Math Knowledge in / for Teaching


This research focuses on teachers' Knowledge of the Mathematical Horizon (KMH) -- their sense of the mathematical terrain, its interconnected nature, and the values and sensibilities that allow learners to navigate the terrain.  It examines how a more robust KMH can enhance pedagogy and help teachers broaden their expectations for what are important and helpful experiences for learners.  A recognized challenge in teaching relates to the ability to draw upon appropriate mathematical knowledge in the moments of teaching and in response to unanticipated student interactions.
Principal Investigator: Dr. Ami Mamolo
Funding Agency: ​SSHRC

Knowledge at the Mathematical Horizon


​Knowledge at the Mathematical Horizon relates to a teacher's focus of attention and his or her ability to flexibly shift attention such that relevant properties, generalities, or connections, which embed particular mathematics in a greater structure, are accessed in teaching situations.

Highlighted Article:
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Socially Relevant Mathematics

Math explorations that are contextualized in issues of social justice are a means to respond to the needs of an increasingly diverse student population -- to make mathematics meaningful in multicultural classrooms, to close achievement gaps across classes, ethnicities and genders, and to improve student understanding of important world issues.  Such explorations can also afford important opportunities to develop key mathematical processes and critical reasoning.

Highlighted Article:
  • ​Thanheiser, E. & Mamolo, A. (2024). Introduction to the virtual special issue: Mathematics that underpins social issues. The Journal of Mathematical Behavior, 75. open access: doi.org/10.1016/j.jmathb.2024.101176

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