For this talk, we’ll start with a few paradoxes of infinity for you to mull over. I interviewed 23 undergraduate and graduate students (and one mathematician) about several such problems, including variants of the Ross Urns paradox. The way they experienced and resolved cognitive conflict provides insights about how infinite mathematical objects are mentally constructed.
Wednesday, September 29th 10:00 am – 11:00 am Via Zoom: https://zoom.us/j/7821020525
We’re excited to welcome Dr. Kristen Bieda for our colloquium this month. Dr. Bieda is an Associate Professor of Teacher Education and Mathematics Education at Michigan State University. She also serves as the Associate Director of Mathematics for the CREATE for STEM Institute. Dr. Bieda’s research interests primarily focus on issues of engaging middle and high school students in meaningful mathematical practices. Her recent funded research has involved designing and investigating a digital curriculum platform for promoting productive disciplinary engagement in middle school classrooms, as well as the design of early clinical experiences that supporting secondary pre-service teachers in adopting ambitious teaching practices.
In this talk, Dr. Bieda will explore the question of “How much uncertainty should noviceteachers grapple with?” This question has become central in her work on an NSF-funded project with fellow PIs Dr. Michelle Cirillo (University of Delaware) and Dr. Fran Arbaugh (the Pennsylvania State University) that is investigating secondary teacher candidates’ learning as they engage in a mediated field experience in a College Algebra course.
In mathematics, definitions are an integral part of understanding concepts and students often face obstacles in developing a deep understanding on how to apply definitions in mathematical proofs and problem-solving situations. In the context of geometry, research shows that by observing properties and making conjectures in non-Euclidean geometry, students can better develop their understanding of concepts and definitions in Euclidean geometry. For this ongoing project, Taxicab geometry (defined by Taxicab distance, or the 𝐿1 norm) was introduced to students enrolled in a College Geometry course at a university. Action-Process-Object-Schema (APOS) Theory was used as a guiding framework in the data analysis of responses from students to a real-life problem situated in Taxicab geometry. This presentation will provide illustrations of the conceptual understanding of midset (known as a perpendicular bisector in Euclidean geometry) found among participants and suggestions for teaching material to help facilitate development of a deeper understanding of definitions in geometry.
Immediately after the talk all students are welcome to join Dr. Kemp and MESA for
an informal conversation via Zoom
Three principals answer all the questions you might have about the hiring process, the first year of teaching, and their school culture and climate. Very informative! Thank you Dr. Pugh, Mr. Hamilton, and Dr. Bowling for your time and wisdom!