Colorado State University
The CSU Mathematics Education Seminar invites anyone interested in the teaching and learning of K-16 mathematics. For more information or to be added to the CSU Mathematics Education list serv, contact Janet Oien (janet.oien@colostate.edu).
Mondays, 2-2:50pm in Weber 15
Speaker: Dr. Joseph Antonides, CSU
Title: Students' Treatment of Logical Implications as Objects: The Case of Zeke
Abstract: Transition-to-proof courses are fundamental to STEM undergraduate students' journeys into proof-based mathematics. Increasing empirical evidence suggests that the concept of logical implication (LI) plays a critical role in students’ reasoning and academic success as they make this journey. Taking a constructivist perspective, we conceptualize students’ treatment of LIs broadly as either actions or objects. As objects, LIs can be operated on as whole entities, such as by negating the LI or reasoning about its converse or contrapositive. Prior research suggests that many conceptual obstacles related to LIs may be resolved when students treat them as objects. The purpose of this study is to provide an in-depth account of the logical reasoning of one student, Zeke, whom we inferred treated LIs as objects. We illustrate the logical power available to Zeke, framed in terms of his coordination of mental actions, construction of Euler diagram representations, and generation of new meanings for logical concepts (e.g., counterexample and negation). We also describe the conceptual obstacles that Zeke seemed to experience, particularly involving the vacuous case. This study underscores the importance of supporting students to construct LIs as objects while also revealing and explaining some of the difficulties that may remain for students.
Speaker: Dr. Jill Zarestky and Lauren Vilen, CSU
Title: Quality Considerations in Qualitative Research
Abstract: In this presentation, Zarestky and Vilen will provide a big picture perspective on what quality means in qualitative research, from design to analysis. The session will begin with specific approaches one might employ in study design and execution to ensure quality. We will then present considerations for deep analysis and interpretation, with examples from an in-progress study. This seminar is appropriate for scholars at all levels, from those who have no experience with qualitative research to seasoned investigators. Bring your questions!
Speaker: Emily Varney
Title: The Title Comes Last
Abstract: I am excited to share a bit of my dissertation project with everyone at Math Ed Seminar. While I do not have a title yet, my research project is concerned with undergraduate students’ cognitive and affective engagement with number theory. My talk will follow my journey the last few years as I decided on a topic, parsed through the literature, and chose a theoretical framework to tie it all up with a bow. Finally, I’ll include my methods from my pilot study and (if there is time left after all of that) any preliminary results.
Speaker: Ashley Armbruster
Title: Mathematical Proof in the Age of AI
Abstract: Artificial Intelligence (AI) has exploded and taken the world by storm. Data show that AI continues to improve mathematically with each new iteration of the large language models. Additionally, proof is indispensable to mathematics. Researchers have investigated how mathematicians and students validate, comprehend, and construct proofs. Given AI’s mathematical abilities, how can AI support undergraduates’ proof comprehension and production? In this talk, I will discuss my motivation and current research questions for my proposed dissertation study and detail the current state of literature in mathematical proof, technology, and AI.
Speaker: Dr. Sepideh Stewart, The University of Oklahoma
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Online/Zoom Speaker: Kyeong Hah Roh, Arizona State University
Title: Beyond Proof Competency: Exploring Logical Consistency in Students' Evaluation of Mathematical Arguments
Abstract: Research on undergraduate students’ engagement with mathematical proof has often focused on construction, reading comprehension, and validation of proof. While these aspects highlight important forms of proof activity, this presentation focuses on students’ evaluative reasoning in the context of mathematical proof, particularly two theoretical constructs that reflect this dimension:
Logical consistency (LC), defined as an individual’s mathematical thinking characterized by the absence of logical contradictions when evaluating a mathematical statement and its accompanying argument.
Proof competency (PC), defined as an individual’s evaluative reasoning skills for determining whether an argument serves as a valid (dis)proof of a mathematical statement.
Whereas logical consistency concerns the internal coherence of students’ evaluations across the three components (statement truth, argument intent, and argument validity), proof competency concerns the correctness of each evaluation.
To investigate these constructs, my research team developed the LinC (Logical inConsistency) instrument and administered it to over 200 undergraduate students across multiple institutions (Roh & Lee, 2024). In this talk, I will present the structure of the LinC instrument and evidence that supports the construct validity of the instrument for assessing LC and PC. I will also report how LC and LC are related, and how LC is associated with students’ experience in proof-oriented mathematics courses.
Speaker: Dr. Anderson Norton, Virginia Tech
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Tuesdays, 11-11:50pm in Weber 015
Speaker: Alice Mehalek
Title: Towards a Unified Theory of Abstraction
Abstract: What makes abstract algebra 'abstract'? Several theories in math education address different types of abstraction and how students navigate between higher and lower levels of abstraction. Existing theories usually address how students either increase or reduce abstraction in one direction. I propose a new unified theory of abstraction that connects multiple theories of abstraction and highlights the bidirectional nature of students’ engagement with abstraction. This theory positions abstracting and reducing abstraction as reciprocal sets of linked disciplinary practices. I define some of the practices by which students abstract and reduce abstraction within each category and provide examples of how students use these practices from my observations of an undergraduate abstract algebra class.
Speaker: Tyler Stephens
Title: Applied Mathematics Through an Embodied Storytelling Lens
Abstract: In this research, I investigated how an applied mathematics professor and her students organized and presented information that aligns with elements found in traditional storytelling. The participants of this study were involved in an applied mathematics laboratory that researched applications of inverse problems and met once a week to discuss the progress they had made with their respective contributions to the lab. I also investigated how the participants communicated information through an embodied lens. Using my originally constructed storytelling framework, along with the embodied cognition framework of Nathan (2021), I analyzed audio- and video-recordings of the laboratory meetings. My findings suggest that the participants of the laboratory organically organized and presented information that aligned with traditional storytelling elements. Furthermore, my findings also suggest that the participants utilized embodiment to communicate the applied mathematical content within each storytelling element. I conclude by offering potential research and teaching implications of this work, along with potential future research endeavors inspired by this study.
Speaker: Michelle Bigler
Title: Bridging Family Funds of Knowledge and School Mathematics Learning Using Photovoice
Abstract: Students frequently experience a disconnect between home and school mathematical learning. Therefore, this dissertation used appreciative Photovoice family engagement to bridge the formal and informal mathematics learning divide by documenting and valuing everyday activities that support mathematical learning. Seven Northern Colorado family members and educators engaged as co-researchers to photograph and analyze their funds of knowledge for mathematical connections using an adapted Learning to Notice framework. For each photo, the co-researchers used their knowledge and skills in addition to the Standards of Mathematical Practice from the Common Core State Standards to identify connections to school mathematics instruction.
The data for this six-week qualitative study was collected through observations and audio recordings of three 2-hour discussion group sessions, pre- and post-study questionnaires, photos, and image interpretations. Open coding and thematic analysis revealed that in addition to documenting a wide variety of family funds of knowledge, the co-researchers recognized and honored diverse perspectives of mathematical contexts, relevance, and connections leading to an expanded awareness of mathematical depth and richness within funds of knowledge. A co- produced interactive dissemination website contains photos, mathematical connections, and image interpretations that can be used in professional development or the broader community to extend awareness of the mathematical learning opportunities within daily tasks.
This study reframed traditional family-teacher power dynamics by recognizing both family members and educators as intellectual resources for mathematical learning as they collaborated in an equitable connecting space. The findings indicate that asset-based family engagement has the potential to facilitate learning-focused school-family partnerships that can foster trust building and humanize mathematics.
Speaker: Kristina Moen
Title: Towards our shared mathematical humanity: Engaging with non-Western historical sources in the mathematics classroom
Abstract: Mathematics is found in all human cultures and has evolved alongside language and cultural practice. When mathematics is presented as “culture-free” knowledge based on universal truths, students miss opportunities to see themselves as mathematical beings participating in a rich and evolving tradition of mathematical thought. Including historical sources in the classroom is one way to present mathematics as a human activity across space and time. In this literature review, I explore the use of historical sources in the mathematics classroom with a focus on non-Western historical sources.
Speaker: Elly Nelson
Title: Undergraduate Students' Relationship with Proofs
Abstract: As students advance in mathematics, mathematical proof becomes more prevalent and pivotal to understanding new concepts. Despite this, the writing and construction of mathematical proofs has been shown to be an issue for many students. To understand this conflict, researchers have investigated different methods of communicating and assessing proofs. In this literature review, I discuss recent work done in the learning and teaching of mathematical proofs to undergraduates. I will then use these works to motivate further research concerning peer assessment of mathematical proofs.
Speaker: Francisco De Jesus Pagan
Title: The Embodied Act of Counting and a Visit to Grid Town
Abstract: Within the field of mathematics education, the topic of combinatorics education has not been examined in detail. Researchers have documented that counting problems can provide students beneficial skills in problem solving and development of mathematical competencies, while engaging students in rich accessible problems. In combinatorics a one-to-one correspondence between discrete objects is an abstraction of counting, and counting is an embodied activity enacted through parts of the body. The aim of my dissertation work is to add to the literature and to examine the plausible connection between combinatorics and embodiment. I aim to examine how embodiment surfaces within a combinatorial task in an undergraduate mathematics setting. The goal will be to collect data primarily through observations, interviews, and videotaped meetings, paying particular attention to the undergraduate students’ words, gestures, and interactions with their environment as they engage in counting problems. I will also present some preliminary findings from a pilot study I did this semester and talk about how this might inform my future dissertation work.
Speaker: Sarah Lutz
Title: Mathematical Values and Well-being
Abstract: Mathematical well-being, simply put, refers to feeling good and functioning well in the pursuit of mathematics. While many factors impact one’s well-being, research has shown that a lack of alignment between students’ values and their academic experiences can cause poor mathematical well-being. Graduate students on a daily basis may change their role between student, teacher, and researcher. For each person, these roles might carry different values which may or may not be in alignment with each other, impacting their experiences and well-being. In this talk I will review literature about mathematical epistemological values and mathematical well-being. We will then explore the interactions between values and well-being among the varying mathematical roles held by graduate students.
Mondays, 11-11:50pm in Weber 015
Speaker: Dr. Hortensia Sots
Speaker: Dr. Jess Hagman,
Speaker: Janet Oien.
Speaker: Dr. Shelby Stanhope, United States Air Force Academy
Title: Enhancing Multivariable Calculus: Integrating Computer Visualization and 3D-Printed Models to Support Spatial Concepts
Abstract: When students enter multivariable calculus, a unique transition occurs. Up to this point, students have spent their mathematical careers becoming experts in the two-dimensional xy-plane. Adding another dimension allows us to explore this 3D world we live in, but the transition to three-dimensional mathematical thinking does not come easily to many students. To better support students’ spatial understanding of concepts in the course, we should provide interactive computer visualizations, tactile manipulatives, and experiential learning opportunities. In this presentation, I will discuss several classroom activities using 3D printed surfaces. Additionally, the free web applet CalcPlot3D can be used to provide insightful through computer visualizations. The program requires no coding and is extremely accessible to students. I will present demonstrations that instructors can use to illuminate concepts and visualizations that students can easily create themselves.
Speaker: Dr. Annie Bergman, Fort Lewis College
Title: Search for the Goldilocks Proof: An investigation of how mathematics educators react to 'irrelevant' statements in student-generated proofs
Abstract: The centrality of proof in both mathematical practice and undergraduate education underscores the importance of understanding and evaluating teaching practices concerning proof proficiency. This talk amalgamates two lines of investigation into teaching practices concerning proof proficiency: the first focuses on grading practices and feedback conventions among mathematics educators when assessing proving activities, and the other explores how professional obligations influence instructors’ responses to non traditional proof structures. Through a comprehensive analysis of an online survey conducted with mathematics educators, we will investigate the feedback provided on five hypothetical student submissions, revealing a taxonomy of actionable feedback types that illuminate various grading rationales. Then we will dig a bit deeper to highlight instructor views on the conventions and values surrounding existence proofs through the lens of professional norms and obligations. By examining the intersection of grading practices and pedagogical norms, this talk provides a nuanced understanding of the challenges instructors face in fostering proof proficiency while adhering to the overarching standards within the discipline of mathematics. Through this dual perspective, I aim to contribute to the ongoing discourse on enhancing mathematical argumentation and proof practices in undergraduate mathematics education.
Speaker: Dr. Abbe Herzig, Sarah Lawrence College
Title: Toward Belonging
Abstract: The need to build inclusive spaces in mathematics has finally come to center stage in mathematics education, research, and advocacy. As we talk about belonging, inclusion, equity, justice, and diversity, we need a clear vision of what those words mean. How can we know whether they describe the mathematical spaces we create, and how they describe the lived experiences of the people who inhabit those spaces? I will talk about my own journey to belong in mathematics and current attempts to define and assess belonging.
Speaker: Dr. Enrique Galindo, Indiana University School of Education, President, Association of Mathematics Teacher Educators (AMTE)
Title: Supporting Preservice Teachers to Develop Their Technological and Pedagogical Content Knowledge (TPACK)
Abstract: Abstract: Secondary mathematics preservice teachers at a large Midwestern University are supported to develop their TPACK knowledge. Instructional tasks include engaging with explorations using technology to support reasoning and sense making, creating entries for a technology portfolio, studying theoretical constructs about different ways to use technology, and teaching mathematics lessons that integrate uses of technology. In this talk an analysis of portfolio entries is shared looking at the types of technology selected for explorations, the ways in which technology was used, as well as the types of technologies used in lesson plans and the criteria they considered when preparing lessons Preservice teachers included a variety of digital technologies in their portfolio entries, but most of the uses described aligned with ways to use technology to support reasoning and sense making. Preservice teachers selected mathematical action tools as the main technology in their lesson plans. In addition, they followed different criteria when preparing their lesson plans.
Speaker: Dr. Tyler Marghetis, University of California, Merced
Title: The material life of mathematical ideas
Abstract: Mathematics is difficult, complicated, and abstract. Really abstract: transfinite cardinals, sheaves of rings, Grothendieck topoi. If a disembodied mind — a “brain-in-a-vat” — were to excel anywhere, one might assume it would be in mathematics. (Recall Rodin’s hunched sculpture of The Thinker — "No action here!”) In this talk, I argue against this common-sense vision. I will describe a series of studies, conducted both in the lab and in mathematicians’ own offices, that explore how mathematical thinking is resolutely tangled up in ways of seeing and acting: sketching, writing, erasing, gesturing, looking, moving. In short, I will describe the material life of mathematical ideas. Time permitting, I will discuss ongoing work on the social life of mathematical ideas. To sum up: “Of course, in one sense, mathematics is a body of knowledge, but still it is also an activity” (Wittgenstein, 2009) — an activity that often involves using our bodies in skillful ways.
Speaker: Dr. Yvonne Lai, University of Nebraska, Lincoln
Title: Why build bridges between mathematics and education?
Abstract: It can be easy to silo ourselves with those that think "like us". This is the opposite of what we want to do if we want to be better educators. In this talk, I will make a case for the value of building bridges in mathematics education. Along the way, I will discuss recent work that examines the cost of uncivil discourse in mathematics education. I will close with questions to consider for the community of those who want mathematics education to improve.
Mondays, 1-1:50pm in Weber 201
Speaker: Ciera Street, CSU
Title: Systemic change to better support marginalized students in undergraduate mathematics: Research into equitable teaching, professional development, math identity, and values
Abstract: There is a growing body of literature documenting the marginalizing experiences and exclusionary systems within undergraduate mathematics. However, there is also a growing body of literature promoting ways in which to challenge these systems and better support marginalized students (Battey et al., 2022; Leyva et al., 2021) In this talk, I will share about my journey into math and math education and how my research adds to this literature. In particular, I will discuss my involvement in three main projects and the connections I see between these projects and my future research. The first project looks at what aspects of active learning are beneficial for students' math affect and in what ways these components differentially benefit certain students. The second project details outcomes related to disseminating equitable teaching practices through a professional development program for collegiate math instructors. The third project, my dissertation work, explores the interplay between the values and beliefs held within undergraduate mathematics and women of color's mathematical identity. My future work will continue to investigate women of color's mathematical values and promote ways in which to reflect these values in undergraduate mathematics classrooms and departments.
Speaker 1: Dr. Jessi Lajos, Dr. Hortensia Soto, Alissa Romero, CSU
Title 1: Planting Seeds through Embodiment to Teach Formal Concepts of Abstract Algebra
Abstract 1: In this descriptive case study, we explored how a mathematics educator integrated embodiment into a first semester abstract algebra course. We found that, in addition to gesture, the instructor encouraged students to interact with physical materials and simulate mathematics using their bodies. Our results offer practical implications by illustrating examples of how embodiment can be incorporated in an abstract algebra classroom.
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Speaker 2: Dr. Jocelyn Rios, CSU
Title 2: Resources for Participation: Examining Multilingual Students’ Perspectives on What it Means to Participate in Active Learning
Abstract 2: Participation in these practices typically requires students to engage in verbal communication and interpersonal interactions, which are mediated by language. Despite this, the experiences of multilingual students have often been overlooked in the literature on active learning. Through analyzing interviews with 26 multilingual students, this study explores what participation in active learning meant to these students. It also explores the resource that students perceived to be necessary in order to participate in active learning, for example, being comfortable speaking English. Finally, this study demonstrates how classroom discourses and broader social discourses about language shaped students’ perceptions about participation.
Speaker: Will Bromley, Dr. Steve Benoit, Anita Pattison, CSU
Title: Opportunity Rooted in History - A CSU Precalculus Story
Abstract: The Precalculus Center at CSU has been serving students for over 40 years. Out of this rich history grows numerous opportunities for teacher-training and educational research. Our presentation will begin by identifying the philosophical and research foundations for the original format and design of the center. We will then describe the center's three major manifestations, discuss the university ecosystem that the program interfaces with, and highlight recent, current, and aspirational improvements. Finally, we will share a short list of possible research areas and topics relating to the center. We hope to hear your ideas too, please join us!
Speaker: Dr. Christy Andrews-Larson, Florida State University
Title: Reinventing null spaces while navigating social interactions
Abstract: There is mounting evidence linking active learning pedagogies to improved student outcomes in undergraduate mathematics, and some of these approaches may decrease differences in outcomes between various groups of students. Inquiry-oriented instruction (IOI) is one approach to active learning that engages students in reinventing important mathematical ideas through collaboration with peers on novel problem sequences that have been carefully designed, tested, and refined for this purpose. However, some studies suggest that students in the majority group (e.g. by gender) reap more learning benefits of IOI more than their minoritized peers. Data from classes with other active learning approaches indicates that affective factors mediate student outcomes for underrepresented groups but not the majority group. Analyses of students’ mathematical reasoning typically do not attend to the more affective aspects of students’ learning experiences, but these studies point to the importance of attending to both mathematical and affective aspects of learning processes if we value instructional environments with the potential to broaden participation in mathematics.
In this talk, I will present an overview of research on the ways in which various forms of active learning impact different student groups. I will then present preliminary analysis of data from a paired teaching experiment (PTE) that aims to help students reinvent null spaces and subspaces. Students engage in a sequence of tasks rooted in the context of a wing of a school that has one-way hallways. After considering the mathematical reasoning of the students in the PTE, I will also examine the social dynamics through which this reasoning emerged. I hope to discuss the potential of this study to better understand the ways in which students’ social interactions shape not only their mathematical reasoning, but more broadly entail negotiations that can shape students’ confidence, enjoyment, and sense of belonging.
Speaker: Dr. Geillan Aly, Compassionate Math
Title: The Cycle of Benign Neglect
Abstract: Math curricula has been inconsistent for over fifty years, cycling between rote/procedural mathematics and a focus on conceptual concepts. A lack of support for teachers during these transitions has compounded generational differences where students who learn mathematics with one perspective grow to be teachers and parents to students who are using a different curriculum. This has contributed to negative mathematical experiences for teachers and students including feelings of inadequacy as a “math person” or math anxiety. In this talk, The Cycle of Benign Neglect is introduced to provide historical insight and perspective into this phenomenon. This perspective brings a newfound understanding that negative feelings towards math are not due to one's personal failings as students or teachers, but can be legitimized and linked to larger sociohistorical reasons.
Speaker: Dr. Heather Johnson, CU Denver
Title: Modeling a Relationship Between College Algebra Students’ Graph Selection and Graph Reasoning
Abstract: I address a problem being taken up by a growing number of mathematics education scholars: How to scale up results from interview-based studies investigating students’ mathematical reasoning? Together with the project team, I have led the development of a six-item, fully online measure of students’ graph selection and reasoning for dynamic situations (MGSRDS), accessible on computers, tablets, and mobile phones. The measure contains six items; for each, students are to view a video animation of a dynamic situation (e.g., a toy car moving along a square track), confirm whether they understand the situation, select a Cartesian graph to represent a relationship between given attributes in the situation, and explain their graph choice.
Using a mixed methods approach, our team analyzed the responses of 673 undergraduate college algebra students. We qualitatively coded students’ responses, then quantitized those codes to examine connections between students’ reasoning and their graph selection. To theorize students’ graph reasoning, we drew on Thompson’s theory of quantitative reasoning, which explains students’ conceptions of attributes as being possible to measure. To code students’ written responses, we appealed to Johnson and colleagues’ graph reasoning framework, which distinguished students’ quantitative reasoning about one or more attributes capable of varying (Covariation, Variation) from students’ reasoning about observable elements in a situation (Motion, Iconic). Using structural equation modeling, we explored a predictive relationship between the latent variables of student reasoning and graph selection. Findings were significant; the pathway’s standardized regression weight was 0.64 (p < 0.001), indicating that the student reasoning variable is explaining 40% of the graph selection variable.
I situate this study within our larger research project (NSF 2013186; https://itscritical.cu.studio/), discuss the design and validation of the MGSRDS, describe our data analysis methods, and elaborate on our findings.
Mondays, 1-1:50pm in Weber 15
Speaker: Dr. Hortensia Soto, CSU
Title: The Geometry of the Cauchy-Riemann Equations: A Marriage of Embodied, Symbolic, and Formal Interpretations
Abstract: In this case study we explored how a mathematician weaved embodied, symbolic, and formal interpretations as he taught the Cauchy-Riemann equations. Instead of teaching using the standard definition-theorem-proof model, the mathematician devoted time to embedding inscriptions and metaphors, which he brought to life with representational gestures. He also grounded abstract symbolism with pointing gestures. Furthermore, when he introduced formal notation, he navigated to a blend of embodied explanations where he reiterated the geometry behind the formal mathematics. Our results suggest that intentional teaching such as that displayed by the mathematician can help paint a picture of a mathematicians’ internal understanding of an abstract mathematical topic. We also offer implications for teaching and research based on our findings.
Speaker: Dr. Michael Oehrtman, Oklahoma State University
Title: The Construction of Meaning for Limiting Quantities
Abstract: Research on quantitative reasoning has generated robust theory about the nature of the cognitive construction of and reasoning about both extensive and emergent quantities. In this talk, I will present research aimed at extending these theories to quantities defined as limits. The resulting Emergent Quantitative Models framework characterizes the development of’ reasoning through an interplay of basic models conceived for constant corresponding values, local models applied in small neighborhoods with an appropriate constraint, and global models extending features of those local components. I will primarily illustrate the co-evolution of these models that enables students to construct a quantitatively meaningful understanding of definite integrals. I will then illustrate the ongoing development of the framework through analyses of students’ and experts’ reasoning about derivatives, Taylor series, and complex derivatives contour integrals.
Speaker: Dr. Liz Arnold, CSU
Title: Mathematical Knowledge for Teaching Secondary Mathematics
Abstract: What is mathematical knowledge for teaching secondary mathematics, and what opportunities exist for secondary pre-service mathematics teachers to develop mathematical knowledge for teaching? In this interactive seminar, we will discuss secondary mathematics teacher preparation and reflect on what secondary mathematics teacher need to know to effectively teach mathematics. Then, I will share results from a research project that aimed to study the ideas about teaching and learning mathematics that undergraduate students generate when they encounter applications of mathematics to teaching in their mathematics courses. These applications to teaching attend to the dual goals of developing an understanding of mathematics content and how teachers provide classroom experiences that foster mathematics learning. Our findings indicate that undergraduate students recognized the broad applicability of teaching skills, recognized the value of examining hypothetical learners’ mathematical work, and reported empathy for hypothetical learners.
Speaker: Dr. Joe Champion, Boise State University
Title: Teacher-researcher alliances as a structure for improving mathematics learning
Abstract: In mathematics classes, students and teachers need to navigate different interests and goals to make the shared time together worthwhile. Classroom-based research adds an additional layer of challenges. Researchers often focus on transferable knowledge of “what works”, while teachers are mostly focused on tuning their instruction to meet the needs of their students and schools. We'll consider how the teacher-researcher alliance structure can help bring together teachers and researchers around collective efforts to improve mathematics learning. Findings from one current teacher-researcher alliance with 100 middle school teachers will include insights about effective instructional practices to promote grades 6-8 mathematical modeling and problem solving.
Speakers: Dr. Jessi Lajos & Alissa Brown, CSU
Title: Planting Seeds through Embodiment to Teach Formal Concepts
Abstract: In this descriptive case study, we explored how a mathematics educator integrated embodiment into a first semester abstract algebra course. We found that, in addition to gesture, the instructor encouraged students to interact with physical materials and simulate mathematics using their bodies. Our results offer practical implications by illustrating examples of how embodiment can be incorporated in an abstract algebra classroom.
Speaker: Rachel Tremaine, CSU
Title: Developing a Theory of Resistance for Undergraduate Mathematics Instructors
Abstract: This talk will discuss the theory and process elements in the development of a literature-based conceptual framework for how undergraduate mathematics instructors engage in resistance toward neoliberal ideology. We will critically examine the influence of capitalist logic on educational structures, discuss Resistance Theory as a historically and culturally situated theoretical lens, and finish with a brief foray into how I aim to blend the two ideas, and make space for questions and comments as this work is still in progress. Bring your theory hats!
Speakers: Math 676 students, CSU
Title: Embodied Cognition Projects
Abstract: The embodied cognition (Math 676) students will give brief presentations on their projects. Please come listen about the great research that they have conducted this semester. Given their projects are still in progress, they may not have finalized results and implications. You are also invited to attend their final presentations which will take place on December 14, 2022 from 7:30-9:30 am in Engineering 203. Working titles are shown below.
Data Scientists’ Use of Embodied Ideational Mathematics in Conveying Concepts Rooted in Linear Algebra by Ashley Armbuster, Kelsey Brown, and Sarah Lutz
Embodiment As Evidence for Student Engagement in an Inquiry-Based Mathematics Classroom by Kaylee Fantin-Hardesty and Rachel Tremaine
Embodied Descriptions of an Applied Mathematician’s Conversations with Materials and Algorithms by Alissa Brown, Summer Soller, and Tyler Stevens