Computational Modeling, Data Visualization, & Digital Making

​This research takes a critical look at the uses of affordable and accessible digital technologies for promoting mathematical thinking, learning, and applications.  Pedagogies that incorporate digital making and data visualization can be powerful for student learning.  This research supports teachers' efforts and growth in modernizing their approaches and practice by incorporating coding, infographics, robotics, and wearable tech..

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Where to learn more

Coding & Computational Thinking:

• Mamolo, A., Tepylo, D., Ruttenberg-Rozen, R., & Rodney, S. (2022). Learning math through coding and learning coding through math: Two sides of the same coin. Canadian Journal of Science, Mathematics, and Technology Education. https://doi.org/10.1007/s42330-022-00254-x 
• Mamolo, A., Rodney, S., & Tepylo, D. (2022). Coding and climate change: Investigating prospective teachers' pathways of attention. The Journal of Mathematical Behavior, 68. Online First, open access  doi.org/10.1016/j.jmathb.2022.101014
• Ruttenberg-Rozen, R., Hynes, K., Mamolo, A. (2022). A case study of a female pre-service teacher learning to code for mathematics teaching: Analysing emtions and attitudes through a gender lens. In (Eds.) I. Sahin, et al., Internationalization of STEM Education. International Society for Technology, Education and Science.
• ​Mamolo, A., Buteau, C., & Monaghan, M.* (2019). Prospective mathematics and sciences teachers’ views on coding & computational thinking. American Educational Research Association, Toronto, ON
• Tepylo, D., Mamolo, A., Ruttenberg-Rozen, R. (2019). Supporting mathematics through coding. Ontario Association for Mathematics Educators. Ottawa, ON
• Buteau, C., Mamolo, A., Muller, E., & Monaghan, M.* (2018). Computational thinking in mathematics :Undergraduate student perspectives. Research in Undergraduate Mathematics Education, San Diego, USA.
• Gadinidis, G., LeSage, A., Mamolo, A., & Namukasa, I. (2017). Re-designing K-12 teacher education: A focus on computational and mathematical thinking. CATE Polygraph Series: Initial Teacher Education in Ontario.
• Mamolo, A. (2014). Coding is cool. Teach Magazine. 

Infographics & Data Visualization

• Mamolo, A. & Rodney, S. (2024). DataViz & DigTech: Observing curiosity in preservice teachers. 15th International Congress on Mathematical Instruction, Sydney, Australia
• Rodney, S. & Mamolo, A. (2023). Relational-Curiosity and Mathematics: A Dynamic Exploration of DataViz. Canadian Journal of Science, Mathematics, and Technology Education 23, 497-508.
  
• Mamolo, A. & Ibeh, N.* (2021). Infographics: A remixing approach. Ontario Association for Mathematics Gazette, 60(1). 
• Hughes, J., Morrison, L., Mamolo, A., Laffier, J., & deCastel, S. (2019). Addressing bullying through critical making. British Journal of Educational Technology, 50(1), 309-325.
• Mamolo, A., Thomas, K.*, Frankfort, M.* (2018). Exploring math through social justice problems. In (Eds.) A. Kajander, E. Chernoff, & J. Holm, Teaching and learning secondary school mathematics: Canadian perspectives in an international context (pp.377-392). Dordrechet: Springer.
• Hughes, J., Mamolo, A., & Laffier, J. (2017). Transforming learning for marginalized students through maker pedagogies.  ​CSSE, ​Toronto, Canada.
• Hughes, J., Laffier, J., Mamolo, A., & Morrison, L. (2017).  Full STEAM ahead: Exploring the use of maker pedagogies in an anti-bullying initiative.  ​International Congress for School Effectiveness and Improvement​, Ottawa.
• Hughes, J., Petrarca, D., Laffier, J., Mamolo, A., Le Sage, A. (2016).  Critical Digital Literacies in a pre-service teacher education program. IAFOR. Hawaii, USA.