Breakout Room #1 Rethinking Kolams as Mathematics for Multispecies’ Flourishing in Pre-service teacher education

Sreedevi Rajasekharan, Brock University

Olivia Lu, Brock University

Steven Khan, Brock University

Breakout Room #2 Programming-Based Mathematics Inquiry: The Biggest Challenges Faced by Students During Course Projects, and How they Handle Them

Jessica Sardella, Brock University

Laura Broley, Brock University

Chantal Buteau, Brock University

Dorothy Levay, Brock University

Neil Marshall, Brock University

Eric Muller, Brock University

Joyce Mgombelo, Brock University

Ana Isabel Sacristán, Cinvestav

Breakout Room #3 How can contemporary education research inform mathematics education practices?

Asia Matthews, Quest University

Haley Batten, Quest University

Breakout Room #4 Integrating Coding in Mathematics: Effectiveness of A Project-Based Approach

Eunice A. Ablorh, Brock University

Laura Broley, Brock University

Chantal Buteau, Brock University

Joyce Mgombelo, Brock University

Eric Muller, Brock University

Breakout Room #5 Restructuring Makerspaces: Teacher Candidates’ Experiences Connecting to Mathematics Methods Courses in Teacher Preparation Program Year One

Shannon Welbourn, Brock University

Anjali Khirwadkar, Brock University

SHORT ORALS

BREAKOUT ROOMS #6 & #7

Breakout Room #6

12:00-12:15 Lindsay A. Mainhood (Queen’s University); Jaime Pyper (Queen’s University)

Pólya’s How to solve it: Made accessible for problem solvers of today

In the current climate of equity, diversity, and inclusion (EDI) promotion within educational settings, seminal mathematics education resources require revisitation to be updated and supportive of EDI priorities. We asked how the language in George Pólya’s 1945 book How to Solve it can be adapted for maximized applicability to all educators and students of mathematics. Through content analysis, we identified language within the book that represented sexism and ableism, and revised the text to be non-gendered and reflective of learning processes. We will present examples of changes to the resource and propose the review and revision of similar mathematics education resources in support of increased EDI in mathematics education.

Breakout Room #6

12:15-12:30 Evelyn Penfold (Centre for Research for Teacher Education and Development, University of Alberta)

Mathematical knowledge for teaching and professional development

I asked thirteen elementary teachers in England and Canada about their mathematical knowledge for teaching and their professional development (PD). Strengths include number concepts and planning. Teachers spoke of a need for PD that directly addresses a struggle. The range of PD activities includes collaboration with colleagues, referring to a textbook, pursuing online activities. Effective PD can be gaining tips and tricks to manage teaching a lesson or engaging with mathematics activities that enhance teachers’ mathematical knowledge for teaching. An implication of my findings is that teachers and schools need to allocate time for professional dialogue.

Breakout Room #7

12:00-12:15 Marja Bertrand (Western University); Li Li (Western University)

Teaching Youth Mathematics and Coding through Design Projects

Many researchers focus on the technical skills that youth develop through digital design, but few explore the mathematical thinking and coding skills involved in these design activities. We will address the following research question: How does digital design help young people learn about mathematics and coding? We conducted a qualitative case study and facilitated a STEAM camp for students in grades 5-8 in Ontario, Canada. We collected data from observations, interviews, and surveys, as well as photographs of the students’ work. In this study, we found that students deepened their understanding of mathematical concepts through coding and digital design.

Breakout Room #7

12:15-12:30 Hatice Beyza Sezer (Western University)

A Content Analysis on School and Community Practices of Computational Thinking in Mathematics Education

Recently, integrating computational thinking (CT) in mathematics education through coding has gained momentum, so exploring the understanding of using CT concepts and tools has become more significant. This study examines online resources for school and community outreach practices related to CT integration into mathematics education in Ontario. Using qualitative content analysis, the data is interpreted through Kafai et al.’s (2020) framings of CT (cognitive, situated, and critical). We show that cognitive framing receives greater attention than situated framing, whereas the affordances from a critical framing receive insufficient emphasis. The study’s significance is grounded in the intent of enhancing the perspectives of researchers, educators, and policymakers by seeking an insight into the wide affordances of CT.