Panel: Designing Research Studies in Mathematics Education
How does a curiosity about teaching and learning evolve into a research study in education, and to what end? This panel of international experts explores the design, execution, and implications of research in undergraduate mathematics education. Panelists will share stories of their current research, highlighting what inspired their research question(s), the rationale behind their methods and objectives, as well as implications for research, teaching, or policy. Following presentations, there will be time for Q&A.
Panelists:
Claudia Corriveau is an associate professor in the Department of Studies in Teaching and Learning at Université Laval in Quebec City. She works on transitional issues in mathematics education, with a focus on secondary-postsecondary transition. She works with groups of teachers from both levels trying 1) to better understand how mathematics is done at each level, 2) to put light on issues that emerge from the differences, and 3) to smoothen the passage for students. She also conducts research with Doris Jeannotte (UQAM) about the use of manipulative at the elementary level. Finally, she mainly conducts collaborative research approaches. This methodology is also for her an object of reflection.
Igor' Kontorovich is a Senior Lecturer (equivalent to Assistant Professor in the NA system) at the University of Auckland, New Zealand. Igor' is the Head of the Mathematics Education Unit at the Department of Mathematics, which has a 25-year history of research in undergraduate mathematics education in close collaboration with university mathematics teachers. Igor's research is concerned with university students' participation in a mathematical discourse, with an eye to problematizing and illuminating teaching and learning practices that are often taken for granted. Igor' has more than 50research publications, and he has collaborated on research grants with colleagues from Poland, UK, and New Zealand.
Yvonne Lai aims to improve instruction of mathematical reasoning at all levels by identifying and preparing teachers in the mathematical knowledge for teaching necessary for such instruction. Her current projects include research and development on teaching prospective secondary teachers. She brings a mathematics background to her work in mathematics education, specializing in hyperbolic geometry and geometric group theory prior to her interest in mathematical knowledge for teaching and practices of proof and reasoning. She received an SB Mathematics from MIT (aka the University of Waterloo of the US) and a Ph.D. in mathematics from UC Davis.