Articles from:March 2018

• Math Ed Seminar Series @ Brock: Dr. Anjali Khirwadkar

  Monday, March 19, 2018 | By mwilloughby

  Math Ed Seminar Series @ Brock

  Season 2017- 2018

  Elementary School Mathematics Education in India:
  Implications for Teacher Training programs for
  Mathematics Teachers

  April 2 @ 10:00 in TA403

  Dr. Anjali Khirwadkar
  Faculty of Education (Brock University)

   

  Abstract: Education in India is undergoing a change as per the global demands and expectations
  from the future citizens. There are efforts to bring in quality in teaching Science, Mathematics in
  the country by harnessing the advantages of the technology. More recently, two prominent policies
  of the Indian government—the Sarva Shiksha Abhiyan (SSA) in 2001 and the Right to Education
  (RTE) Act, 2009 have seen education priorities rise amongst the countrymen. It is essential that
  children right in the primary and elementary stage develop interest in learning mathematics. It is
  the teacher who can bring change in inclination towards learning mathematics. This paper
  highlights some key factors to be considered in teacher preparation program in the country
  especially for training mathematics teachers.

  Poster

  For information, contact: Chantal Buteau: [email protected] or Joyce Mgombelo: [email protected]

• Math Ed Seminar Series @ Brock: Dr. Joyce Mgombelo

  Saturday, March 10, 2018 | By mwilloughby

  Math Ed Seminar Series @ Brock

  Season 2017- 2018

  Collective Learning: Re-thinking the Environment, Artifacts and
  Classroom Interactions

  March 19 @ 10:00 in TA403

  Dr. Joyce Mgombelo
  Faculty of Education, Brock University

  Dr. Joyce Mgombelo is an Associate Professor of Mathematics Education at Brock University. Her
  research program focuses on: mathematics cognition; identity; and ethics- based on principles of
  human cognition. This work is developed from the theoretical perspectives of enactivism, complexity
  science and psychoanalysis. Mgombelo’s most recent work includes the SSHRC funded collaborative
  research projects, “Educating for the 21st Century: post-secondary students learning ‘progmatics’
  (computer programming for mathematical investigation, simulation, and real-world modeling)” and
  “Advancing research methodology in mathematics education for collective learning systems” as well
  as the Canada Global Affairs collaborative development project, “Capacity Development for
  mathematics teaching in rural and remote communities in Tanzania”

  Abstract: Over the past two decades, a group of Canadian Mathematics Education Study Group
  (CMESG) members have been working on understanding the ways in which mathematics learning
  occurs in classrooms viewed as collective systems. That is, how mathematics classrooms can be seen
  as complex systems in which agents spontaneously interact and adapt to each other, organizing and
  sustaining learning processes in a collaborative way. In this presentation I will offer a discussion about
  how artifacts such as classroom boards play a vital role in the coordination of behaviours or actions in
  a mathematics classroom viewed as a complex system. The source of inspiration for this discussion
  comes from studies in cognitive stigmergy which have led to a better understanding of how (human)
  agents in a complex system communicate indirectly through their environment which is articulated,
  and is typically composed of artifacts, which build up the social workspace, or field of work.

  All undergraduate(including teacher candidates) students, graduate students , and faculty, from Department of Mathematics and Statistics and the Faculty of Education are welcome!

  Poster

  For information, contact: Chantal Buteau: [email protected] or Joyce Mgombelo: [email protected]