CRMSE Colloquiums & Events
For more events, see the CRMSE Calendar.
CRMSE Colloquium
Brown Bag Colloquium
J. Brooke Ernest, Doctoral student, SDSU/UCSD (MSED), and Ricardo Nemirovsky, SDSU Department of Mathematics & CRMSE Director
When Mathematical Instruments Become Art Instruments
Thursday, May 16, 2013. 12:30-1:30 PM, 6475 Alvarado Road, Suite 128.
Abstract: Mathematics educators often emphasize the need to work with mathematical applications as a way to make prominent the relationships between mathematics and the "real world." However, often these applications take the form of contrived story problems, very much like the physics problem about horse riding that treats horses as points in space. This artificiality results from efforts to pose situations conducive to making prominent and explicit a particular mathematical idea that is to be learned. In this presentation we will elaborate on our work to broaden the notion of application by engaging students in creating mathematically inspired art projects. We will share our efforts to develop theoretical ways of understanding: 1) Mathematical instruments as art instruments, like brushes or chisels; 2) Art applications as avenues to engage personal and emotional experiences in mathematics learning; and, 3) Art projects as means to appreciate the creative and open-ended nature of mathematics.
RSVP: https://crmse.wufoo.com/forms/crmse-colloquia/
Past CRMSE Colloquiums
Dr. Judy Paterson, Department of Mathematics, University of Auckland, New Zealand
Talking about Mathematics and Teaching: Collegial, Intra-Departmental Approaches to Math-Based Professional Development
Wednesday, February 27, 2013. 1:00-2:00 PM, 6475 Alvarado Road, Suite 128.
Abstract: I will discuss two projects that bring together mathematicians and mathematics educators with a focus on both teaching and mathematics. In the first a small group of mathematicians and mathematics educators meet regularly to discuss 'slices' of a video recording of a lecture given by one of the group. It started out as a funded research project that was successful so has expanded to create more groups within the math department. I will discuss how we set it up, what we feel the key ingredients of such a programme are, and some findings. In the second I have worked with three mathematicians as we changed the mode of delivery of our courses to Team-Based Learning (TBL). TBL is rarely used in Mathematics despite being a well-established mode of delivery in the Health Sciences and Business with characteristics that should, we believe, make it attractive to Mathematicians. Our observations and research indicate its potential in stimulating both student and lecturer learning.
Dr. Angelika Kullberg, Department of Pedagogical, Curricular and Professional Studies, Gothenburg University, Sweden
In What Ways Do Teachers Change Their Teaching After Participating in Learning Studies?
Friday, November 9, 2012. 2:00-3:00 PM, 6475 Alvarado Road, Suite 128.
Abstract: The presentation reports on findings from a study about teachers' learning and change of practice after repeated participation in a special type of lesson study called "learning study". The teachers conducted three learning studies in mathematics in the 7th and 8th grades. For research purposes one lesson with each teacher was video recorded before and after the three learning studies. In this study the lessons are analyzed with regard to changes in their teaching using a variation theory framework (Marton & Booth, 1997). Interviews and stimulated recall interviews were also used to capture what teachers focused upon in their teaching. Tentative findings from this ongoing research will be discussed.
Dr. Figen Uysal, Department of Mathematics, Bilecik University, Turkey
Mathematical Beliefs Research in Turkey
Friday, October 19, 2012. 1:00-2:00 PM, 6475 Alvarado Road, Suite 128.
Abstract: The beliefs of the mathematics teachers have a strong affect on the mathematics teaching. Furthermore, to determine how the students learn mathematics at both the eastern and western culture, the beliefs of the teachers about learning and teaching mathematics have a predominant role. For this reason, the recent studies about mathematical beliefs concentrated on the determination of mathematical beliefs both of the students and the teachers and the affect of these beliefs on their instructional practice. In this context, I will give a brief overview of present state of research conducted by Turkish community on mathematical beliefs. Particularly, the goal of this presentation is to share some prototypical examples of research conducted in math beliefs by the Turkish mathematics education community. I will also share my studies on the subject. I hope that my colleagues in CRMSE and I will discuss about the research conducted by Turkish community on mathematical beliefs, it will be great pleasure for me to get different point of view from my colleagues.
Dor Abrahamson, Associate Professor of Cognition and Development: Secondary Mathematics Education, in the Graduate School of
Some Affordances of Embodied Interaction for Mathematics Teaching and Learning
Friday, October 5, 2012. 1:00-2:00 PM, 6475 Alvarado Road, Suite 128.
Abstract: I will discuss results from an ongoing design-based research project investigating the emergence of conceptual knowledge from embodied interaction. At the center of the design is an interactive Wii-based system we call the Mathematical Imagery Trainer for Proportion (MIT-P). Users are challenged to remotely manipulate virtual objects on a screen so as to modify properties of the system (make the screen green). The solution gestures -- raising the hands at different rates -- are an integral part of the conceptual content, per our cognitive domain analysis. We then overlay on the screen mathematical symbolic artifacts, such as a grid and numerals. Users recognize in these elements enactive, semiotic, or epistemic affordances for their solution strategy. As they "hook" these elements, users surreptitiously "shift" into re-expressing their solution in mathematical register, i.e. as proportion.
Using short video clips selected from 18 interviews with individual or paired students in Grades 4-6, the presentation surveys three papers coming out of this project:
- Hooks and Shifts (TKL 2011): a study of the student's mediated discovery
- Fostering Hooks and Shifts (TKL 2012): a study of how the instructor guides mediated discovery
- Coordinating Visualizations (ZDM submitted): a study of learning via comparing solution strategies.
In summary, I will list several features of embodied-interaction design that appear to support mathematics learning.
View the event flyer. Shown below are a few photos from this colloquium.
Susan Goldin-Meadow, Beardsley Rumi Distinguished Service Professor,
Department of Psychology, University of Chicago
How Our Hands Help Us Think
Wednesday, March 21, 2012. 1:00-2:00 PM, 6475 Alvarado Road, Suite 128.
Igal Galili, Hebrew University of Jerusalem
Cultural Content Knowledge and Science Education
Friday, February 10, 2012. 1:00-2:00 PM, 6475 Alvarado Road, Suite 128.
Morana Alac, Ph.D. Assistant Professor, Communication and Science Studies University of California San Diego
Digital Scientific Visuals
Friday, November 18, 2011. 1:00-2:00 PM, 6475 Alvarado Road, Suite 128.
Mica Pollock, Ph.D. Director, CREATE (Center for Research on Educational Equity, Assessment, and Teaching Excellence) Professor, Department of Education Studies University of California, San Diego
Designing Communications for Equity in Schools
Friday, December 2, 2010. 1:00-2:00 PM, 6475 Alvarado Road, Suite 128.
Lisa Clement Lamb and Jessica Pierson Bishop, SDSU School of Teacher Education
Witches, Astrology, and Negative Numbers
Friday, December 9, 2010. 1:00-2:00 PM, 6475 Alvarado Road, Suite 128.
'Brown Bag' Occasions
Time and Location for All Events (except where noted below)
Time: 12:30 - 1:30
Location: 6475 Alvarado Road, Suite 128, Room 1 (front room)
Contact Information
Friday, January 18, 2013: Robert J. Nanna, University of Massachusetts.
Argumentation within a Haptic Environment
Abstract: Argumentation in the context of mathematics education has been focused on in two ways: (a) an interactive process involving conjecturing, explaining, justifying and challenging, and (b) as a product (i.e. argumentation is the process of presenting an argument, so the argument is the product under scrutiny). In the world of haptics, there is very little research that focuses on haptics within the context of education or learning. Due to the importance of argumentation, and the affordances of haptic technology, it is important to consider what the argumentation within a haptic environment looks like, as well as to determine what type of role the technology plays in shaping the argumentation that emerges. I have used a subset of data from the NSF-funded Dynamic Haptic Geometry project REC-0835395 at the Kaput Center for Research and Innovation in STEM Education. In this talk, I explore what argumentation looks like in this new environment and describe the possible ways in which we can use discourse analysis as an analytical approach. Additionally, I raise the possibility of certain themes that emerge from this environment regarding the technology as a mediating factor in the development of the argumentation
Friday, September 21, 2012: Fred Goldberg, San Diego State University.
Botswana and Turkey: Lions and Landscapes (and a few other things)
Description: In this slideshow brown bag I will share some photos of a safari to Botswana and Zambia, and a separate trip full of culture, history and beautiful landscapes in Turkey.
Friday, April 20, 2012: Alexander Chizhik, Professor, SDSU School of Teacher Education
Research Opportunities in the LabZone
Friday, February 17, 2012:
Joe Mahaffy, Ph.D., Department of Mathematical Sciences, San Diego State University.
Computer Lab for Calculus in the Life Sciences
Past Events
Judy Sowder Tribute. A tribute to Judith Sowder, Professor Emerita of Mathematics and CRMSE member, was held at the SDSU Parma Payne Goodall Alumni Center, on 55th Street on January 13-14, 2012. See the Judy Sowder Tribute page for more information. Download program. Event photos (slide show).
Math Technology/CRMSE Innovation Lab Grand Opening. CRMSE hosted the grand opening of its Math Technology/Innovation Lab in PA 117 on October 7, 2011, at SDSU. Click on the link for a description of the lab and photos.
Showcase for Mathematics Education at SDSU: Showcase Photos Slide Show. Click the link to see a slide show of photos taken at the Showcase for Mathematics Education at SDSU. which took place on February 25, 2010.
Bruce Alberts Visit: On May 8, 2009, Dr. Bruce Alberts, former president of the National Academy of Sciences and current editor in Chief of Science, visited the SDSU Center for Research in Mathematics and Science Education (CRMSE). Dr. Alberts has a strong commitment to science and mathematics education. He spoke with graduate students and faculty at the center to learn about the innovative research contributions of CRMSE to improving student learning and how these insights are being implemented in the K-12 education community.
Science Expo: Science Expo Photos. Click the link to see photos taken by Jen Lineback at the CRMSE booth, "Prime Time with Spirographs", at the Science Expo in Balboa Park.
Check out the Science and Mathematics Education Research Seminar Series (PDF) that was held at UCSD in 2008-2009.
November 8 , 2008: Inner Space/Outer Space: A Sciences Sampler. Scientists and students of the College of Sciences will display and demonstrate powerful microscopes, telescopes, computers, and other laboratory equipment that offer views of the universe ranging from microscopic parts of a mammalian cell and the rocks of the world around us to images of earth and worlds beyond our own planet.. College of Sciences. Outside GMCS Building Main Entrance. 4:00-8:00 PM. Download .
Reception at AERA 2007 Annual Meeting, Chicago.
CRMSE hosted a reception at AERA 2007. See photos here.