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Light refreshments will be available starting at 9:30 a.m. and lunch will be served at a convenient time during the meeting.

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INFORMATION FOR SPEAKERS AT THE FIELDS INSTITUTE
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Fields staff will assist you with all audiovisual equipment before your talk. Our standard audio-visual equipment provided for a talk with slides is a screen with data projector and Fields laptop computer if needed. In addition our lecture room is equipped with chalk boards for your use. The standard options for slides are:
1. The preferred and most reliable option is a PDF file presented on a Fields computer. Please bring your slides on a USB key or send them in advance to : inquiries@fields.utoronto.ca
2. A PowerPoint presentation (any format) from your own laptop. Please bring your laptop at least 15 minutes in advance of the talk so we can assist you with the set up.

Please contact inquiries@fields.utoronto.ca if you have any questions about the AV set up.
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AGENDA

Book talk: Vital Directions in Mathematics Education

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10:00 AM – 10:05 AM Reports: OAME, OMCA, OCMA, CMESG, CMS, and other.
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Book abstract: The book Vital Directions in Mathematics Education grew out of a 2008–2009 lecture series (Scholars in Mathematics Education) at Brigham Young University in Provo, Utah. Seven prominent mathematics educators from the USA and Canada were invited to discuss what they viewed as vital issues facing mathematics education and what they saw as viable directions research in mathematics education could take to address these issues. Each presenter then wrote a chapter based on this premise and their presentation; these chapters make up the middle seven chapters of the book. The first and last chapters are from other prominent mathematics educators and were written in reaction to the middle seven chapters. All of the issues raised in this book are related to the complexities of learning and teaching mathematics. The recommendations take the form of broad, overarching principles and ideas that cut across the field, garnished with specific and poignant examples. In this sense, this book differs from classical “research agenda projects,” which seek to outline specific research questions that the field should address around a central topic. Rather, in this case, each chapter takes on vital issues in mathematics education that cut across many research agendas. The desired message is as follows: Here are vital issues facing mathematics education and here are some frameworks to direct and support research that will move us forward in addressing these issues.
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10:10 AM – 10:50 AM Joyce Mgombelo and Christine Suurtamm will discuss

Chapter 1: Reflections on a Portrait of our Field (Steven R. Williams)
Chapter 2: Making Progress in U.S. Mathematics Education: Lessons Learned-Past, Present and Future (Mark Hoover Thames and Deborah Ball)

Bios:
Joyce Mgombelo is an Associate Professor of Mathematics Education at Brock University. Her research program focuses on: mathematics cognition; identity; and ethics- based on principles of human cognition. This work is developed from the theoretical perspectives of enactivism, complexity science and psychoanalysis. Mgombelo’s most recent work includes the SSHRCfunded research projects: Advancing research methodology in mathematics education for collective learning systems (Insight-ongoing) (with scholars from Universities of Alberta, York, Calgary and Montreal) and the recently-completed Partnership Development to Research Possibilities for Primary Mathematics Teacher Development in Rural and Remote areas (with Simmt, Glanfield, and international scholars – Halai, Msabila, Makoye and Makombe). In addition to these research projects, Mgombelo’s recent work includes the ongoing Department
of Foreign Affairs, Trade and Development (DFATD)–international development project Capacity development for mathematics teaching in rural and remote communities in Tanzania (with Simmt, Glanfield and Binde - Tanzania).

Christine Suurtamm is an Associate Professor of mathematics education at the University of Ottawa. She has been the principal investigator of a number of research projects that examine the complexity of mathematics teaching and learning with particular focus on classroom assessment. She has served as the Canadian representative on the National Council of Teachers of Mathematics (NCTM) Board of Directors, as Co-chair of Assessment Topic Study Groups at the International Congress on Mathematics Education (ICME-12 and ICME-13) and is currently on the Ontario Ministry of Education Curriculum Council. She is the recipient of several teaching awards for both secondary and university teaching.
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10:50 AM – 11:25 AM Iain Brodie and Gord Doctorow will discuss

Chapter 3: The Constantly Underestimated Challenge of Improving Mathematics Instruction (James Hiebert)
Chapter 7: The False Dichotomy in Mathematics Education between Conceptual Understanding and Procedural Skills: An Example from Algebra (Carolyn Kieran)

Bios:
Iain Brodie has been teaching in Scarborough, ON for the TDSB for 26 years. During that time he has taught almost every possible combined grade from 1 to 8 as well as instrumental music. Passionate about teaching math, Iain writes and shares his own math materials, reviews for the OAME Gazette, has begun teaching online graduate education courses, and has recently reacquainted himself with his renaissance lute.

Gord Doctorow, M.Ed., M.Math, Ed.D. High school math and computer science teacher for 26 years in Toronto. Taught introductory computer science at York University for 2 years. Currently, adjunct faculty member in the online campus of Nova Southeastern University, where I supervise doctoral students in the Ed. D. program and teach two Master's level math courses in Linear Algebra and Abstract Algebra. I've contributed to writing and reviewing high school math and computer science textbooks, given a number of workshops on math and technology, math and journal writing. I've worked on the Grade 6 mathematics assessments for EQAO, including developing the assessment instruments and being an evaluator and supervisor of evaluation. I've also worked as an evaluator of foreign students entering the TDSB in the area of mathematics preparedness.
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11:25 AM – 12:00 noon Peter Taylor and Ami Mamolo will discuss

Chapter 5: The Need for Theories of Conceptual Learning and Teaching of Math (M. A. Simon)
Chapter 6: Intellectual Need (Guershon Harel) Bios: Peter Taylor is a professor in the Department of Mathematics and Statistics at Queen’s University, cross-appointed to the Department of Biology and the Faculty of Education. He is a Queen’s graduate and has a Harvard PhD. His area of research is theoretical evolutionary ecology, particular the evolution of cooperative behaviour. He is a 3M Fellow, a Fellow of the Fields Institute and is past Chair of the Education Committee of the Canadian Mathematical Society. He has done extensive curriculum writing with the Ontario Ministry of Education and as preparation for this, he taught two semesters in high school.

Ami Mamolo is Assistant Professor of Mathematics Education at the University of Ontario Institute of Technology, and Adjunct Professor at York University. She serves on the board of directors of the journal For the Learning of Mathematics and the editorial board of the Canadian Journal for Science, Mathematics, and Technology Education, and is the newsletter editor for the Canadian Mathematics Education Study Group. She serves on the Program Committee for the Special Interest Group of the MAA on Research in Undergraduate Mathematics Education as well as the steering committee of the Fields MathEd Forum. Her research interests focus on mathematical reasoning and understanding when contextualized in non-routine problems, situations, or digital modalities. In particular she is interested in how creative approaches to math teaching and learning can be networked to foster conceptual growth, meaningful engagement, and enjoyment with mathematics.
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12:00 PM - 12:30 PM LUNCH BREAK (Light refreshments provided)
12:30 PM - 1:00 PM POSTER PRESENTATIONS (See below)
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1:00 PM – 2:00 Judy Mendaglio, Dragana Martinovic, and Miroslav Lovric will discuss

Chapter 8: Needed: Critical Foxes (Jeremy Kilpatrick)
Chapter 9: Where are the Foxes in Mathematics Education? (Jo Boaler, S.K. Salling, K. Sun)

Bios:
Judy Mendaglio is President-Elect of the Ontario Association for Mathematics Education (OAME). She currently works as an independent consultant and is a sessional lecturer at Western University’s Master of Professional Education program. She is also a member of the Steering Committee of the Fields Institute for Research in Mathematical Sciences’ MathEd Forum. She worked for many years as a secondary school teacher, mathematics department head, and college instructor.

Dragana Martinovic is a Professor of Mathematics Education at University of Windsor, where she leads the Human Development Technologies Research Group. Dragana is a Fields Fellow and a Co-Director of the newly organized Fields Centre for Mathematics Education. In her research Dragana explores ways in which technology can improve teaching and learning.

Miroslav Lovric is a professor in the Department of Mathematics and Statistics at McMaster University. His areas of research interest include differential geometry, mathematical modeling in biology and medicine and mathematics education. Miroslav received his B.Sc. degree from University of Zagreb, Croatia, and M.Sc. and Ph.D. from Ohio State University. Besides publishing in his research areas, Miroslav has written textbooks on vector calculus and calculus, linear algebra and probability and statistics for life sciences. In between the lines, his books convey a very important message: the more mathematics we know, the better equipped we are to understand a wide range of phenomena, problems and situations that are a part of our lives. Miroslav is a Fellow of the Fields Institute and a 3M fellow.
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2:00 PM ADJOURNMENT
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