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Associate Professor, Ontario Tech University, Faculty of Education Co-Director, Fields Institute, Centre for Mathematics Education Co-Chair, Fields Institute, Math Education Forum [email protected] Faculty Profile ResearchGate Profile |
RESEARCH INTERESTS:
My research is in mathematics education. My work explores how to foster and elicit reasoning that can disrupt misguided and ingrained preconceptions about mathematics content, learning, and teaching. I'm especially interested in how creative and multi-modal approaches to math teaching and learning can be networked to encourage conceptual growth, meaningful engagement, and enjoyment with mathematics.
Interested in research-based resources for undergraduate mathematics education?
Check out our website www.thinkmath.ca!
Check out our website www.thinkmath.ca!
Research & Events:
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International Congress on Mathematical Education
July 2024, ICC Sydney, Australia
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New Publications:
Zazkis, R. & Mamolo, A. (2025). The equality 0.999...=1, what does it exemplify? Exploring spaces of an example. Educational Studies in Mathematics. https://doi.org/10.1007/s10649-025-10463-4
Equating 0.999… (infinitely repeating nines after the decimal point) with 1 has provoked bewilderment, as well as various justifications, discussions and research engagements. The equality can also be seen as an example of a more general mathematical phenomenon, which begs the question, what does it exemplify? We introduce a theoretical construct “space of an example,” as a variation on the notion of “example spaces,” and explore how prospective secondary school teachers situate this particular equality within a broader mathematical space. Responding to the question “of what is this an example?” participants’ highlighted ideas related to (i) different representations of numbers, (ii) infinity, and (iii) approximation and limits. We argue that the “space of an example” is a useful research tool to uncover ideas related to a particular concept.
Taylor, P. & Mamolo, A. (2024). A view of the horizon. For the Learning of Mathematics, 44(2), 43-47.
We consider the mathematical horizon and its importance for fostering meaningful learning within mathematics. Our conclusion from this is that the horizon needs to play a central role in classroom activity and discussion; thus it should play a mainstream role in the delivered curriculum. Of course that raises the question of how teachers can gain a broader view of the horizon, not only as spectator but as participant and designer. Our answer is that it is our responsibility in the university, both as mathematicians and as math educators, to lead our future teachers along this path, and to continue to support them in their lives as teachers.
Zazkis, R. & Mamolo, A. (2025). The equality 0.999...=1, what does it exemplify? Exploring spaces of an example. Educational Studies in Mathematics. https://doi.org/10.1007/s10649-025-10463-4
Equating 0.999… (infinitely repeating nines after the decimal point) with 1 has provoked bewilderment, as well as various justifications, discussions and research engagements. The equality can also be seen as an example of a more general mathematical phenomenon, which begs the question, what does it exemplify? We introduce a theoretical construct “space of an example,” as a variation on the notion of “example spaces,” and explore how prospective secondary school teachers situate this particular equality within a broader mathematical space. Responding to the question “of what is this an example?” participants’ highlighted ideas related to (i) different representations of numbers, (ii) infinity, and (iii) approximation and limits. We argue that the “space of an example” is a useful research tool to uncover ideas related to a particular concept.
Taylor, P. & Mamolo, A. (2024). A view of the horizon. For the Learning of Mathematics, 44(2), 43-47.
We consider the mathematical horizon and its importance for fostering meaningful learning within mathematics. Our conclusion from this is that the horizon needs to play a central role in classroom activity and discussion; thus it should play a mainstream role in the delivered curriculum. Of course that raises the question of how teachers can gain a broader view of the horizon, not only as spectator but as participant and designer. Our answer is that it is our responsibility in the university, both as mathematicians and as math educators, to lead our future teachers along this path, and to continue to support them in their lives as teachers.
Read more about my research projects:
Mathematical Reasoning & Ambiguity
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Math Knowledge in / for Teaching
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Technology & Task Design
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