2022-2023 Colloquia Series
The Center for Math Education hosts a monthly colloquia series to bring the best mathematics education researchers from across the nation to nurture our research interests, enrich our projects, and expand our perspectives. This year all the sessions will be virtual. Graduate students and faculty are invited to join the presentations and discussion. Informal conversations that expand the learning from the presentation always follow.
October 7, 2022: Dr. Amy Ellis
Title: From Mathematical Play to Playful Math
Abstract: Mathematical play offers opportunities for students to exercise agency and engage in authentic disciplinary practices, and studies of mathematical play show positive outcomes for motivation, enjoyment, and learning. However, the current research base is largely situated either in early childhood / elementary school, or in informal settings such as video games or makerspaces. These studies investigate how play can be mathematized, examining the mathematics that arises from play. I consider the reverse direction, that of "playifying" the school mathematics that students and teachers must navigate in classroom contexts. In doing so, I'll share findings about mathematicians', undergraduates', and middle-school students' playful math engagement. Our study found that playful math tasks increased students' agency, authority, investment, and goal selection, as well as encouraged their development of creative, challenging ideas. I'll present two cases of a particular form of playful engagement called the "explore - focus cycle", one for a mathematician and one for a pair of middle-school students, and consider how playful math can support students' disciplinary engagement.
October 28, 2022: Dr. Brandie Waid
Title: From What about the 2SLGBTQIA+ folx? Toward A Truly Equitable Mathematics
Abstract: In this interactive talk, we will briefly explore the relationship between mathematics teaching and learning and 2SLGBTQIA+ identity, then consider a framework, the Mathematical Queeries Framework (MQF) that centers on 2SLGBTQIA+ equity in mathematics education. Participants will also engage with a mathematics activity that embodies many elements of the framework in action
November 18 2022: Dr. Charity Watson
Charity Watson is an Associate Director of Special Programs and Visiting Assistant Professor in the STEM Transformation Institute. She holds a MS in Mathematical Sciences and a PhD in Engineering and Science Education from Clemson University. She has taught an array of courses at the undergraduate and graduate level, including calculus, business statistics, mathematics for elementary teachers, and research methods in science and engineering education. Her research interests lie in college-level students and their performance and persistence in STEM fields and in introductory-level mathematics courses. Specifically, she is interested in factors that may impact the success and participation of underrepresented minorities in mathematics and STEM.
February 24, 2023: TBD
March 17, 2023: Dr. Nicole Louie (virtual)
Nicole Louie is interested in how people define intelligence and who is allowed to be seen as “smart,” with particular emphasis on teachers of mathematics. Her research explores how teachers learn to challenge narrow, exclusionary views of intelligence and to support students to relate to one another as intellectual equals. Drawing on social theories of learning, she examines teachers’ interactions with one another and with students, as they are shaped by cultural and political discourses and ideologies.
April 28, 2023: Dr. Stephanie Casey
Stephanie Casey is a Professor of Mathematics Education at Eastern Michigan University. She obtained her Ph.D. in mathematics education from Illinois State University in 2008. Her research focuses on teacher knowledge for teaching statistics at the secondary level, motivated by her experience of teaching secondary mathematics for fourteen years. She is a 2012 STaR Fellow, one in a cadre of new mathematics education professors identified as future leaders in the field.