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Author: mesaofficercolloquiumchair

Colloquium Series: Dr. Melissa Gresalfi

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ABSTRACT

Recently there has been a lot of enthusiasm for integrating practices of Computer Science into mathematics classrooms. Although the reasons range from the hopeful to the pragmatic, we in fact know very little about how mathematical thinking might productively, or unproductively, connect with Computing. In this talk I will share findings from two rounds of design studies that sought to understand how these content areas, and their associated practices, might intersect, and ultimately, what the two fields have to learn from each other.

BIO

Professor Gresalfi’s research considers cognition and social context by examining student learning as a function of participation in activity settings. Following a situative perspective on learning, she has investigated the development of dispositions towards learning in mathematics classrooms by examining how opportunities to learn are constructed in mathematics classrooms, and how, when, and why different students take up those opportunities. Using this lens, Gresalfi has explored the extent to which classroom practices are equitable and examined categories such as race, gender, and previous mathematical experience as they arise in interaction.

Gresalfi’s work on the design of learning environments has focused on transforming learning spaces to focus student activity on matheamtical engagement that involves sense-making, decision-making, and problem solving.  Her projects focus on the role of play and experiementation on supporting learning through videogame design, informal learning, textile design, and computational thinking.

Colloquium Series: Dr. Paul Dawkins

When: Wednesday, September 4th, 2019
Time: 11-12 pm
Where: Aderhold 112

Join us for a colloquium hosted by Dr. Paul Dawkins of Texas State University. 

The title of his talk is, ”Novice students’ reasoning about proofs of conditional statements and the emergence of a meaning for conditional truth.”

Abstract: In a recent series of teaching experiments, we (with Kyeong Hah Roh) are investigating how students construct some relationship between a conditional mathematical statement and a proof of that statement. This line of inquiry is intended to reveal some of the preconditions for students to make sense of the logic of proof as it relates to their reasoning about particular mathematical content. The presentation shall focus on the issue of whether students can construct any reason why a proof of the converse statement does not prove a given conditional when both statements are true. We argue why this depends upon students developing some (content-general) meaning for conditional truth and we present three such meanings as exemplified in our data. The presentation shall explore the challenges and opportunities of these three meanings for the purposes of teaching logic

Dr. Dawkins earned his Ph.D. from the University of Texas at Arlington in 2009 under the direction of James Alvarez. His dissertation work focused on student apprenticeship into defining practices in an inquiry-oriented real analysis classroom. His subsequent research has continued to focus on mathematical practices, inquiry-oriented instruction, and proof-oriented mathematics. Other projects have focused on axiomatizing in geometry as well as language and logic in introduction to proof. Many of Dr. Dawkins’ experiments use guided reinvention to design novel instructional sequences. By observing how students may be guided to reinvent key mathematical ideas, one can learn about the cognitive shifts that are necessary for learning.

Dr. Saenz-Ludlow – Colloquium

Join us on Monday, February 25th for a colloquium hosted by Dr. Adalira Saenz-Ludlow of University of North Carolina at Charlotte. The title of her talk is, ” Are Diagrams Conceptualizing Tools?”

Event: Feb. 25th, 3:00 pm in Aderhold room 229

Abstract: The colloquium will focus on the nature of diagrams and diagrammatic reasoning from the semiotics of Charles Sanders Peirce. What are the elements of Peircean SIGNS and why are they dynamic and evolving? Why do SIGNS depend on subjectivity without leaving behind objectivity? What kind of SIGNS are diagrams and what kind of reasoning do they mediate?  Examples from the mathematical activity of children and teachers as well as from the history of mathematics will shed light on diagrams as conceptualizing tools.

Please email mesacolloquium@uga.edu to sign up for a meal or meeting with our guest. Don’t miss out on this great opportunity!

Colloquium – Jere Confrey

Come support our colloquium event!

November 5th, 2018

3:30 pm colloquium (4:30 pm Q&A)

Aderhold room G5 (224 for Q&A)

“Taking Learning Trajectories to Scale in a Digital Learning System for Middle School Math”

This talk reports on the design and implementation of Math-Mapper6-8, a digital learning system hosting a learning map organized around nine big ideas, learning clusters and constructs.  Underlying each construct is a learning trajectory (LT) and its associated CCSS-M standards. It is accompanied by a diagnostic assessment system for use within classroom instruction showing progress along the LTs.  The talk will focus on applying the validation framework to ratio reasoning and process of continuous validation, stressing the critical role of the interdisciplinary collaboration between learning scientists and psychometricians.

Confrey Colloquium Announcement

Colloquium Announcement: Dr. Michael Oehrtman

We are excited to announce that Dr. Michael Oehrtman from Oklahoma State University will be visiting next week and giving a colloquium!

When: Tuesday, January 31st 4pm
Where: Aderhold Room 229
What: The talk title and abstract will to be sent later this week

Dr. Oehrtman is also available to talk with students and faculty outside of the scheduled colloquium. Please send us an email to let us know if you would like to join Dr. Oehrtman for lunch, dinner, or discussion outside of the scheduled event.

We look forward to seeing you next week.

Colloquium Announcement: Dr. Jeffrey M. Rabin

Monday, January 9th, 4pm Room 229, Aderhold Hall

Double negative: Two classroom episodes, two analytic frameworks, and two pedagogical recommendations concerning negative number operations

Abstract:

The teaching and learning of negative integer operations brings into play many important issues in mathematics education. These include the generalization and revision of prior knowledge about natural numbers, the teaching of material that is conventional rather than provable, the use of patterns as a form of justification, and the acceptance of “numbers” whose mathematical reality stems from an axiomatic system rather than a concrete physical model. Anna Sfard has written that “learning about negative numbers involves a transition to a new, incommensurable discourse.”

I will present a tenth-grade classroom episode introducing negative integer exponents, analyzing the teacher’s strategies and the students’ reactions in the framework of the Necessity Principle of Harel’s DNR system, which states: In order for students to learn what we intend to teach them, they must have a need for it, where “need” means intellectual need, not social or economic need. This will be compared and contrasted with a similar episode on negative integer multiplication analyzed by Sfard in terms of her own “commognitive” framework. I will suggest reasons why pattern-based justifications may not address students’ intellectual needs, and alternative pedagogical strategies for promoting student reasoning about new mathematical conventions.

The talk is based on joint work with Evan Fuller and Guershon Harel.

 

 

 

Colloquium Announcement: Dr. Rochelle Gutiérrez

Please join us for a colloquium with Dr. Rochelle Gutiérrez on Tuesday, October 25th 11:15am–12:15pm in Aderhold Hall Room 520.

Title:
Rehumanizing Mathematics: Should That Be Our Goal?

Abstract:
Mathematics has always been a human endeavor, a way in which we make sense of the world around us and come to appreciate its beauty and our interconnectedness with others, including humans, plants, animals, rocks, and other living beings.  But, school mathematics often presents a different view of this activity and our efforts to get students to do mathematics can be viewed as dehumanizing.  In this talk, I will discuss the subtle (and not so subtle) ways in which mathematics teachers, parents, learners, and researchers can be complicit with dehumanizing practices.  I will also share some of the ways we can heal through reimagining mathematics with an alternate vision.

Dr. Elise Lockwood – Colloquium

This past Thursday, September 8, 2016, we had the pleasure of hosting Dr. Elise Lockwood from Oregon State University for our first fall colloquium! The video of her talk can be found here. Details on Dr. Lockwood’s talk are below.

Dr. Elise Lockwood introducing her colloquium on September 8, 2016Dr. Elise Lockwood giving the introduction to her fantastic talk
to UGA students and faculty

Title:
Investigating Students’ Generalizing Activity: Two Contrasting Cases from and Undergraduate Combinatorial Context

Abstract:
Dr. Elise Lockwood provides two contrasting cases of students who solved a series of combinatorial tasks that were designed to facilitate generalizing activity. In these cases, each student generated what externally appeared to be the same representation – a general outcome structure that both students spontaneously developed. However, upon further examination, the ways in which the two students’ understood and subsequently used the general representation differed significantly. Lockwood seeks to explain these differences by identifying two types of relating that emerged in the study, and by connecting this relating to Piaget’s notion of reflective abstraction. By comparing and contrasting these students, we gain insight into the kinds of activity that promote both efficacious generalization and robust combinatorial reasoning. Lockwood concludes with implications and directions for further research.

 

Dr. Goldin Colloquium resources

Hi all!

We’d like to thank everyone who attended Dr. Gerald Goldin’s colloquium earlier this week. He would like to thank everyone who came. He has also provided resources that might be of interest if you are interested in his line of research. We will upload the video as soon as we can.

Goldin 2014 Perspectives on Emotion proofs for Pekrun & Linnenbrink, Intl-Handbook

Goldin Epstein Schorr Warner 2011 ZDM 43(4) 547-560

Goldin 2003 Developing Complex Understandings

Goldin 2002 Meta-Affect and Belief Structures

DeBellis Goldin 2006 Affect and Meta Affect