MESA will hold our end of the semester celebration at the ice skating rink at the Classic Center on Wednesday, December 4th. The skate time we’ve selected is 5:00-6:30pm. If you are hesitant about ice skating, fear not! The Classic Center ice rink has skating aids to help support your balance (see photo below!) Please use this sign up sheet to RSVP for the event. Recall, MESA will cover the cost of the ticket for the first 35 individuals that sign up, so act fast! If you plan to bring your partner and/or children, please list their names on separate lines. Look for another email closer to Wednesday about when and where to pick up your ticket if you are one of the lucky 35! Please let me know if you have any questions!
MESA is excited to announce that on Tuesday, November 12th, principals from the surrounding districts will be in Aderhold Hall participating in a panel focused on future educators! The event will start at 6:00pm in Room 229. This will be a great opportunity to build connections with administrators in local school districts, ask questions related to teaching and math education, and learn about these principal’s perspectives. You do not need to be a member of MESA to attend, nor do you need to be in math education. All are welcome!
TI representative, Beth Smith, will conduct a workshop for the student teachers on Tuesday, November 19 from 9:00am – 12:00pm in Room 116. The workshop will focus on high school mathematics topics using the TI-84 CE, TI-Nspire, and the TI-Rover (coding). To participate, please sign up here.
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.
Join us for a colloquium hosted by Dr. Paul Dawkins of Texas State University.
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.
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.