Assistant Professor, Department of Teacher Education
There is and has never been widespread and sustained human flourishing without simultaneous attention to the flourishing of our multispecies kin on this planet. As a teacher educator and researcher I enact a praxis of learning (mathematics) that involves the coherent collection, connection and curation (critical selection / evaluation / appraisal / preservation) of a sufficiently large number of meaningful and diverse experiences of powerful and relevant ideas that consistently entail and elicit curiosity, challenge, communication, collaboration, creation and compassion resulting in diverse expressions of competencies, fluencies, literacies and proficiencies necessary for human and multispecies’ flourishing and dignity, now, and in the always uncertain future.
At present I am interested in the way Financial Literacy might be a necessary and fundamental aspect of justice work that spans issues of the “survival, transcendence, belonging, dignity and challenge” common to issues such as food in/security, land management, climate collapse, racial bias and am committed to advancing the U.N.’s Decade of Ecosystem Restoration.
- EDBE 8P29 (2015, 2020) – Teaching Junior-Intermediate Mathematics (Part 1)
- EDBE 8P39 (2015, 2016) – Teaching Primary-Junior Mathematics (Part 1)
- EDBE 8P44 (2016, 2021) – Teaching Primary-Junior Mathematics (Part 2)
- EDBE 8P54 (2016) – Teaching Junior-Intermediate Mathematics (Part 2)
- EDBE 8Y43 (2017) – PJI Teaching, research and educational inquiry
- EDUC 5P92 (2015) – Intro to Educational Research
- EDUC 8P31 (2014) – Teaching Primary-Junior Mathematics.
- Mathematics for Multispecies’ Flourishing.
- Financial Literacy and Multispecies Education.
- Exploring nature, race, gender, sexuality, ability and culture in textbooks/resources used for K-8 pre-service mathematics (initial) teacher education.
- Open Education Resources and Open Educational Practices.
- Critical Discernments & Variation Theory for Elementary Teacher Education.
- Curating Mathematical Identities.
- Mythopoetic Curriculum Studies.
- Ethnomathematics and culturally responsive practices.
- Caribbean Curriculum Theorizing including thought of Sylvia Wynter.
- Concept mapping.
- Computational Thinking
- Complexity Theory & Enactivism
- Critical Discourse Analysis
Khan, S. K. (2020). After the M in STEM: Towards Multispecies’ Flourishing. Canadian Journal of Science, Mathematics and Technology Education, 20, 230-245.
Tran, T.T., Khan, S. K. & LaFrance, S. (2020). Mathematics for Multispecies’ Flourishing: Make kin with Vietnamese Bánh Chưng. Journal of the Philosophy of Mathematics Education, 36, 49pp.
Francis, K. & Khan, S. K. (2020). Syntonic appropriation for growth in mathematical understanding: An argument for curated robotics experiences. In S. A. Costa, M. Danesi, & D. Martinovic (Eds.). Mathematics (Education) in the Information Age. Springer. https://doi.org/10.1007/978-3-030-59177-9_10
Khan, S. K. (2020). Valuing mathematical routines for supporting diverse learners’ meaningful engagement with mathematical ideas and mathematical communication. Caribbean Education Research Journal Special Issue on Mathematics Education in the Caribbean, 6(1), 34-59.
Khan, S. K. & Rudakoff, S. (2019). Discerning decomposition and computational disposition with Archelino: A dialogue. Math and Coding Zine, 3(2)
Karrow, D., Khan, S. & Fleener, M-J. (2018). Our Mathematical Relationship with Climate Change: Mathematics Education’s Ethical Imperative. Philosophy of Mathematics Education Journal, 32, (27pp).
Kotsopoulos, D., Floyd, L., Khan, S., Namakasa, I. K., Somanath, S., Weber, J. & Yiu, C. (2017). A pedagogical framework for computational thinking. Digital Experiences in Mathematics Education. DOI 10.1007/s40751-017-0031-2
Khan, S. K. (2016). Maroon theory and Me-thou-poiesis. Journal of the Canadian Association of Curriculum Studies, 13(2), 62-81.
- Canadian Association of Curriculum Studies (CACS)
- Canadian Association of Teacher Education(CATE)
- Canadian Mathematics Education Study Group (CMESG)
- Center for Mathematics and Science and Technology Education (CMASTE)
- Fields Institute Center for Mathematics Education (CME)
- National Council of Teachers of Mathematics (NCTM)
- Ontario Association of Mathematics Educators (OAME)
- Brock University Research Initiative Award
- Brock University Advancement Fund (Exploring discourses of nature, race, gender, sexuality, ability and culture in textbooks and resources used for K-8 pre-service/initial mathematics teacher education in Ontario) (with Catherine Kuo).
- Brock University Graduate Research Assistant Development Grant (Math for Multispecies Flourishing – Financial literacy as a tool for preparing teachers to do meaningful justice work (with Tram Anh Bui).
- Brock University Research and Development Grant (Math for Multispecies Flourishing – Financial literacy as a tool for preparing teachers to do meaningful justice work) (with Catherine Kuo)
- Center for Mathematics and Science and Technology Education (UAlberta) Faculty Member Funds – Learning Elementary mathematics to promote flourishing (with Stephanie LaFrance & Hang Thi Thuy Tran)
- Alberta Ministry of Education, “Learning experiences for ALL: Encounters with First Nations, Metis and Inuit Perspectives in Mathematics and Science Education.”
Co-PI with F. Glanfield, M. Higgins, and M. Kim
- Alberta Ministry of Education, “Growing foundational knowledge of Indigenous philosophies, epistemologies, ontologies and pedagogies.” Co-PI. with S. Peltier, T. Cardinal, L. Menna, Huber & S. Peltier (Elder).
- UAlberta Center for Teaching & Learning OER Award, “Remixing and sharing Open Resources for Pre-service Elementary Mathematics Teacher Education.”(with Barbara O”Connor and Carolyn Truong).
- Roger Smith Undergraduate Award: Critically curating Open Education Resources for elementary math Education (with Carolyn Truong)