mathematics at the high school level. They noted that their confidence, mindset, and interest shifted as courses became more challenging. Questions were also raised about how the results compare with existing literature, and what modifications Danielle would consider if she were to implement the study again in a single-gender school.

Bio

Danielle Antoniazzi is a MEd student in the Department of Curriculum & Pedagogy in the Faculty of Education at UBC. Her interests include promoting gender equity in STEM and math education. She is the senior math and science teacher at Kamloops Christian School.

Summary of SyMETRI Meeting: April 8th, 2024 by Qiaochu Xu

Presenter/Guest Speaker: Lida Espinosa from the Department of Curriculum and Pedagogy, Faculty of Education, UBC
Date: April 8th, 2024
Host: Dr. Cynthia Nicol

At the SyMETRI meeting on April 8th, 2024, master’s student Lida Espinosa shared her experiences as a mature student and discussed the rewarding yet challenging aspects of working on a capstone project that requires ethical approval. Lida shared her experiences and offered some tips for students who will need to obtain ethical approval (BREB) for their studies. Currently, the project is in the initial stage of submitting the RISE application.

Her project is titled “Counting on Experience: Exploring Mathematics Utilization in the Lives of Older Adults.” For this project, Lida intends to gather stories from adults over the age of 65 about their relationship with mathematics and how they utilize it in their daily tasks. She is curious to discover whether these individuals actively avoid engaging with mathematics, view it as unnecessary, or if their attitudes towards mathematics deter them from exploring math-related topics.

Here are some slides from Lida’s presentation:

During the SyMETRI meeting, members participated in an engaging discussion about alternative terms for referring to the demographic group targeted in Lida’s project. Suggestions included “mature adults,” “elders,” and simply “people over age 65.” Another suggestion was to describe them as “people born before 1960,” which emphasizes the subtle differences between these terms.

Bio:

Lida serves as a Senior Learning Consultant at a software company in Vancouver, BC, Canada, where she oversees the development of training courses in a multicultural environment. She is currently pursuing an MEd in Mathematics Education. Previously, while living in Colombia, South America, she taught mathematics to high school students. When not working or studying, she enjoys spending time with her son and husband. Their favorite activities include walking, going to the beach, sleeping, and watching movies.

Summary of SyMETRI Meeting: January 22nd, 2024 by Qiaochu Xu

Presenter/Guest Speaker: Ariane Faria dos Santos from Department of Curriculum and Pedagogy, Faculty of Education, UBC
Date: January 22nd, 2024
Host: Dr. Cynthia Nicol

In the SyMETRI meeting on January 22nd, 2024, PhD student Ariane Faria dos Santos presented ideas for her paper, which was accepted for presentation at AERA (American Educational Research Association) in Philadelphia, April 2024. It’s very exciting that Ariane’s paper has been accepted to AERA, a premier international conference.

Ariane’s paper is titled: “How has Lesson Study Research Improved Instruction? A Literature Review on Lesson Study in Mathematics.” Lesson study is a form of teacher professional development that originated in Japanese schools. Over the past few decades, the method has been adapted for use in Canadian and American schools. Ariane shared her findings of her literature review, exploring how lesson study has impacted teachers’ knowledge and beliefs, professional community, and teaching–learning resources.

Here are some slides from her presentation:

After the presentation, SyMETRI members raised questions about why certain papers were chosen from this journal. They also discussed the differences in the focus of findings of Lesson Study in different countries and how teaching-learning resources changed in lesson study for teachers and students before and after Covid. Additionally, SyMETRI members offered some suggestions for presentations at international conferences, contributing to a lively and informative discussion.

Bio

Ariane Faria dos Santos is a Ph.D. student at the University of British Columbia Department of Curriculum and Pedagogy. Her research interests include curriculum implementation and teaching practices to improve learning opportunities for students with different backgrounds. She particularly interested to understand how to better connect both micro (classroom/schools) and macro (policymakers) actors to design and implement more equitable curriculum policies.

Summary of SyMETRI Meeting: November 21, 2023 by Qiaochu Xu

Presenter/Guest Speaker: Dr. Tim Pelton, Associate Professor in Mathematics Education University of Victoria and Dr. Leslee Francis-Pelton Associate Professor in Mathematics Education at University of Victoria
Date: November 21st, 2023
Host: Dr. Cynthia Nicol

In the SyMETRI meeting on November 21st, 2023, Dr. Tim Pelton and Dr. Leslee Francis-Pelton from the University of Victoria captivated attendees with an in-depth exploration of ChatGPT-4’s application in math education.

This SyMETRI session offered an insightful examination of ChatGPT-4’s multifaceted role in the realm of math education. The audience gained access to a comprehensive analysis, encompassing the AI’s responsiveness to educational queries, its facilitation of academic writing, and its pivotal utility in graduate-level research pursuits.

The session’s highlight was a live interaction segment with ChatGPT. Attendees actively engaged in prompting the AI and observed its real-time responses—a captivating demonstration showcasing the AI’s practical capabilities within an educational context.

Moreover, the session fostered an interactive atmosphere, inviting the audience to contribute prompts for ChatGPT-4 and witness its immediate responses. During the meeting, SyMETRI members asked ChatGPT about the number of odd four-digit numbers without restrictions, and the AI provided an explanatory result. Discussions among SyMETRI members revolved around AI’s potential applications in diverse educational scenarios.

Dr. Pelton’s expertise in integrating technology into education shone through the session, offering attendees a glimpse into the exciting possibilities AI, particularly ChatGPT-4, presents in revolutionizing math education.

Here are some slides from the presentation:

Bio

Dr. Tim Pelton

Dr. Tim Pelton is an Associate Professor in Mathematics Education within the Curriculum and Instruction department of the University of Victoria. He teaches courses on elementary mathematics pedagogy and applications of technology in education. His research is primarily focused on theories, tools, and techniques that can be used to support these courses. Topics of interest include student response systems (selected or constructed), developing and evaluating apps to support learning of mathematical and scientific concepts, and developing essential fluencies. Applications of iPads in education to support learning – especially with respect to: exploring with manipulatives and visual models; confirming understanding through generation of learning objects, animations, and videos.

Dr. Leslee Francis-Pelton

Dr. Leslee Francis-Pelton is an Associate Professor in Mathematics Education from Curriculum and Instruction at the University of Victoria. She currently serves as the department Chair in the Department of Curriculum and Instruction, where she leads department initiatives at both the undergraduate and graduate level. Her personal professional activities include teaching courses on the teaching and learning of secondary school mathematics, mathematical processes, and mathematical problem-solving. Her research focuses on the use of various technologies and problem-based learning in mathematics (e.g., mobile devices, LEGO robotics).

Summary of SyMETRI Meeting: November 1, 2023 by Qiaochu Xu

Presenter/Guest Speaker: Mike Wong, Master’s Student from the Department of Curriculum and Pedagogy, Faculty of Education, UBC
Date: November 1st, 2023
Host: Dr. Cynthia Nicol

In the most recent SyMETRI meeting on November 1st, 2023, Mike Wong took center stage, shedding light on his work focused on cross-curricular numeracy.

Mike presented insightful findings regarding the use of cross-curricular numeracy strategies aimed at effectively engaging all students. His approach signifies a concerted effort to bridge numeracy gaps across various subjects, nurturing a more comprehensive understanding and practical application of mathematical concepts.

Furthermore, this meeting introduced a new dimension to SyMETRI gatherings—a book review segment. Mike inaugurated this feature by delivering a concise yet captivating review of Karim Ani’s intriguing book, “Dear Citizen Math: How Math Class Can Inspire a More Rational and Respectful Society,” published in 2021.

“Dear Citizen Math” addresses fellow educators, offering a refreshing and motivating perspective on the role of math classes. It envisions these classes as platforms for discussing critical societal issues, spanning from healthcare reforms and global pandemics to misleading discounts and the rapid advancement of technology. Traditionally, students have viewed mathematics as a set of isolated skills and abstract concepts, seemingly detached from reality.

However, the book argues that math is a powerful tool for exploring and understanding the world around us. It emphasizes the pivotal role of math teachers, portraying them as influential figures in American democracy. These educators have the potential to spark a renewed commitment to logic and critical thinking, cultivating a more considerate and engaged citizenry.

Mike’s presentation ignited dynamic discussions among SyMETRI members, promoting discussion among the SyMETRI members of the essence of cross-disciplinary approaches and the potential impact of integrated numeracy on students’ overall learning experiences.

Bio:

Mike Wong is a passionate Master’s Student from the Department of Curriculum and Pedagogy, Faculty of Education, UBC. His dedication to enhancing student engagement through cross-curricular numeracy reflects his commitment to innovative pedagogical practices.