Darja Barr, Department of Mathematics, University of Manitoba
Shawn Desaulniers, Department of Mathematics, University of Alberta
Edward Doolittle, First Nations University of Canada
Veselin Jungic, Department of Mathematics, SFU
Indigenization and Reconciliation through University Mathematics:
Why, When, and How?
The public universities across Canada are committed to working to address the calls to action included in the the final report by the Truth and Reconciliation Commission of Canada. There is a general expectation that departments of mathematics across the country will contribute to this process. In this session the participants will collectively search for the answer to the questions:
1. Why, when, and how the mathematical community can contribute to the process of the reconciliation inside and outside of our college and university math classrooms?
2. How can the Canadian mathematical community come together to reduce the drastic educational achievement gap between Indigenous and non-Indigenous peoples?
In addition, this session will be an opportunity to address some of the possible questions that the members of the community may have related to the historical, cultural, and political consequences of the colonization and the issues raised by the TRC. Here is the question that we, the co-organizers of the session, propose: “I just teach mathematics, so what is that I can do?”
Kseniya Garaschuk, University of the Fraser Valley
Andrew Hare, Saint Mary’s
Petra Menz, Simon Fraser University
Educational Resources in Mathematics
Educational resources in mathematics are an important aspect of the teaching and learning landscape, and can be thought of simplistically in two ways: type and evolution. Regarding type, these resources encompass not only materials, such as a physical paper textbook or a digital e-book, and technological aids, such as a computer algebra system or compass and protractor, but also the stakeholders – the instructor and the students that are situated within a social environment against a cultural backdrop. In terms of evolution, resources have come a long way from the spoken word with such inventions as paper and the computer to the point where there is now an infrastructure around open education resources (OER) that has matured into viable alternatives to traditional resources. The newfound prevalence of these materials provides interesting opportunities to customize them to the specific needs of students and institutions.
In this session we want to
(1) go broad by shedding light on the different lenses through which we can view educational resources and how they contribute to the teaching and learning of mathematics; and
(2) also narrow in by sharing the process in adapting and customizing various open access resources and the experiences we have in teaching and learning with freely available materials as off-the-shelf resources.
Fok-Shuen Leung, University of British Columbia
Vanessa Radzimski, University of the Fraser Valley
Authentic Teaching and Learning in University Mathematics
The purpose of this session is to examine the extent to which we can provide authentic teaching and learning experiences in university mathematics courses. By “authentic”, we mean “as close as reasonable to mathematics as it is conceived and practiced by mathematicians”. Authentic teaching has always been a challenge, and mounting pressure from increased enrollments and decreased structural supports makes it a particularly acute one now.
Attendees to the session will learn about specific instances of authentic experiences in university mathematics, and leave with ideas about how to incorporate these experiences into their own teaching and learning. Our list of presentations addresses experiences ranging from first year calculus to graduate instructor training, and our presenters range from newly minted faculty instructors to professors with decades in the classroom.
Attendees to the session are also invited to join a dinner and discussion on authentic teaching and learning in university mathematics.