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Category: Colloquia


Colloquium Series: Dr. Samuel Otten

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.

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 (

Colloquium Series: Dr. Janet Walkoe

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.

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.

Colloquium Series: Dr. Melissa Gresalfi

Please join us next Monday,
Oct. 28th at 11 am – 12 pm
in Aderhold Room 229.

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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.


Melissa Gresalfi is an Associate Professor in Mathematics Education and the Learning Sciences, and Dean of the Martha Rivers Ingram Commons at Vanderbilt University.  Her research considers how to design learning environments that support students’ empowered engagement with mathematics. Her projects explore how tasks, social interactions, and norms and broader narratives support student learning and identity, with a current focus on textile craft, programming, and play. These projects share a commitment to understand how classroom structures and curricular designs create (or limit) opportunities for students to engage meaningfully with information. Gresalfi has served as PI or co-PI on numerous grants funded through the Gates Foundation, the Institute of Education Sciences, the MacArthur Foundation, the National Science Foundation, and the Spencer Foundation.

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.

Colloquium Series: Grace Thornton, COE Research Development Manager

When: Monday, September 9, 2019

Time: 2-3 pm

Where: Aderhold 229

Want to learn about how to fund your next research study? Do you know what goes into the process of grant development? Or what resources are available when writing a grant? What about how to communicate your grant writing plans when you’re on the job market?

Grace Thornton, manager of the research development office in the College of Education at UGA, will answer some of these questions on Monday, September 9 from 2 to 3pm. Location will be announced. 

If you have a question that you want Grace to answer, please submit your question below.

Submit your question

Colloquium Announcement: Dr. Sarah Lubienski

We are excited to announce that Dr. Sarah Lubienski from Indiana University will be visiting next week and giving a colloquium!

When: Wednesday, November 15th 3:15pm
Where: Aderhold Room 229
What:  “Mathematics Instruction, Achievement and Equity in the U.S.: What Can (and Can’t) National Data Tell Us About Recent Trends?”.

Dr. Sarah Lubienski is a professor of mathematics education at Indiana University. Her research focuses on diverse students’ mathematics outcomes and the policies and practices that shape those outcomes. Dr. Lubienski is co-Chair of the Research in Mathematics Education SIG of AERA as well as a member of the AERA Grants Governing Board. Dr. Lubienski has served as director of several AERA Institutes on Statistical Analysis for Education Policy. Her work has been funded by the Institute of Education Sciences, the National Center of Education Statistics, the National Science Foundation and the Fulbright Program. She recently served as Associate and then Interim Dean of the University of Illinois Graduate College before moving to Indiana University in Bloomington.

We look forward to seeing you next week.

MESA Undergraduate Speaker Series: Dean Stevenson

On Tuesday, January 31st, Dean Stevenson (current PhD student in Mathematics Education at UGA) gave his talk titled:

A, B, C, D, and F: Meaningful Grades or Random Letters?

To watch the talk, please go here! If you have comments, questions, or would like a copy of the slides from the presentation, please contact Dean directly.

“Johnny is failing my class. He would have an ‘A’ but he won’t do his homework. He gets an ‘A’ on every test, he just won’t do what I ask him to do.”
-High School History Teacher, 2013, Parent/Teacher Conference

Based on this quote, what grade do you think Johnny deserves? An “F”? An “A”? Something in between? Contemplating the answer to this and similar questions is the premise of this professional development session. By attending, it is my hope that you will critically reflect on the way you approach both assessment (how you determine what a student knows) and grading (how you communicate what a student knows). The presentation will include several activities, a handful of thought provoking questions, and a brief outline of Standards-Based Grading.

Dean Stevenson is a former high school mathematics teacher in Virginia and was part of a team that lead professional development sessions on assessment practices. Dean is hoping to incorporate Standards-Based Grading (SBG) into his research while at UGA to see how SBG impacts both teachers and students.

Principals’ Panel – Tuesday, January 10th at 6:30PM

You are cordially invited to what promises to be one of the best events of the year: The Principals’ Panel. The event will be on Tuesday, January 10th, at 6:30PM in Aderhold Hall (Room 229). Here is information on what to expect:

A panel of principals (secondary and middle grades) will be in Aderhold Hall to take questions about their perspectives on a variety of issues, including the culture of their particular school, what is expected from mathematics and science teachers, and what the school expectations are regarding teacher collaboration and professional development, to name a few. Additionally, those who attend will have the opportunity to ask questions and will have some time to meet individually with the panel participants.

Current attendees include:

Philip Brown, Ph.D., Principal – North Oconee High School
Al Darby, Ph.D., Principal – Winder-Barrow High School
Ted MacMillan, Principal – Clarke Middle School
Melanie H. Sigler, Principal – Burney-Harris-Lyons Middle School
M. Marie Yuran, Principal – Clarke Central High School

We hope to have an additional two principals present with at least one from Barrow County. This promises to be a great event so we hope to see you there!

The link to the Facebook event can be found here.

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.

Rehumanizing Mathematics: Should That Be Our Goal?

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.