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These events are sponsored by the Division of Science and Mathematics Education, Colleges of Education and Natural Science. For more information, contact Becky Murthum, 355-1715, murthum@msu.edu.
All days and times are Wednesdays from 3:30-5 pm (unless otherwise noted), with refreshments at 3 pm. All locations are 252 Erickson (unless otherwise noted).
The Coordinators of MSU’s Mathematics Education Colloquium series always try to present a line-up of speakers whose work is timely and interesting to our diverse community. But rarely do we have a chance to describe the speakers and the likely focus of their talks in advance. This semester we are attempting to break some new ground and communicate the entire schedule in advance, along with some sense of what each will be speaking about. We hope this “advance organizer” will increase the usefulness of and learning in the Colloquia.
This semester we are proud to announce and briefly introduce seven fine scholars, all of whom hold positions in other universities (though two have strong connections to MSU). Collectively, their work has addressed many related aspects of teaching and learning to teach mathematics to diverse students, including practicing teachers learning from their practice, pre-service teacher education, professional development, practicing teachers learning with and from parents of their students. By describing their past and present work before their talks, we hope that you will not only think about these issues in advance, but be able to integrate and synthesize their work during and after their presentations.
Disclaimer: In some cases below, we have a good sense of the content of our speakers’ presentations, but in some cases we don’t. We expect, but cannot be sure, that our descriptions of their past work will be reasonable predictors of the foci of their upcoming talks.
Brent Davis, September 3rd
Brent Davis Streaming Video
Brent is Professor and the David Robitaille Chair in Mathematics Education in the Department of Curriculum and Pedagogy at the University of British Columbia. His work has been concerned with opening up conventional theoretical and research lenses for studying mathematics teaching in ways that do not undermine, but instead illuminate, its complexity. In this talk Brent will focus on his current work using complexity theory to characterize and interrogate the mathematical knowing behind the practice of mathematics teaching.
Miriam Sherin, September 17th
Miriam Sherin Streaming Video
Miriam is Associate Professor in the School of Education and Social Policy at Northwestern University. Her work has focused on understanding the interplay among mathematics teaching, teacher cognition, and teacher education. With her NSF-Career grant Miriam launched her research on understanding the ways video can support teacher learning. Most prominently she has identified and unpacked the practice of noticing as an important element of teachers’ knowing in and for mathematics teaching.
Megan Franke, October 15th
Megan Franke Streaming Video
Megan is Associate Professor in the Graduate School of Education and Information Studies at the University of California in Los Angeles (UCLA). As a graduate student she was part of the Cognitively Guided Instruction (CGI) research team, at the University of Wisconsin, Madison, that explored the relations between teachers’ knowledge of children’s mathematical thinking and their teaching practices. Her current work continues to focus on understanding and supporting teachers as they learn mathematics teaching practices that draw on and support students’ mathematical thinking. As a part of Center X, she works with UCLA’s Teacher Education Program, The California Subject Matter Projects, University Researchers and Community Administrators and Teachers to create and study the development of learning opportunities for students in Los Angeles’ lowest performing schools.
Marta Civil, October 29th
(Video is unavailable)
Marta is Professor in the Department of Mathematics at the University of Arizona. She is a pioneer mathematics educator who began pushing the field to pay attention to minoritized children’s learning of mathematics not from the typical cognitive deficit mode but through the lens of family and community resources. Her research spreads over two areas: teacher education and equity, exploring in particular socio-cultural approaches to the mathematics education of ethnic and language minoritized students (school age and adults). She is well-known through her work with CEMELA (Center for the Mathematics Education of Latinos/as) an NSF-funded Center for Learning and Teaching which focuses on the research and practice of the teaching of mathematics to Latino/a students in the United States.
Dorothy White, November 5th
Dorothy White Streaming Video
Dorothy is Associate Professor in the Department of Mathematics and Science Education at the University of Georgia. Her scholarly work focuses on the areas of equity in mathematics education, building learning communities in schools, discourse in elementary and middle school mathematics classrooms, and preparing teachers to work in culturally diverse classrooms. She writes: "As an African American female mathematics educator I want my [teacher preparation] students to explore issues relating to gender, ethnicity, and class, and to investigate how these issues are enacted in mathematics classrooms and schools." Dorothy continually and tirelessly pushes for more and better mathematics for minority students by working both within the policy world and within the world of schools and teachers in low- and middle-income neighborhoods.
Daniel Chazan, November 19th
(jointly sponsored by DSME and the Center for the Scholarship of Teaching)
(Video is unavailable)
Dan is Associate Professor in the Department of Curriculum and Instruction at the University of Maryland. He has done research on understanding and unpacking mathematical practices—conjecturing, proving, representing—entailed in doing mathematics and how these can be part of the experiences offered to school students. He also has pushed this agenda to the context of doctoral education, together with Sarah Sword, offering an experience doing research in mathematics to doctoral students in mathematics education. With Pat Herbst, Dan is a PI on Thought Experiments in Mathematics Teaching, a project that uses rich media technology to do research on secondary mathematics teaching. With colleagues at the University of Maryland’s Center for Mathematics Education, he has created a project creating case studies of well-respected African American mathematics teachers in urban high schools. Recently, together with colleagues from Holt High School, he has published Embracing Reason: Egalitarian ideals and high school mathematics teaching.
Ed Silver, December 3rd (The Lappan-Phillips- Fitzgerald Lecture)
Ed Silver Streaming Video, 1 of 2
Ed Silver Streaming Video, 2 of 2
Ed is the William A. Brownell Collegiate Professor of Education in the School of Education at the University of Michigan. Ed’s long and illustrious career in mathematics education has produced important scholarship on issues of learning and teaching mathematics, and he has also been an important influence in policy development in mathematics education. Given his wide and deep experience, we have asked Ed to offer his view of the state of field of mathematics education with particular attention to current challenges and opportunities.
Overview of the Fall 2008 Colloquium Schedule (.doc)
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