Concept Study - Profound Understanding of Teachers' Mathematics (15w5151)

Arriving in Oaxaca, Mexico Sunday, August 30 and departing Friday September 4, 2015

Organizers

(Werklund School of Education)

Paulino Preciado Babb (University of Calgary)

Armando Solares Rojas (Universidad Pedagógica Nacional)

Objectives

We perceive a need for research mathematicians to join with their grade-school mathematics educators, working together to interrogate, elaborate, and format the usually tacit associations that are used to give shape to mathematical concepts from elementary to high school. At the same time, we intend to draw deliberately on experts from different language backgrounds, endeavoring to better understand how networks of association within particular languages might help or frustrate meaning-making of mathematical concepts. The main goal of this workshop is to gather mathematicians, mathematics educators and teachers to engage in concept study on curricular areas previously selected—i.e. prime numbers, symmetry, and functions. Participants will be invited from both Mexico and Canada, including peoples from diverse Aboriginal backgrounds.
In order to complete the Concept Study cycle, teacher and educators will plan for implementations of designed tasks as a result of the workshop.

This workshop originated from an earlier collaboration among mathematics educator from Mexico and Canada. A more deliberate agenda for collaboration among mathematics educators is expected to be defined during the workshop.

Timeline

During the first three days of the workshop participants will engage in the initial part of concept study per group. Team activities will include reviewing historical development, conducting concept analysis, identifying linguistic association, exploring the program of studies for the selected mathematical concepts, and mapping out the cross-grade trajectory through which precursors to the concept are taught and, subsequently, how the concept is typically introduced, defined, developed, applied and extended.

The last two days will be devoted to design mathematical tasks and establish an agenda for implementation in the classroom, as well as collaboration among researcher educators in both countries.

An electronic compilation of reports from each team with experiences from the classroom will be elaborated during the year following the workshop. This document will be published in the DSpace for electronic document of the University of Calgary.
Collaboration among mathematics educators from Canada and Mexico are expected as a result of this workshop. Particularly, people from University of Calgary, and the National Pedagogical University in Mexico have been looking forward to creating joint projects for both teacher development and research. This workshop will provide an inspirational space for such projects.