Helping Teachers Teach Mathematics Conference -HTTMC – 2024

Helping Teachers Teach Mathematics Conference -HTTMC

Speaker: Ian VanderBurgh

Bio: Ian VanderBurgh has been the Director of the Centre for Education in Mathematics and Computing (CEMC) at the University of Waterloo since 2005 and a Lecturer in the Faculty of Mathematics at Waterloo since 2000, teaching mainly first- and second-year calculus and algebra courses and online courses in the CEMC’s Master of Mathematics for Teachers (MMT) program, of which he is also Director.  In 2008, Ian received a Distinguished Teaching Award from the University, and in 2016, Ian won the Canadian Mathematical Society’s Excellence in Teaching Award. He enjoys sharing his love of math with students and teachers and has led workshops throughout Canada, as well as in India, England, Luxembourg, Ghana, and Kenya.

Title: Problem Solving is the Future

Abstract: Our world needs problem solvers.  In mathematics education, we have a unique opportunity to help train our students for this pressing need.  We will do some problem solving and talk about how this can be incorporated in our teaching practice.

Speaker: Marcel te Bokkel

Bio: Marcel te Bokkel is a graduate from the Mathematics Teaching Option and the Master’s of Mathematics for Teachers programs from the University of Waterloo.  He has been involved in secondary mathematics education since 1992, in various roles from classroom teacher, department head, and most recently as YRDSB Secondary Mathematics consultant.  Presently, he is Vice Principal at Innova Academy in Newmarket, Ontario.

Title: Area Models Presentation

Abstract: The regular use of visual representations play a critical role in opening access to understanding for all students.  When students are asked to visualize a problem and draw ideas that they might have, students exhibit higher levels of engagement. In classrooms where visuals play a greater role, more opportunities are available for students to develop an understanding of the mathematical ideas that are not present without the visuals. We will explore together how some games, models and tools can support the development of mathematics understanding in students.  We will consider the area model as it builds understanding throughout the grades.  Some resources will be links as well.

Speaker: Jason Van Rooyen 

Bio: Jason Van Rooyen  has been teaching for 30 years in Ontario, Canada high schools and lives near Toronto.  He teaches both mathematics and computer science including teaching the International Baccalaureate High Level Mathematics for approximately 15 of those years. He has been the Mathematics Department Head at White Oaks Secondary School in Oakville for twenty years.  He loves exploring good problems.

Title:  Rich Tasks for Your Classroom

Abstract: This talk will explore different mathematical tasks that can be used in a math classroom. Each of the tasks will have common entry points for all students but students of varying abilities will be able to reach different end points.  Both Core and Elective-appropriate questions will be explored and often combined.

Speaker: Chisara P. Ogbogbo

Bio: Chisara P Ogbogbo holds a PhD in Mathematics from the University of Ibadan. Nigeria. (With specialization in Financial Mathematics). She is currently the Head of the Department of Mathematics, University of Ghana, Legon. Her research interests are Financial Mathematics, computational Finance, Mathematical modeling, especially stochastic modeling involving the financial market. Chisara has written a number of research papers published in competitive peer reviewed, international journals of Mathematics and Science. She has a significant number of collaborations globally.  She has supervised many students. She is also involved in programs for Training Teachers for effective teaching of Mathematics.  She is a recipient of a number of grants and academic fellowships, and also a mentor and advocate for Girls in STEM. 

Title: Destroying the Phobia for Mathematics, through Innovative Communication of the Subject.

Abstract: The ability of teachers to communicate Mathematics effectively will make a great difference in the learning process. To take our place in STEM education, Mathematics teachers need to be grounded, innovative, and dynamic with the teaching methods. Students would respond positively to Mathematics, if it is made interesting to the students. Even in the absence of modern technology in most African classrooms, something can still be done, to drive the necessary change, and inject enthusiasm. In my talk, I will present series of illustrations (using basic algebra, calculus, financial Mathematics) to sensitize the teachers and demonstrate that the teaching of Mathematics can be tailored, to suit even the students who have a phobia for Mathematics.

Speaker: Rich Dlin

Bio: Rich believes that guiding young people along their path is one of the highest honours and greatest responsibilities, which is why he is drawn to education and why he has been so focused on improving the student experience. Rich’s journey as an educator includes university lecturer, international lecturer, public speaker, high school teacher and math department head.  He has undergraduate and graduate degrees in mathematics from the University of Waterloo and a degree in education from the University of Western Ontario. Rich has worked with thousands of students both in class and one-on-one, helping them to realize their full potential in mathematics success – a potential often far exceeding the students’ own expectations. He is passionate about the joy of learning and has found that the study of mathematics is a perfect path to discovering that joy. Rich believes that the threefold essence of a strong teacher is passion for learning, for students, and for the subject matter. He therefore works to teach and model all three of these, along with a good dose of humour to establish humanity. The depth of experience and introspection available through the study of mathematics is profound, and this, coupled with constant scrutiny of his ability to communicate it to a range of personalities, learning styles, and innate interest and ability levels, informs his approach as an educator.

Colloquium: Using Paradox to Motivate Thought and Learning: The Mysteries of Infinity

Abstract 1

In modern non-mathematical discourse, the word infinity is used often, and without a true notion of its mathematical implications. In mathematics, the contemplation of infinity as a concept is as old as time (and how old is that?). Infinity can transcend the math classroom and take us into the realms of philosophy and even religion. And while we may not truly understand infinity, we have done a lot of work to harness it! In this talk, Rich will discuss some implications of infinity through a mathematical lens. He will highlight some paradoxes that arise in even the most basic mathematics, and how we resolve them (or at least, quantify them) in mathematics.

Title: Understanding Mathematics: Returning to The Why

Abstract 2

Very often our approach to teaching mathematics leads students to believe that math is about “getting the right answer”. This methodology focuses on algorithmic approaches to answering questions, which is to say, it teaches students “how” to do mathematics. In this session we will cover the motivation for and methods to facilitate a purer approach to high school mathematics. We will investigate ways to help students see the “why” of the mathematics we teach, as opposed to the “how”. Topics will range from ‘simple’ things like exponent rules and solving equations, to more sophisticated concepts like teaching students to think deeply about zero and infinity, and why limits really are a big deal. This type of approach makes math enjoyable, easier to understand, and pays huge dividends as our students progress through to higher levels of mathematics study.

Speaker: Carly Ziniuk

Bio: A 2016 Descartes Medalist, Carly Ziniuk is a teacher of Mathematics and Statistics in Toronto, Canada. The “In the Middle” columnist for the OAME Gazette, she has extensive international writing and speaking expertise in middle and secondary school mathematics, showing how to apply real-life data to engage students in solving problems. Highlighted work at the National Gallery of Canada, NCTM, TVOntario/ILC. This year she has presented widely on the historical connections to curve stitching, linking modern Bezier curves with coronal loops. Carly is demonstrating widely how to use NASA resources in Math classrooms as part of the 2023-4 NASA Space Apps Collective: Building an Inclusive Global Space Community.  She has shown teachers the mathematical underpinnings of astronomical occurrences like Leap Days and the upcoming total solar eclipse. 

Title: Out of this World: NASA/CSA Resources for Math Educators

Abstract: With our theme “Building an Inclusive Global Space Community,” the NASA Space Apps Collective is using open data to spark innovations. As a Collective member and teacher, I will share free, easily-accessible astronomy, space, and climate resources. Learn how to apply open datasets, use beautiful satellite images, stream video content, incorporate local “Astroindigenous” knowledge, download posters, find ready-to-use lesson plans with solutions, and illustrate math concepts with astronomy facts.

Speaker: Mike Jacobs

Bio: Mike Jacobs is a Mathematics Consultant K to 12 for Durham Catholic District School Board in Ontario, Canada. Originally from Yorkshire in the U.K., he has been teaching for 34 years. He is passionate about finding effective ways to learn and enjoy mathematics. He has created number sense puzzles called yohaku puzzles and his favourite prime number is 23. When he is not working, he enjoys running and climbing mountains.

Title: Shaping Up Using the Concrete-Diagrammatic-Symbolic continuum in Geometry

Abstract: In this session we will look at how we can help our students develop a deeper understanding of many high school geometry concepts by using the concrete-diagrammatic-symbolic continuum. In particular, we will look hands-on activities to learn about circle properties, triangle properties and the Pythagorean Rule.

Speakers: Amanda Zammit and Sheri Hill

Bio 1: Amanda Zammit has been a teacher for 10 years and specializes in biology and mathematics. As an educator, Amanda is dedicated to understanding her students, breaking down math barriers, and instilling confidence by making the subject personally meaningful. Beyond the classroom, she enjoys expressing her creativity through knitting and crochet, and has a passion for travelling, exploring the cuisines and cultures of new places.

Bio 2: Sheri Hill brings over 20 years of teaching experience, specializing in mathematics and computer science. Passionate about the subject, she enjoys exploring the intricacies of mathematics and fostering students’ enjoyment of the learning journey. With a keen eye for mathematical applications in everyday life, Sheri endeavors to integrate math into her courses in a purposeful manner. Beyond the classroom, she finds joy in raising her two daughters, organizing STEM camps, and participating in cottage life.

Title: Exploring the Intersection of Mathematics, Art, and Nature

Abstract: In our educational journey, we’ve embraced an innovative teaching method that blends symmetric art from diverse cultures with observations from the natural world. Our aim is to look into applying mathematical principles to tangible elements encountered in our environment. Through a hands-on approach, we examine the process of drawing, designing, and calculating using both traditional techniques and computer-based tools. We invite you to join us in discovering how this approach enriches mathematical comprehension and nurtures creative problem-solving abilities.

Speaker: David Petro

Bio: David Petro is the former Math, Science and IT consultant at the Windsor Essex Catholic DSB. Currently, he is the vice principal at St.Thomas of Villanova High School. He has also been known to work on curriculum and textbook writing from time to time (most recently, on the latest Data Management textbook from the former McGraw Hill). He is also a Desmos Fellow. In his spare time he helped to raise a small herd of 3 humans (who have grown up to be adults) and compete in Ironman triathlons. Find him on Twitter @davidpetro314.

Title: Exploring ideas to help students talk about Math in class

Abstract: If your students are doing the talking about math then they are doing the thinking. In this session we will explore ideas and techniques to get students to talk to each other and you about the math you are doing in class. When students are active members of your class, there is a greater chance they will do better when they start to work independently. Come to this session ready to talk.

Speaker: Kenneth Dadedzi

Bio: Kenneth Dadedzi is currently a lecturer at the Department of Mathematics, University of Ghana. Previously he served as a Head Tutor at AIMS Ghana and AIMS South Africa, as well as a teaching assistant at the University of Cape Coast. He specializes in Spectral Graph Theory and its practical implementations, holding both master’s and doctorate degrees from Stellenbosch University, South Africa. He is also an AIMS – South Africa Alumni, having graduated in 2014.

Title: Utilizing Technology for Mathematics Instruction and Evaluation.
Abstract: In today’s educational landscape, the integration of technology has become increasingly vital for effective teaching and assessment in mathematics. This talk will explore the various ways in which technology can be harnessed to enhance both the instruction and evaluation processes in mathematics education. We will consider interactive learning platforms to digital assessment tools.

Speaker: Angela Tabiri

Bio: After graduating from the African Institute for Mathematical Sciences (AIMS) Ghana in 2014, Angela enrolled in the International Centre for Theoretical Physics (ICTP) postgraduate diploma in mathematics. While at ICTP Angela applied for and was awarded the Schlumberger Foundation Faculty for the Future Fellowship in 2015 to fund her PhD in mathematics studies at the University of Glasgow, UK. In June 2019, she graduated from the University of Glasgow with a PhD in Mathematics. Angela is currently a Research Associate with interest in Quantum Algebra and the Academic Manager for the Girls in Mathematical Sciences Program (GMSP) at AIMS-Ghana. The GMSP nurtures the talents of secondary school girls from Ghana to unlock their potential in the mathematical sciences. She organizes Science Slam Ghana, a science communication event where researchers present their research to a lay audience in fun and engaging ways. Angela is the founder of Femafricmaths, a non-governmental organization that promotes female African mathematicians. She interviews mathsqueens on the Femafricmaths YouTube channel to inspire young people about the different career options available when they study mathematics.

Title: The Centrality of Mathematics in Diverse Careers: A Case Study of Examination Questions

Abstract: In a class, students have interests in different mathematical concepts usually based on their career choices. Though students grow up to pursue diverse professions, their backgrounds in mathematics need to be good. How should teachers motivate mathematics topics to make it relevant to the diverse careers students are interested in? This talk will explore how examination questions reflect the usefulness of mathematics in diverse careers

Speaker: Rhoda J Hawkins

Bio: Dr. Rhoda Joy Hawkins is the Academic Director of AIMS Ghana and a senior lecturer in the Department of Physics and Astronomy at the University of Sheffield.
Rhoda did her Undergraduate and Masters in physics at the University of Oxford and completed her PhD in 2005 at the University of Leeds under the supervision of Tom McLeish. She then did postdoctoral research in theoretical biological physics at AMOLF in Amsterdam, the Sorbonne Université and Institut Curie in Paris and in the department of mathematics at the University of Bristol. In 2011 she became a lecturer at the University of Sheffield. Her involvement with AIMS started in 2010 and since then she has been a visiting lecturer at the South Africa, Senegal and Ghana centres.
Her primary research interests are in modelling the mechanics and movement of biological cells with applications to disease.

Title: Increasing learner confidence through individual support and real life applications.

Abstract:  Many people are limited in their performance in mathematics by a lack of confidence. Mathematics is viewed as abstract and difficult. Under-confident learners may disengage because they think it is too hard for them. This situation can be turned around by an increase in self-confidence. This can be achieved when a learner realizes that they can do a mathematical calculation that they thought they could not. Their confidence grows as they experience the joy of solving a problem they thought was too hard. How can educators increase learner confidence? Self-motivation can be increased by relating abstract mathematics to real-life applications that are relevant and of interest to the learner. Showing how mathematics is used in various applications can encourage learners to persevere in mathematics as a powerful problem-solving tool. In my talk, I will show some examples from my own research in mathematical biophysics.
Learner self-confidence can be increased when an educator finds the learner’s blocking point and provides tailored guidance to help them overcome it and find the answer to a calculation. This is relatively easy to do with individual support via one-to-one tutoring. I will discuss ideas for ways in which individual support may be achieved even with limited resources.

Speaker: David Stern

Bio: David Stern is a Mathematical Scientist and social entrepreneur. He spent his teenage years in Niger before becoming a professional programmer writing software for banks in London. He then studied Maths in the UK and Germany leading to a PhD in algebraic geometry. He spent 6 years as a Maseno University lecturer in Kenya before moving to Ghana as the Director Project development for AIMS-NEI (African Institute of Mathematical Sciences – Next Einstein Initiative). This time spent working In African institutions created exposure to innovations at all levels of Mathematics education. Learning about how good education happens in difficult contexts enabled a vision to form for scalable approaches to educational innovation. He moved back to the UK as a Mathematical Scientist at the University of Reading where he gained the skills needed to launch IDEMS International (Innovations in Development Education and the Mathematical Science) a social enterprise conceived to enable innovation leading to scalable social impact. 

Title: How Ghanaian, Kenyan and Ethiopian teachers, helped me understand how mathematics can be learnt.

Abstract: Like many of today’s Mathematicians, I was born into privilege! My parents stimulated my mind from a young age with puzzles and games. I was first introduced to ‘technology’ when I aged 5 and I started having access to the family computer. By age 10 I was programming my own games. There is some evidence that this privilege, roughly as I have described it, is possibly a key determining factor in my mathematical ability. This talk will mention how the state Utah is using this insight and others as part of evidence-informed approaches to improving Mathematics education in a high-resource environment. Of all my privileges the one I appreciate the most was moving to Niger aged 11 and spending 7 years there. This is where I was first exposed to the power of community! Before then I had grown up in a highly individualistic society but observing the impact of strong community bonds on an individual’s well-being, transformed my worldview. This laid the foundation for my subsequent experiences in Kenya, Ghana, Ethiopia and beyond where interactions with teachers working in challenging environments have inspired me. The talk will draw out some of the learnings from these interactions and present concrete idea on how African Mathematics educators could leverage their strengths to seize the opportunities emerging from modern technology. Finally, the talk will broach the topic of AI in education from a perspective of responsibility. Responsible AI holds incredible potential for but many current advances are not currently proceeding responsibly, often not because of ill intent but simply because the pace of development is too fast for the advances to anticipate the potential negative implications in advance. The talk will present the transformational potential of AI alongside a few practical insights which can help responsible innovation.