Summary of SyMETRI meeting May 31st, 2023 by Qiaochu Xu

Presenter/Guest Speaker: Christina Reis from the Department of Curriculum and Pedagogy, Faculty of Education, UBC
Date: May 31st, 2023
Host: Dr. Cynthia Nicol

In the SyMETRI meeting on May 31st, 2023,

Christina Reis shared her capstone project which is an amazing website called Market Math – it’s interdisciplinary and centred around a school farmer’s market. Her project explores teaching about a farmer’s market and integrating technology in education.

Christina began by answering why it’s important to teach about a farmer’s market and integrate technology. She explained that teaching about a farmer’s market offers a comprehensive educational approach that combines various subjects such as mathematics, agriculture, financial literacy, and nutritional awareness. By connecting students with real-world contexts and their local environments, they can actively engage with relevant content and gain a deeper understanding of mathematics. Moreover, incorporating technology into the farmer’s market experience, whether by using virtual platforms or augmented reality, presents exciting opportunities to streamline processes, empower local producers, and enrich the educational experience by blending traditional practices with innovative technological approaches.

Christina’s research is centred on investigating how technology, including simulations and technology-based platforms, can enrich and support each stage of Kolb’s Experiential Learning Cycle (ELC) in the setting of a Middle School farmers’ market. However, it is important for educators to be aware of potential challenges associated with technology, such as the need for proper training, the possibility of student distractions, and the potential for disconnection from the natural environment. By addressing these challenges, educators can effectively harness the power of technology to enhance the experiential learning process.

Christina’s project is based on Kolb’s Experiential Learning Theory (ELT) and the Experiential Learning Cycle (ELC). ELT emphasizes the importance of experience in knowledge formation and the learning process. ELT highlights the significance of experience in shaping and evolving knowledge, emphasizing the learning process and the role of practice. The Experiential Learning Cycle (ELC) comprises four essential components: concrete experience, reflective observation, abstract conceptualization, and active experimentation. These components enable hands-on learning experiences and facilitate the connection between theoretical concepts taught in the classroom and their real-world application.

As education continues to evolve, the integration of technology can enhance the various components of experiential learning and bridge the gap between theoretical knowledge and its practical implementation. Christina highlighted the blending of math and technology, and she has prepared a series of multiple lesson parts that will explore mathematical concepts in depth. Here are some examples from her website:

Budgeting and Financial Literacy

Series Duration:  4  Sessions  ||   Grade Level: 6-8

BIG IDEA: Understand how planning and estimating the raw ingredients of a product can minimize waste and unnecessary costs, therefore maximizing profit and revenue.

Garden Beds, Grids & Planting

Series Duration:  2  Sessions   ||   Grade Level: 5-6

BIG IDEA: Understanding there may be more than one solution possible but some may be more favourable depending on the parameters and limitations.

Beeswax Wraps

Series duration:  3  Sessions   ||   Grade Level: 6-8

BIG IDEA: Planning ahead and evaluating solutions are essential to maximizing raw materials and minimizing waste for product goods.

Wooden Board Nail String Art

Series duration:  2- 3  Sessions   ||   Grade Level: 6-8

BIG IDEA:  Significant and possibly challenging points and transitions in our personal stories can create a unique and beautiful piece when viewed from afar.

Here are some slides from her presentation:

Bio

Christina currently is the Coordinator of Educational Technology at Meadowridge School in Maple Ridge, BC. In past years, She taught MYP Math, Science, and DP Biology, and coached girls volleyball both in school and on club teams.

Summary of SyMETRI meeting April 25th, 2023 by Qiaochu Xu

Presenter/Guest Speaker: Charli-Rae Dougherty from the Department of Curriculum and Pedagogy, Faculty of Education, UBC
Date: April 25th, 2023
Host: Dr. Cynthia Nicol

In the SyMETRI meeting on April 25, 2023,

Charli-Rae Dougherty presented her masters in math education capstone project titled“Learning Disabilities in Mathematics: A Survey of British Columbia Teachers’ Understandings, Perspectives, and Experiences.” Charli-Rae is a practicing teacher in the Quesnel School District in central British Columbia. She surveyed teachers across BC to learn of their experiences and perspectives of students’ learning disabilities in mathematics.

Charlie-Rae began our meeting by introducing some characteristics of learning disabilities in mathematics such as significant difficulty learning mathematics where teaching and remediation strategies are less effective, difficulty working with symbolic representations, poor working memory, and high anxiety around mathematics. Charli-Rae also mentioned that there are relatively few studies that focus on learning disabilities in mathematics, with mostly being case studies or correlational research studies. Charli-Rae investigated the following questions in her capstone project:

• How knowledgeable of MLD do teachers perceive themselves?
• How confident are teachers in meeting the needs of their students with MLD (learning disabilities in math)?
• What characteristics do teachers notice in their students’ with MLD?
• What strategies do teachers use to support with learning disabilities?

Public and private school K-12 teachers in BC were invited to respond to a survey that included likert scales and open-response questions. In total, 223 participants responded. Among them, 42% were elementary classroom teachers, and 26% were mathematics teachers. Interestingly, more than half of the participating teachers rated themselves as not knowledgeable at all about the process and criteria required for the diagnosis of learning disabilities in math. Respondents stated that it is difficult to understand what a learning disability in math is if you are not aware of what it takes to be diagnosed with one.

Here are some results of her study:

Those attending SyMETRI asked questions about the research design of survey methods, such as what questions to ask on the survey to get accurate responses and how to ask questions differently to improve the quality of the survey. SyMETRI members also asked about teaching strategies to teach students with learning disabilities in math, such as over learning, repeated practice, and backtracking. Other members shared their opinions on the use of concrete objects and manipulative to support abstract and spatial thinking skills in the math classroom.

Summary of SyMETRI meeting March 28, 2023 by Qiaochu Xu

Presenter/Guest Speaker: Dr. Vanessa Tomaz from the Universidade Federal de Minas Gerais, Brazil
Date: March 28th, 2023
Host: Dr. Cynthia Nicol

In the SyMETRI meeting on March 28th, 2023,

Dr. Vanessa Tomaz from the Universidade Federal de Minas Gerais, Brazil, presented her research on decolonizing and Indigenizing mathematics curriculum for Indigenous teachers and communities to SyMETRI members. Dr. Tomaz emphasized the need for co-constructed intercultural research methodologies. By highlighting the ways in which traditional practices and cultural values can inform the teaching and learning of mathematics, educators can create more meaningful and relevant educational experiences for Indigenous students, while also promoting cross-cultural understanding and respect.

During her presentation, Dr. Tomaz touched upon the importance of school practice and research surrounding story work. Storywork provides teachers with opportunities to share knowledge, experiences, practices, and ideas, fostering a sense of community and collaboration. It also provides students with opportunities to investigate territories, nature, and the environment, helping to cultivate a deeper understanding of the natural world and its relationship with human communities. Dr. Tomaz shared that in the Indigenous communities in Brazil, knowledge is transmitted through the contact between generations via storytelling, with elders being considered as “real living books”. They pass on traditional knowledge and values, including lessons about the natural world, community life, and spiritual beliefs.

Dr. Tomaz highlighted the significance of Ethnomathematics in developing a deeper understanding of how Indigenous peoples use mathematical concepts to solve real-life problems and address challenges unique to their communities. By establishing a bridge between school knowledge and Indigenous peoples’ ways of living, Ethnomathematics creates a curriculum that reflects the lived experiences and cultural practices of Indigenous communities. It allows for the exploration of diverse mathematical concepts and techniques that are embedded in Indigenous cultures. By embedding Ethnomathematics with their teaching, educators can work towards developing curricula that reflect and value the unique perspectives and ways of knowing that are intrinsic to Indigenous communities.

During her presentation at the SyMETRI meeting, Dr. Tomaz introduced her colleagues and students from the Universidade Federal de Minas Gerais and shared examples of their work in indigenizing mathematics curriculum, including a range of teaching examples, such as students’ paintings, indigenous music and songs, and handicrafts, as well as materials created by indigenous teachers. Following the presentation, SyMETRI members engaged in a lively discussion, posing questions regarding the relationship between mathematics and social practices in teaching within indigenous communities

Below are some of the slides from her presentation:

Vanessa Sena Tomaz

Dr. Vanessa Sena Tomaz is currently an associate professor of the Department of Methods and Techniques of the Faculty of Education of the Federal University of Minas Gerais and of the Postgraduate Program in Education: Knowledge and Social Inclusion, of the Faculty of Education-UFMG, where she served as coordinator of the research line in Mathematics Education. She guides undergraduate, master’s and doctorate research on the subject of Indigenous Mathematics Education and Intercultural Education, indigenous research methodologies, in an inter-epistemic perspective as a way to decolonize the academic field, and in partnership with indigenous and non-indigenous researchers from Brazilian universities. She also participates in social projects that seek to guarantee indigenous rights and participates in committees to support indigenous people in indigenous education and against the Covid-19 pandemic.

Summary of SyMETRI meeting February 28 2023 by Qiaochu Xu

Presenter/Guest Speaker: Stéphanie La France from the Department of Curriculum and Pedagogy, Faculty of Education, UBC
Date: February 28th, 2023
Host: Dr. Cynthia Nicol

In the SyMETRI meeting on February 28th, 2023,

Stéphanie La France introduced her understanding and practice of mathematics assessment in her teaching context. As part of her Master of Education, she sought to further understand the field of assessment in secondary mathematics and utilized the methodology of speculative fiction to imagine her own promising future assessment practice through speculative fiction. Her PhD research endeavours to continue with this same methodology to explore what promising futures other stakeholders in education might imagine.

She talked to the SyMETRI members about her research experience exploring a fictional assessment task designed around the context of riding the bus. Using this task and her experience as a teacher, she speculated on a potential teacher-student dialogue and proposed points of entry in the dialogue for assessment. Stéphanie believes that speculative fiction offers an opportunity for radical re-imaginings of the purpose and enactment of classroom assessment practices. These re-imaginings of what assessment could cultivate a sense of enchantment in practice and offers low-risk explorations that have the potential to imagine outside-of-the-box pedagogies. This, she surmises, is particularly important work within the field of mathematics education, as mathematics typically acts as a gatekeeper subject entrenched in eurocentric (purposely left lower case) perspectives (Aikenhead, 2017; Pinxten 2018).

Below is one of the slides from her presentation:

SyMETRI members relate their teaching and research experience to the example Stéphanie has shared, such as the benefits of using speculative fiction as a tool to relate real-world math problems, promote problem-solving and critical thinking, and promote positive engagement in assessment. Speculative fiction frequently involves complicated problems that call for original thought and problem-solving skills. These stories can encourage students to think creatively and develop their analytical and problem-solving skills. Traditional math assessments can be stressful and intimidating for some students. Speculative fiction may be used to make assessments more interesting and engaging. For example, a teacher could create a science fiction story that includes math problems as part of the plot while developing different storylines. This type of assessment allows students to apply their math skills in a more creative and engaging way.

Presenter Bio

Stéphanie La France is a graduate student in the Department of Curriculum and Pedagogy with a Master of Education from the University of Alberta. Before this year, she was a practicing teacher in the K-12 system in Alberta for eight years. Stéphanie’s research interests are in assessment in secondary mathematics education both in practice and theorized with a particular focus on formative assessment. Her PhD project is an extension of her master’s thesis where she explored the use of speculative fiction as a means of imagining future assessment practices in mathematics. She intends to engage with stakeholders in mathematics education to imagine multiple possible futures for assessment practice using speculative fiction as a method and means of communicating ideas.