|
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:
|
International Congress on Mathematical Education
July 2024, ICC Sydney, Australia
|
|
Seminar: Mathematics and Mathematical Thinking for Society
Hosted by Institute for the Study of University Pedagogy, University of Toronto Mississauga, and the UME Network for Teaching & Research, supported by SSHRC-CRSH.
New Publications:
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.
Thanheiser, E. & Mamolo, A. (2024). Introduction to the virtual special issue: Mathematics that underpins social issues. The Journal of Mathematical Behavior, 75
This Virtual Special Issue on Mathematics in Society: Exploring the Mathematics that Underpins Social Issues features 13 articles which expand our understanding of how people build, retain, communicate, apply, and comprehend mathematical ideas as they relate to social and societal issues. The focus is on education research that explores the ways in which mathematics and a mathematical worldview can influence choices, on educational, personal and societal levels. We take a broad view and raise questions about what it means to be mathematical in society, and we consider the multifaceted ways in which abilities to derive and interpret information presented mathematically are also necessary in and for society.
Hosted by Institute for the Study of University Pedagogy, University of Toronto Mississauga, and the UME Network for Teaching & Research, supported by SSHRC-CRSH.
New Publications:
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.
Thanheiser, E. & Mamolo, A. (2024). Introduction to the virtual special issue: Mathematics that underpins social issues. The Journal of Mathematical Behavior, 75
This Virtual Special Issue on Mathematics in Society: Exploring the Mathematics that Underpins Social Issues features 13 articles which expand our understanding of how people build, retain, communicate, apply, and comprehend mathematical ideas as they relate to social and societal issues. The focus is on education research that explores the ways in which mathematics and a mathematical worldview can influence choices, on educational, personal and societal levels. We take a broad view and raise questions about what it means to be mathematical in society, and we consider the multifaceted ways in which abilities to derive and interpret information presented mathematically are also necessary in and for society.
Read more about my research projects:
Mathematical Reasoning & Ambiguity
|
Math Knowledge in / for Teaching
|
Technology & Task Design
|