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Colloquium Series: Dr. Samuel Otten

Abstract:
The Flipped Math Study team has been observing Algebra 1 instruction in a wide variety of schools across the state of Missouri. Some teachers are using instructional videos in “flipped” lessons and others are teaching in conventional face-to-face ways, but the research team is finding some profound similarities in the instructional characteristics, even when looking across teachers who are using different textbooks. In this presentation, Dr. Otten will share the patterns of algebra instruction that they have seen across a wide variety of schools. And although there are important similarities in instruction, he will also share some of the preliminary differences that they are finding with regard to students’ learning as measured by a procedural-knowledge instrument and a conceptual-knowledge instrument.

Bio:
Samuel Otten is an associate professor of mathematics education at the University of Missouri. He received his Ph.D. from Michigan State University in 2012 and before that he also received a Master’s degree in mathematics from MSU and a bachelor’s degree from Grand Valley State University. His research centers on students’ participation in mathematical practices such as attending-to-precision and reasoning-and-proving, and he has recently become interested in studying digital curriculum materials and mathematics’ teachers’ preferences for digital resources. He has served on the steering committee of PME-NA and received the Nadine Bezuk Excellence in Leadership and Service Award in 2019. He hosts the Math Ed Podcast (www.mathedpodcast.com).

First-Year Teaching Panel

First-Years Teaching Panel

Come out on Thursday, March 26th, from 6:00PM* to 7:30PM for the First-Year Teaching Panel. UGA Math Ed graduates will share their first-year experience. Food and drinks will be provided. Location to be announced soon.

Colloquium Series: Dr. Janet Walkoe

Abstract:
In this talk, I will discuss ways I have worked to support teacher noticing of student algebraic thinking. In particular, I will discuss a video club professional development I designed that included an algebraic thinking framework describing ways students might think algebraically, with the goal of encouraging teachers to attend to a broader range of student algebraic thinking. I found that preservice teachers who participated in the video club intervention discussed a wider range of algebraic thinking (i.e., connecting representations, modeling phenomena) than they had before the intervention, and they discussed this thinking on a more substantive level. I will then discuss two current projects that extend this prior work. In one project, I begin to explore teachers’ attention to multimodal (gesture and action) student thinking, as teachers engage with novel video annotation tools. In another new project, I explore algebraic thinking elicited in elementary classrooms as children program robots, and how teachers can learn to support this student engagement.

Bio:
Janet is an Assistant Professor in the Center for Mathematics Education (CfME) at the University of Maryland. She earned her Doctorate from Northwestern University in the Learning Sciences in 2013. She also holds an MS in Mathematics from the University of Illinois at Chicago and a BA in Mathematics from the University of Chicago. Before enrolling in graduate school, Janet taught secondary mathematics for ten years and earned National Board Certification in 2003.

Janet’s research interests include teacher noticing and teacher responsiveness in the mathematics classroom. In particular, she is interested in how teachers attend to and make sense of student thinking and other student resources including but not limited to student dispositions and students’ ways of communicating mathematics. Janet’s work has been funded by the National Science Foundation, the Spencer Foundation, and the US Department of Education. Janet is a recent recipient of the NSF early CAREER award to study teacher noticing of multimodal student algebraic thinking. Her work appears in journals such as the Journal of Mathematics Teacher Education, Mathematics Teacher, and the Journal of the Learning Sciences, among others.

Spring 2020 Election

MESA is currently holding an election for the 2020 MESA Co-Colloquium Chair.  Please use the following link to cast your vote.

https://forms.gle/7TebcjECejmPkEpP6

The election will be open from 8 a.m., Tuesday (1/21/2020) until 5 p.m. the following Tuesday (1/28/2020).  If you have any questions, please contact MESA Vice-President, Rett McBride, at mesaofficervicepresident@gmail.com.

First Begles of 2020!

MESA invites you to the first Begles of 2020! This Begles is during recruitment weekend and we would love to see as many faces as possible at this event! Keep an eye out for an email with address information.