Breakout Room #1

Brent Davis (University of Calgary); Krista Francis (University of Calgary); Jo Towers (University of Calgary); Josh Markle (Brock University)

Speaking of Learning: Exploring the constraints of native languages on mathematical pedagogy

In this presentation, we draw on Conceptual Metaphor Theory and “bodymarking” – a mode of coding classroom (inter)action – to re-analyze video-recorded mathematics lessons from the Third International Mathematics and Science Study (TIMSS, 1996). We present the dominant webs of metaphors for knowledge, learning, and teaching in English, Czech, and Japanese, and we explore the hypothesis those webs channel pedagogical actions in distinct and predictable ways. Based on our analyses, we assert habits of association in one’s native language compel specific mathematics teaching practices while militating against the transfer of effective pedagogical actions from one cultural setting to another.

Breakout Room #2

Kelly Marcelino (Western University)

Exploring the impact of elective pre-calculus modules in first-year calculus

An enduring challenge is the under-preparedness first year undergraduates for mathematics. Online remediation in an introductory geoscience course, presented concurrently to course content, can increase students’ quantitative skills (Wenner et al. 2011). In this research we build on prior research to examine the effectiveness of online pre-calculus modules for 210 students in a first-year calculus course. Online modules were optional and bonus marks could be earned if modules were completed prior to their deadlines. Results suggest that modules participation increased expected pass rates and final grades for students after accounting for their incoming mathematical ability. Implications for effective programming will be explored.

Breakout Room #3

Kwesi Yaro (University of Alberta)

Ann Anderson (University of British Columbia)

Supporting children’s mathematics learning: Lessons from Black/African immigrant and refugee families

In this presentation, we will share snippets of a larger qualitative case study that employed Bourdieu’s (1990) cultural capital theory and Afrocentric worldviews (Asante, 1990; 1991; Dei, & Kempf, 2013) to understand how African immigrant parents support their children’s mathematics learning at the upper elementary and middle-grade levels (Grades 4 - 8) in Canada. The results of this study provide a broader conceptualisation of the concept of “capital” especially for minoritized or racialized families. Moreover, the insights from the study will guide teachers and educators toward more culturally responsive pedagogies that draw on immigrant families and their children’s funds of knowledge.