Description:

Students often believe that mathematics does not belong to them; that mathematical content belongs solely to those who teach it, and that their mathematical voices are not important. Students do not see themselves as thinkers and holders of rich mathematical knowledge. At the heart of my research is empowering students to see themselves as creators and doers of mathematics. For this to happen, we need to develop learning contexts in which students are encouraged to explore and debate mathematical ideas. During my lecture, I will share findings, stories, and ideas from my research and teaching practice that I believe can assist all learners to find their mathematical voice and become deep, insightful thinkers of mathematics.

Bio:

A former classroom teacher and district education consultant, Cathy Marks Krpan is a professor at the Ontario Institute for Studies in Education where she teaches graduate courses in mathematics education. Cathy often advises educators and school districts across North America, Asia, and Europe on effective teaching and learning strategies in mathematics. Her current research projects focus on the development of argumentation in elementary classrooms and the implementation of think-alouds to deepen student learning. An award-winning author and educator, Cathy’s recent publication, Teaching Math with Meaning, explores practical ways to foster teacher and student self-efficacies in mathematics. She enjoys conducting research in classrooms and districts alongside teachers, students, and curriculum leaders. Cathy is the recipient of the 2021 Margaret Sinclair Award.