Forum participants will be led in a guided discussion that aims to make connections between the ideas presented in the morning and possibilities for their own practice.

Discussants

Limin Jao (McGill University)

Steven Khan (Brock University)

Bios

Dr. Limin Jao (she/her) is the Interim Chair and an Associate Professor in the Department of Integrated Studies in Education at McGill University, which is situated on the traditional land of the Kanien’kehá:ka people. Limin’s research focuses on issues of exemplary teaching practice and teacher education (pre-service and in-service), particularly in mathematics and STE(A)M education contexts. Her research in exemplary teaching practices seeks to better understand how to foster positive experiences for students. Current foci include interdisciplinary and project-based approaches to teaching and learning, and student-directed inquiry. Limin’s research in teacher education centers her participants’ lived experiences in their varied contexts and their journeys as educators. Limin’s research directly informs her own practice, teaching mathematics education courses at the undergraduate and graduate levels. A former secondary school mathematics and science teacher, Limin was also a museum educator for many years.

Dr. Steven Khan (he/him) is cis, heterosexual, ‘mixed’ race, male, husband, father, and former Mathematics and Biology teacher and educator from the Caribbean. He is the current Director of Teacher Education Programs and an Associate Professor, Mathematics Education in the Department of Educational Studies in Education at Brock University. From Trinidad originally he has lived and worked in Canada continuously since 2008 on the unceded lands and territories of the Musqeuam people, on Treaty 6 and Treaty 7 territory home of the Cree, Blackfoot, Métis, Nakota Sioux, Iroquois, Dene, Ojibway/ Saulteaux/Anishinaabe, Inuit, and others, and presently resides on the traditional territory of the Haudenosaunee and Anishinaabe peoples which is covered by the Upper Canada Treaties and is within the land protected by the Dish with One Spoon Wampum Agreement. The trajectory of his scholarship covers interests with complexity, consumer culture, classroom discourse, ethnomathematics, aesthetics and ethics, mythopoetic curriculum, mathematics popularization, curating (teacher and mathematical) identities, multispecies’ flourishing and currently sits with the questions: “What does it mean to be a good (enough) ancestor?”, “How might initial teacher education dwell in relation to this question?” and, “In what ways do experiences in mathematics teacher education contribute to increasing or decreasing the likelihood of this sort of telos?”