2017 Annual Conference of the North American Chapter of the
International Group for the Psychology of Mathematics Education

Plenary Talks


“Living Mathematx: Towards a Vision for the Future”

Dr. Rochelle Gutiérrez, University of Illinois-Urbana-Champaign, offers specific implications for teaching and learning as she brings into conversation ideas from ethnomathematics (including Western mathematics), postcolonial theory, aesthetics, biology, and Indigenous knowledge in order to propose a new vision for practicing mathematics, what she calls mathematx. She builds upon the work of sustainability in mathematics education and suggests we need to think not only about more ethical ways of applying mathematics in teaching and learning but question the very nature of mathematics, who does it, and how we are affected by that practice. Dr. Edd Taylor from the University of Colorado-Boulder, will serve as the discussant.


“Visual Strategies for Engaging Students in the Mathematics Classroom”

Elaine Ellison will share visual images and activities she has used in the classroom to motivate students. Her approach is somewhat unique. She uses mathematical quilts as a springboard for her lessons. Students can actually make paper, felt, or sticky backed art foam patterns to illustrate the lesson. In a Powerpoint Elaine will show many of the quilts she used in her classroom.

“Research in Mathematics Education: Past, Present, and Future”

Dr. Les Steffe, University of Georgia: Starting with Woodworth and Thorndike’s classical experiment published in 1901, major periods in mathematics education throughout the 20th century and into the current century are reviewed in terms of competing epistemological and psychological paradigms that were operating within as well as across the major periods. The periods were marked by attempts to make changes in school mathematics by adherents of the dominant paradigm. Regardless of what paradigm was dominant, the attempts essentially led to major disappointment or failure. What has been common across these attempts is the practice of basing mathematics curricula for children on the first-order mathematical knowledge of adults. I argue that rather than repeat such attempts to make wholesale changes, what is needed is to construct mathematics curricula for children that is based on the mathematics of children. Toward that end, I present several crucial radical constructivist research programs.

Two former students of Dr. Steffe, Dr. Erik Tillema, Indiana University-Purdue University Indianapolis, and Dr. Amy Hackenberg, Indiana University-Bloomington, will serve as discussants, providing varied perspectives on the continuation of Dr. Steffe’s work.


“Elementary Mathematics Specialists: Ensuring the Intersection of Research and Practice”

Dr. Maggie McGatha, University of Louisville, provides a historical overview of the role and impact of elementary mathematics specialists as well as current implications and opportunities for the field. She will also propose suggestions for the mathematics education field for ensuring the intersection of practice and research.

A discussion panel composed of Dr. McGatha, Dr. Dionne Cross, Indiana University-Bloomington, and Jane Mahan, mathematics specialist for Evansville Vanderburgh School Corporation, will follow this talk. HAMTE President Dr. Sheryl Stump, Ball State University, will facilitate this panel.


Panel Discussion of Technology in Mathematics Education

The following individual presentations will be followed by an interactive discussion involving speakers and the audience:

Dr. Nathalie Sinclair, Simon Frasier University – “Crossroad Blues”

Dr. Ana Isabel Sacristán, Centro de Investigación y de Estudios Avanzados (CINVESTAV) – “Digital Technologies in Mathematics Classrooms: Barriers, Lessons and Focus on Teachers”

Dr. Karen Hollebrands, North Carolina State University – “A Framework to Guide the Development of a Teaching Mathematics with Technology Massive Open Online Course for Educators (MOOC-ED)”

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