Mathematics for Global Challenges: Lessons Learned from International Mathematics Educators

Webinar

A Glimpse of Mathematics Instruction in Singapore’s Secondary Schools

March 9, 2022

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

Past

Materials

Webinar flyer

About

We will share the instructional core, comprising three distinct but connected activity segments that drive mathematics instruction in Singapore’s secondary schools. These segments are D (development of concepts or demonstration of skills), S (Student work) and R (Review of student work). In particular, the S-R loop will be examined to illustrate a concept of ‘mastery learning’ that facilitates higher order thinking and problem solving.
In the second half of this talk, we will share a case study of how problem solving is taught in Singapore’s mathematics classrooms using the science practical paradigm. The approach was based on the Polya’s problem solving model. It is unique in the use of a scaffolding to facilitate the interiorizing the stages of problem solving. Scaffolding, in the form of a “practical worksheet” and its assessment rubric, will be discussed.

Berinderjeet Kaur is a professor of mathematics education at the National Institute of Education (NIE) in Singapore. She has been involved in the professional development of mathematics teachers at the NIE for the last 32 years. She was the mathematics consultant to TIMSS 2011 and member of the Mathematics Expert Group for PISA 2015. Dr. Kaur is a renowned scholar in the field of mathematics education.
Tin Lam Toh is the head of the Mathematics and Mathematics Education Academic Group in the Singapore National Institute of Education, Nanyang Technological University. He obtained his PhD in Mathematics in the area of Henstock Integration Theory. As a result of his work in mathematics teacher education, he has conducted research in the areas of mathematical problem solving, calculus in the school curriculum, and use of comics for mathematics instruction. Dr. Toh publishes widely in scientific journals focused on both mathematics and mathematics education.

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

Supporting Mathematics Teachers to Use Authentic Tasks in Their Classrooms

February 1, 2022

3:00 PM - 4:00 PM (ET)

Past

Materials

About

We will present examples of authentic tasks that have been developed in the context of European projects with a focus on the mathematical processes and practices that can be developed through these tasks. We will also provide a short review of the research literature of the different types of authentic tasks and of the ways of managing these tasks in the classroom focusing on the modeling process and emphasizing the processes involved in students’ work as well as the complex relationship between reality and mathematics. Finally, issues related to our work with teachers while designing and implementing authentic tasks will be addressed.
Despina Potari is professor in the Mathematics Department of the National and Kapodostrian University of Athens. She received her first degree in Mathematics from the same university and a PhD in Mathematics Education from the University of Edinburgh. She has been visiting professor at several universities abroad. Her research interest is on the development of mathematics teaching and learning and teacher development. Her current focus is on macro and micro aspects of mathematics teaching and on mathematics teacher collaboration. Since 2017 she is chief editor of the Journal of Mathematics Teacher Education.
Giorgos Psycharis is Assistant Professor of Mathematics Education at the Department of Mathematics (National and Kapodistrian University of Athens – NKUA). He received his first degree in Mathematics from NKUA (1991) and his PhD in Mathematics Education from the same University (2005). His fields of interest include the design of learning environments for mathematics with the use of digital technologies, connecting mathematics teaching to authentic situations, and mathematics teacher education (levels of prospective teachers, practicing teachers and teacher educators). He has participated in more than twelve STEM related national and European projects. Some of these projects involved professional development for prospective and/or practicing mathematics and science teachers in areas such as inquiry-based learning and workplace, mathematical challenge and differentiation and formative assessment.
Chrissavgi Triantafillou has studied Mathematics at the National and Kapodistrian University of Athens, Greece. Her master’s degree was in Mathematics at the York University in Toronto, Canada and she had received her PhD in Mathematics Education in 2010 from the University of Partas, Greece. Her research work during her PhD was on tracing connections between mathematics in school and in workplace settings. Her postdoctoral research was on tracing connections between mathematics and science school practices in relation to the notion of periodicity. Her research focus was on the argumentative practices developed in mathematics and science school textbooks. She has been Assistant Professor in Mathematics Department of National and Kapodistrian University of Athens since 2017. She was involved in PD activities for prospective and practicing mathematics and science teachers in the context of five European funded projects: Mascil, IncluSMe, Formas, EDUCATE and ENSITE.

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

Strategies to Enhance Student Engagement

January 10, 2022

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

Past

Materials

Webinar Flyer

About

The session will begin by exploring specific strategies to engage students in learning mathematics. Then, mathematical tasks in different content areas, which are designed to provide opportunities for rich discourse and student engagement, will be shared. Applications to the classroom will be discussed.
Erhan Selcuk Haciomeroglu is at Temple University, Japan Campus (TUJ) and teaches mathematics and statistics courses for undergraduate students. His current research interests focus on conceptual understanding of calculus and technology integration in teaching and teacher education.
Juli K. Dixon is a professor of mathematics education at the University of Central Florida in Orlando. She is focused on improving teachers’ content knowledge for teaching so they can support their students’ ability to communicate and justify mathematical ideas.
Janet B. Andreasen is a senior lecturer of mathematics education at the University of Central Florida in Orlando. She works to prepare prospective teachers to effectively teach middle and high school mathematics and is focused on improving teachers’ content knowledge for teaching secondary mathematics as well as effective teaching practices in the classroom.

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

Engaging Learners in Mathematics Through STEAM-based Projects

December 6, 2021

8:00 PM - 9:00 PM (ET)

Past

Materials

Webinar Flyer

About

Due to a scheduling conflict, the planned spaker was unable to present. We instead heard from Padhu Seshaiyer, Vice chair of the U.S. National Commission on Mathematics Instruction. His talk was titled "Redesigning Curriculum and Instructional Practices During the Pandemic."

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

Why Teach Mathematics Through a Culturally Responsive Teaching Lens?

November 2, 2021

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

Past

Materials

Webinar Flyer PDF

About

Since the beginning of time, the oldest and most common way to share our wonder and humanity with others has been storytelling. It is the deepest way that we know how to connect and communicate. Coming out of the pandemic, the currency of it has increased in value as we share our experiences and begin to ask bold new questions about our role as math educators in this fragile and healing world. These stories will lead to the construction of a long needed bridge to the stories of mathematics--its collective history, thematic development, and purposes that go beyond Western perspectives. In this webinar, we will examine all of this, and begin to lay the foundation for how storytelling will be our strongest and safest bridge to the joy and beauty of mathematics.

Sunil Singh is an author, storyteller, and a porous math educator. He taught math, physics, and English for 19 years before embarking on a new journey of sharing his passion for math history/narrative with people all around the world. He works at Amplify to help build/curate rich storytelling into the K to 12 math platform and at Mathigon as a content writer. He has also given workshops at The Museum of Mathematics in New York and The Royal Conservatory of Music in Toronto. His third book is titled Chasing Rabbits: A Curious Guide to a Lifetime of Mathematical Wellness(foreword written by Jo Boaler).

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

Ethnomodeling as a Pedagogical Action for Globalization of Mathematical Practices

October 4, 2021

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

Past

Materials

Webinar Flyer PDF

About

In this talk we will share how we work with our students and teachers using ethnomodeling to explore the artifacts, history and use of mathematics in our community. As well, our work related to how we look at the mathematics found in out of school contexts will be shared. This includs: the Ouro Preto Math Trail, a study on coffee production and a street fair. Future studies are working on the history of Afro-Brazilian contributions to engineering and science in the context to the gold mining that occurred here over a period over 200 years in Ouro Preto, rug weaving, and two studies related to the work of Antônio Francisco Lisboa (Aleijadinho).
Daniel Clark Orey is Professor Emeritus of Mathematics and Multicultural Education at California State University, Sacramento. He has taught and lived in Oregon, Brazil, Guatemala, Mexico, Nepal and the United States. He is a Fulbright Senior specialist with experiences at the Pontifícia Universidade Católica de Campinas in Brazil (1998) and at Kathmandu University in Nepal (2007). He is currently professor of mathematics education in the Departamento de Educação Matemática and serves in the Academic Masters Program in Mathematics Education at the Universidade Federal de Ouro Preto, Brazil.
Milton Rosa graduated in Mathematics, Sciences, and Pedagogy in Brazil, and earned both a Masters and Doctorate in Education at California State University, Sacramento, and earned a post-doctorate degree in Education at the University of São Paulo, Brazil. His studies focus on mathematics education, educational leadership, and long distance learning. Dr. Rosa is a professor in the Departamento de Educação Matemática and in the Centro de Educação Aberta e a Distância at the Universidade Federal de Ouro Preto, Brazil. He teaches undergraduate and graduate students in mathematics and mathematics education. In 2010, Dr. Rosa was awarded the Dr. Carlos J. Vallejo Memorial Award, in Multicultural and Multiethnic Education, Special Interest Group in the American Education Research Association (AERA) as an emerging researcher in Mathematics Education. Currently, Dr. Rosa is the President of The International Study Group on Ethnomathematics (ISGEM).

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

Incorporating Computational Thinking in the Elementary Mathematics Curriculum

September 14, 2021

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

Past

Materials

Webinar Flyer PDF

About

The term ‘computational thinking’ is appearing with greater frequency in mathematics curricula around the globe, and now for the first time, in the PISA mathematics assessment. The content of this relatively new topic was recommended over ten years ago by computer scientists who suggested that it should be taught to equip students with future skills. Based on work in Europe and some Asian countries, the content of computational thinking is becoming clear and closely linked to mathematics. This session will illustrate through practical activities, some of the ways that computational thinking can be incorporated in our elementary school mathematics curriculum. The session will use examples from the different strands of mathematics where computational thinking has been recommended. The activities will focus on methods that can help students develop algorithms; work with simple spreadsheet functions; and follow, create, and debug flow charts.
Speakers:

Calvin Irons has been involved in mathematics education for over 55 years. After being recruited from the USA, he taught at Queensland University of Technology (QUT) in Australia for 39 years, which included two 5-year longitudinal research studies. Throughout the same time, he has conducted hundreds of professional learning sessions for schools in Australia and the USA. His international work has included varying lengths of time in 14 countries, with the most recent involving consultancies in Thailand and Hong Kong involving computational thinking in mathematics. He continues to write materials for use in schools to help teachers stay up-to-date with best practice in teaching mathematics.
James Burnett is the cofounder and Executive Chair of ORIGO Education. He started the company in 1995 and since then has authored and contributed to more than 300 mathematics resources for elementary teachers and their students. Although based in Brisbane Australia, he has spent much of his time in the USA where he is regularly invited to deliver keynote presentations and speak to school districts across the country.
His achievements have been recognized with awards such as the 2009 Ernst & Young Entrepreneur of the Year Award for his State; the 2017 Elementary Publisher of the Year Award (Australia); Learning Magazine’s 2018 Teacher’s Choice Award for ORIGO’s core mathematics program for K-6 called Stepping Stone;, and most recently the 2021 QUT Outstanding Alumni Award.

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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Mathematics for Global Challenges: Lessons Learned from International Mathematics Educators

Dropdown items

A Glimpse of Mathematics Instruction in Singapore’s Secondary Schools

Supporting Mathematics Teachers to Use Authentic Tasks in Their Classrooms

Strategies to Enhance Student Engagement

Engaging Learners in Mathematics Through STEAM-based Projects

Why Teach Mathematics Through a Culturally Responsive Teaching Lens?

Ethnomodeling as a Pedagogical Action for Globalization of Mathematical Practices

Incorporating Computational Thinking in the Elementary Mathematics Curriculum