USNC/MI Webinar Series "Moving Forward in the Midst of a Pandemic: International Lessons for Math Teachers"

Webinar

Lessons Learned from International Webinar Series held in Korea: Challenges and Opportunities for Mathematics Education during the Pandemic

May 20, 2021

7:00 PM - 8:00 PM (ET)

Past

About

Speaker: Oh Nam Kwon
Bio Sketch: Oh Nam Kwon is professor in Department of Mathematics Education and Director of the Center for Research in Mathematics Education at Seoul National University. She is the IPC Chair for the 9th East Asia Regional Conferences in Mathematics Education. Her research interests are teacher education and teaching and learning of undergraduate mathematics.
Description: The COVID-19 pandemic has highlighted both challenges and opportunities in mathematics education. In order to build shared-understanding of how mathematics educators in the world have been responding to calls for rapid changes in research and education environments in the era of the pandemic, the Center for Research in Mathematics Education, Seoul National University, organized the webinar series titled, ‘Mathematics Education in the Era of Covid-19 around the globe’. The themes of the two webinars include remote/hybrid/blended teaching practices and digital assessment of mathematics education. In this talk, I would like to share challenges and opportunities as well as global and local issues in mathematics education raised from the webinar series.

Contact

Ana Ferreras

(202) 334-1697
aferreras@nas.edu

Disclaimer

It is essential to the National Academies mission of providing evidence-based advice that participants in any of our meetings or events avoid political or partisan statements or commentary and maintain a culture of mutual respect. The statements and presentations during our meetings or events are solely those of the individual participants and do not necessarily represent the views of other participants or the National Academy of Sciences, which is a non-partisan, tax exempt organization that includes under its Charter the National Academy of Engineering and National Academy of Medicine, and that operates the National Research Council.

Webinar

Teaching Mathematics During the Pandemic: A view from South Africa

April 11, 2021

2:00 PM - 3:00 PM (ET)

Past

About

Speaker: Karin Brodie
Bio Sketch: Karin Brodie is a Professor in the School of Education, University of the Witwatersrand, Johannesburg, teaching and researching in Curriculum, Teaching and Learning and Mathematics Education, and was formerly Head of School. She researches mathematics teacher development, professional learning communities among mathematics teachers, mathematics clubs and learners’ mathematical identities.
Description: Dr. Brodie will present some of the challenges and opportunities experienced by mathematics teachers and learners during the pandemic. The challenges relate to disrupted schooling and learning time, the widening of inequalities and teachers’ and learners’ experiences of remote and rotational teaching and curriculum changes. She will present a small research project done in collaboration with teachers who used pandemic information to teach mathematics. They asked: What were the possibilities and challenges in using COVID19 to teach mathematics and mathematics to teach about COVID-19?

Contact

Ana Ferreras

(202) 334-1697
aferreras@nas.edu

Disclaimer

It is essential to the National Academies mission of providing evidence-based advice that participants in any of our meetings or events avoid political or partisan statements or commentary and maintain a culture of mutual respect. The statements and presentations during our meetings or events are solely those of the individual participants and do not necessarily represent the views of other participants or the National Academy of Sciences, which is a non-partisan, tax exempt organization that includes under its Charter the National Academy of Engineering and National Academy of Medicine, and that operates the National Research Council.

Webinar

Teachers’ Perspectives of Strength-Based Mathematics Learning Before, and During the Pandemic

March 10, 2021

7:00 AM - 8:00 PM (ET)

Past

Materials

About

Speakers: Roberta Hunter, Jodie Hunter, and Rachel Restani

Bio Sketch: Professor Roberta Hunter, Associate-Professor Jodie Hunter and Dr Rachel Restani are teacher educators and researchers in Auckland, New Zealand. They have all worked together in the Developing Mathematical Inquiry Community project, which focuses on accelerating Pasifika learners’ mathematical achievement while maintaining their cultural identity. Their research interests include culturally sustaining pedagogical practices, mathematical practices and algebraic reasoning.

Contact

Ana Ferreras

(202) 334-1697
aferreras@nas.edu

Disclaimer

It is essential to the National Academies mission of providing evidence-based advice that participants in any of our meetings or events avoid political or partisan statements or commentary and maintain a culture of mutual respect. The statements and presentations during our meetings or events are solely those of the individual participants and do not necessarily represent the views of other participants or the National Academy of Sciences, which is a non-partisan, tax exempt organization that includes under its Charter the National Academy of Engineering and National Academy of Medicine, and that operates the National Research Council.

Webinar

How to Spark Curiosity with Problem Based Lessons

February 16, 2021

6:00 PM - 6:00 PM (ET)

Past

Materials

Pearce and Orr presentation PDF

About

Speaker: Kyle Pearce

Bio Sketch: Kyle Pearce is the K-12 Mathematics Consultant with the Greater Essex County District School Board, where his passion for mathematics fuels him to Make Math Moments by sparking curiosity, fuelling sense making, and igniting teacher moves. When he is not working on the next media-rich contextual math task and recording episodes of the Making Math Moments That Matter Podcast, he is spending time with his wife and two children. He shares his most recent noticings, wonderings, reflections and resources in mathematics content knowledge and pedagogy by delivering workshops across North America and blogging on www.makemathmoments.com, www.tapintoteenminds.com, www.mathisvisual.com and @MathletePearce on all social media platforms.
Speaker: Jon Orr
Bio Sketch: Jon Orr is a math teacher at John McGregor Secondary School in the Lambton-Kent District School Board in Ontario Canada. When not teaching his students and spending time with family he leads workshops and presentations on teaching pedagogy in the math classroom. He is a co-host of the podcast Making Math Moments That Matter along with his friend Kyle Pearce. Lately he is excited about promoting struggle in his students and talking math with primary aged kids while creating math prompts for MathBeforeBed.com. You can follow his classroom lessons, routines, and educational thoughts at Mrorr-isageek.com, makemathmoment.com and also on Twitter: @MrOrr_Geek

Contact

Ana Ferreras

(202) 334-1697
aferreras@nas.edu

Disclaimer

It is essential to the National Academies mission of providing evidence-based advice that participants in any of our meetings or events avoid political or partisan statements or commentary and maintain a culture of mutual respect. The statements and presentations during our meetings or events are solely those of the individual participants and do not necessarily represent the views of other participants or the National Academy of Sciences, which is a non-partisan, tax exempt organization that includes under its Charter the National Academy of Engineering and National Academy of Medicine, and that operates the National Research Council.

Webinar

Building Thinking Classrooms

January 14, 2021

7:00 PM - 8:00 PM (ET)

Past

Materials

About

To watch a recording of this event, please visit https://vimeo.com/502302055
We know that problem solving is an effective way for students to learn to think mathematically and to acquire deep knowledge and understanding of the mathematics they are learning. Simply problematizing the mathematics curriculum, however, does not help constitute the practice that teachers want or students need. Equally, infusion of problem-based learning into the mathematics curriculum does not help with the transformations we want to see in our classrooms. What we need are a set of practices that, along with good problems, can build thinking classrooms. In this presentation, Dr. Peter Liljedahl looks at a series of such practices, emerging from 15 years of research, that can help to build an environment conducive to problem-based learning. He will unpack his research that has demonstrates that a problem-based learning environment and culture can quickly be established, even in classrooms where students resist change.

Speaker: Peter Liljedahl
Bio Sketch: Dr. Peter Liljedahl is a Professor of Mathematics Education in the Faculty of Education and an associate member in the Department of Mathematics at Simon Fraser University in Vancouver, Canada. He is the current president of the Canadian Mathematics Education Study Group (CMESG) and former president of the International Group for the Psychology of Mathematics Education (PME). He serves on the editorial boards of ESM, JMTE, MTL, FMEJ, MERJ, and CJSMTE and is an editor of IJSME. He has authored or co-authored 11 books, 37 book chapters, 31 journal articles, and over 50 conference papers. Dr. Liljedahl is also a member of the executive of the British Columbia Mathematics Teachers Association (BCAMT) and former co-editor of their flagship journal, Vector. Dr. Liljedahl is the recent recipient of the Cmolik Prize for enhancement of public education in BC as well as the Fields Institute's Margaret Sinclair Memorial Award for innovation and excellence in mathematics education.
Dr. Liljedahl is a former high school mathematics teacher who has kept his research interest and activities close to the classroom. His research interests are creativity, insight, and discovery in mathematics teaching and learning; the role of the affective domain on the teaching and learning of mathematics; the professional growth of mathematics teachers; mathematical problem solving; numeracy; and engaging student thinking. He consults regularly with schools, school districts, and ministries of education on issues of teaching and learning, assessment, and numeracy.

Contact

Ana Ferreras

(202) 334-1697
aferreras@nas.edu

Disclaimer

It is essential to the National Academies mission of providing evidence-based advice that participants in any of our meetings or events avoid political or partisan statements or commentary and maintain a culture of mutual respect. The statements and presentations during our meetings or events are solely those of the individual participants and do not necessarily represent the views of other participants or the National Academy of Sciences, which is a non-partisan, tax exempt organization that includes under its Charter the National Academy of Engineering and National Academy of Medicine, and that operates the National Research Council.

Webinar

Mathematics Problem Solving and Professional Development Under the COVID-19 Pandemic

December 10, 2020

7:00 PM - 8:00 PM (ET)

Past

Materials

About

Dr. Patricio Felmer from the University of Chile gave a presentation on Mathematics Problem Solving and Professional Development Under the COVID-19 Pandemic on Thursday, December 10, 2020. In this webinar, the speaker described the experience of Activating Problem Solving in Classrooms initiative in adapting professional development workshops for mathematics teachers (primary and secondary), usually performed face to face, to remote conditions (synchronous and asynchronous). Dr. Felmer also shared some experiences of teachers applying tools and ideas obtained in the workshops. Finally, the speaker discussed some lessons learned for the near future (2021) and beyond.

Speaker: Patricio Felmer

Bio Sketch: Patricio Felmer is a Mathematical Engineer from the University of Chile and holds a Ph.D. in Mathematics from the University of Wisconsin-Madison. He has been Director of the Department of Mathematical Engineering (1999-2001), Member of the Fondecyt Higher Science Council (2002-2005), and is a member of the Chilean Academy of Sciences. Dr. Felmer dedicated the first part of his academic life to mathematical research, making numerous scientific contributions in the area of Hamiltonian systems, partial differential equations and nonlinear analysis. In the second part, he has directed his interests to education, dedicating his efforts to collaborate in the improvement of education with a country vision. Together with collaborators, he founded the ARPA Initiative, a teacher professional development program, whose purpose is to incorporate Problem Solving in Chilean classrooms, with the goal of transforming classroom relationships. The proposal seeks to move a classroom conducted by the teacher, with passive students, to one where students actively learn and the teacher orchestrate their work, proposing stimulating activities, and promoting autonomy and collaboration.

Contact

Ana Ferreras

(202) 334-1697
aferreras@nas.edu

Disclaimer

It is essential to the National Academies mission of providing evidence-based advice that participants in any of our meetings or events avoid political or partisan statements or commentary and maintain a culture of mutual respect. The statements and presentations during our meetings or events are solely those of the individual participants and do not necessarily represent the views of other participants or the National Academy of Sciences, which is a non-partisan, tax exempt organization that includes under its Charter the National Academy of Engineering and National Academy of Medicine, and that operates the National Research Council.

Webinar

A School Year from Home: How Chile has Taught Math During the Pandemic

July 23, 2020

11:00 AM - 12:00 PM (ET)

Past

Materials

About

The COVID pandemic has been a great challenge for the Chilean school system. All primary and secondary schools closed just when the school year was starting. This situation has mobilized the Chilean Ministry of Education, school communities, and universities, to provide support and guidance for teachers, parents, and children. For instance, a prioritized curriculum was developed for 2020-2021, as well as new orientations for the teaching of math and other subject matters. In this talk we will discuss some of these nationwide efforts and share mathematics teachers’ experiences with distance teaching. We will also present some principles and ideas to develop online mathematical tasks, drawn from our teacher professional program, that can be useful for mathematics teachers.

Salomé Martínez is a professor at the Universidad de Chile and Director of the Laboratory of Mathematical Education, Center for Mathematical Modeling, University of Chile. She is also Director of the UNESCO Chair: "Preparing teachers to teach math in the 21st century," a recipient of the UNESCO-Hamdan Bin Rashid Al Maktoum Prize for Outstanding Practice and Performance in Enhancing the Effectiveness of Teachers, and a corresponding member of the Chilean Academy of Science.

Supplementary Materials are listed below:
Lesson demonstrations (in Spanish): http://sumaysigue.cmm.uchile.cl/demos/

Laboratory of Mathematical Education, Center for Mathematical Modeling, University of Chile website: https://cmmedu.uchile.cl/

Booklets and videos (in English): https://www.dropbox.com/sh/ytchbhswu5hvwwg/AACQfrq_0pL0Upv74HGxOCJaa?dl=0

Alice in Randomland, A Mathematical Adventure books:
http://sumaysigue.cmm.uchile.cl/links/alicia.html

Newspaper interview with Salomé Martinez (in Spanish): https://www.latercera.com/que-pasa/noticia/salome-martinez-la-profesora-chilena-invitada-a-relatar-en-eeuu-como-los-docentes-del-pais-han-debido-hacer-clases-en-linea/TYW6C7775FE7JN3TKC52M4Y4UI/

Contact

Ana Ferreras

(202) 334-1697
aferreras@nas.edu

Disclaimer

It is essential to the National Academies mission of providing evidence-based advice that participants in any of our meetings or events avoid political or partisan statements or commentary and maintain a culture of mutual respect. The statements and presentations during our meetings or events are solely those of the individual participants and do not necessarily represent the views of other participants or the National Academy of Sciences, which is a non-partisan, tax exempt organization that includes under its Charter the National Academy of Engineering and National Academy of Medicine, and that operates the National Research Council.

Webinar

Secondary-school Mathematics: Looking Ahead, an Israeli Perspective

July 16, 2020

11:00 AM - 12:00 PM (ET)

Past

Materials

About

This time of uncertainty has brought with it a need for quick changes in teaching and learning. Now, after initial reactions to the requirement for remote teaching, and towards the next year, we ask: what could, or perhaps should, be breached in classroom teaching to provide math students with rich learning opportunities? This question is asked in the context of vagueness regarding the environment in which learning would take place. In this talk, we will address this question from different perspectives - the ministry of education in Israel, teachers, teacher educators and researchers, as we all prepare for the coming year.

Talli Nachlieli is a mathematics educator and researcher in the Levinsky College of Education in Tel Aviv. She is the head of the PRAQTAL project – Practices for quality teaching in secondary schools. Her research interests are teacher education and mathematics classroom discourse.

The video recording for the webinar is below. After watching the video, please feel free to complete this survey with your thoughts: https://www.surveygizmo.com/s3/5709122/USNC-MI-Webinar-Survey-July-2020.

Contact

Ana Ferreras

(202) 334-1697
aferreras@nas.edu

Disclaimer

It is essential to the National Academies mission of providing evidence-based advice that participants in any of our meetings or events avoid political or partisan statements or commentary and maintain a culture of mutual respect. The statements and presentations during our meetings or events are solely those of the individual participants and do not necessarily represent the views of other participants or the National Academy of Sciences, which is a non-partisan, tax exempt organization that includes under its Charter the National Academy of Engineering and National Academy of Medicine, and that operates the National Research Council.

Webinar

Math@Distance: Distance Mathematics Teaching During COVID-19 Lockdown

July 9, 2020

11:00 AM - 12:00 PM (ET)

Past

Materials

About

The COVID-19 pandemic has drastically impacted education. Schools closed down and mathematics teachers were facing the challenge of developing alternative educational practices, including at distance through digital technology. What distance practices emerged in secondary mathematics education? To find this out, we sent out online questionnaires in three adjacent countries in Europe: Flanders—the Dutch-speaking part of Belgium—, Germany, and The Netherlands. The survey focused on teaching practices, teacher beliefs, didactics and assessment. In this talk, Paul Drijvers will summarize the first tentative findings, and reflect on their meaning for mathematics teachers.

Paul Drijvers is scientific director and full professor in mathematics education at the Freudenthal Institute of Utrecht University's Science Faculty. As scientific director, he is responsible for the institute's research program. His own research interests include the role of ICT in mathematics education, mathematical thinking, and embodiment in mathematics education. For further information see https://www.uu.nl/staff/PHMDrijvers/Profiel.

The video recording for the webinar is below. After watching the video, please feel free to complete this survey with your thoughts: https://www.surveygizmo.com/s3/5709122/USNC-MI-Webinar-Survey-July-2020.

Contact

Ana Ferreras

(202) 334-1697
aferreras@nas.edu

Disclaimer

It is essential to the National Academies mission of providing evidence-based advice that participants in any of our meetings or events avoid political or partisan statements or commentary and maintain a culture of mutual respect. The statements and presentations during our meetings or events are solely those of the individual participants and do not necessarily represent the views of other participants or the National Academy of Sciences, which is a non-partisan, tax exempt organization that includes under its Charter the National Academy of Engineering and National Academy of Medicine, and that operates the National Research Council.

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USNC/MI Webinar Series "Moving Forward in the Midst of a Pandemic: International Lessons for Math Teachers"

Dropdown items

Lessons Learned from International Webinar Series held in Korea: Challenges and Opportunities for Mathematics Education during the Pandemic

Teaching Mathematics During the Pandemic: A view from South Africa

Teachers’ Perspectives of Strength-Based Mathematics Learning Before, and During the Pandemic

How to Spark Curiosity with Problem Based Lessons

Building Thinking Classrooms

Mathematics Problem Solving and Professional Development Under the COVID-19 Pandemic

A School Year from Home: How Chile has Taught Math During the Pandemic

Secondary-school Mathematics: Looking Ahead, an Israeli Perspective

Math@Distance: Distance Mathematics Teaching During COVID-19 Lockdown