Summary of SyMETRI Meeting: January 14th, 2025 by Qiaochu Xu
Presenter/Guest Speaker: Julian Marcado, from Department of Curriculum and Pedagogy, Faculty of Education, University of British Columbia
Date: January 14th, 2025
Host: Dr. Cynthia Nicol
On Jan 14th, Julian Marcado shared insights from his capstone project titled “Exploring the Potential of Garden-Based Teaching for Mathematics Education: The Case of One High School Educator in British Columbia.” Julian’s research focused on Garden-Based Learning (GBL), a pedagogical approach that integrated hands-on, experiential activities in garden settings to enhance mathematics education. His study revealed how GBL fostered greater student engagement, motivation, and comprehension of mathematical concepts while also addressing the challenges educators faced in integrating these methods within the standard curriculum.
Julian’s study employed a qualitative case study design, focusing on a single high school mathematics teacher utilizing GBL. It followed a flexible and emergent approach, emphasizing collaboration and consultation with the teacher throughout the process. This design aimed to provide rich, descriptive insights for educators and researchers, offering practical implications for implementing GBL in mathematics education. Through this case study, Julian demonstrated the potential of GBL to enrich teaching practices and inspire further exploration into innovative pedagogical methods.
Following Julian’s presentation, members of the SyMETRI group engaged in a thoughtful discussion, posing questions about various aspects of maintaining a school garden. They asked whether students planted and harvested edible vegetables and fruits and how these activities were incorporated into the curriculum. The group also delved into how the teacher linked garden-based learning with mathematical concepts, seeking clarity on the strategies used to connect practical gardening activities with abstract mathematics. Furthermore, the conversation brought attention to the challenges teachers face in sustaining such programs and the opportunities these gardens present for communities to create valuable, sustainable, and educational spaces.
Bio
Julian is an MEd student in Mathematics Education at UBC’s Department of Curriculum and Pedagogy. With a background in History and Mathematics and five years of high school teaching experience, he recently completed a capstone project focusing on garden-based learning. His research interests lie in exploring how school gardens can provide innovative opportunities for teaching mathematics in engaging and dynamic ways.