{"id":18364,"date":"2024-07-25T13:19:08","date_gmt":"2024-07-25T17:19:08","guid":{"rendered":"https:\/\/mathmatters.cms.math.ca\/article\/2024-cms-mathed-online-meeting\/"},"modified":"2024-11-01T13:26:35","modified_gmt":"2024-11-01T17:26:35","slug":"2024-cms-mathed-online-meeting","status":"publish","type":"article","link":"https:\/\/mathmatters.cms.math.ca\/en\/article\/2024-cms-mathed-online-meeting\/","title":{"rendered":"2024 CMS MathEd (Online) Meeting, November 22-23"},"content":{"rendered":"
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The 2024 CMS Education Meeting (Online) is happening again thanks to the success of the inaugural meeting. Complementing the in-person mathematics education sessions at the Summer and Winter CMS meetings, the 2024 CMS Education Meeting (Online) will feature fabulous plenary talks and wonderful presentations on a variety of themes in mathematics education, as well as provide ample time for comments and discussion. These education meeting (online) will take place over two days and prior to the in-person CMS Winter meeting.

The organization and the registration for this event will be handled by the CMS. For those who register for the in-person CMS Winter meeting, the registration for the preceding online meeting is free.

The 2024 CMS Education Meeting (Online) is scheduled for Friday, November 22nd, 2024, (from 16:00 EST to 19:00 EST), and Saturday, November 23rd, 2024, (from 11:00 EST to 15:00 EST). Information about the meeting (schedule, themes, etc.) will be posted on the CMS website. A call for presentation proposals will go out soon, with the submission deadline of Friday, September 27th, 2024.

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Plenary Lectures<\/strong>
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Brent Davis (University of Alberta)<\/span><\/span><\/strong><\/h1>\n

Friday, November 22 | 5pm EST<\/span><\/span><\/strong><\/h3>\n<\/div>\n
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Brent Davis is from northern Alberta, where he taught secondary school mathematics through most of the 1980s. He began his university career in the mid-1990s and has been Canada Research Chair in Mathematics Education at University of Alberta, David Robitaille Chair in Mathematics Education at University of British Columbia, and Distinguished Research Chair in Mathematics Education and Werklund Research Professor at University of Calgary. His research is focused on the educational relevance of recent developments in the cognitive and complexity sciences. Over the past 12 years, through the \u201cMath Minds\u201d project, he has worked with multiple western Canadian school districts to improve the learning of mathematics. Brent has published books on school mathematics, curriculum theory, teacher education, and epistemology, and his scholarly writings have appeared in Science, Harvard Educational Review, Journal for Research in Mathematics Education, and other leading journals.<\/span><\/p>\n

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Abstract<\/span><\/span><\/h3>\n<\/div>\n
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Teaching Mathematics: Some Promising Developments<\/span><\/span><\/h3>\n<\/div>\n
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Anchoring my commentary to a 12-year study of K\u20138 mathematics teaching, I review insights from mathematics and cognitive science that show promise for improving the learning of mathematics \u2013 even as they present challenges to longstanding assumptions used to guide the development of curricula, the design of classroom resources, and the professional knowledge of teachers.<\/span><\/p>\n<\/div>\n<\/div>\n

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Robert Dawson (Saint Mary’s University)<\/span><\/span><\/strong><\/h1>\n<\/div>\n
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Saturday, November 23 | 11am EST<\/span><\/span><\/strong><\/h3>\n<\/div>\n
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Robert Dawson did his undergraduate degree in mathematics and physics at Dalhousie, and a PhD at Cambridge.\u00a0 He has taught mathematics courses ranging from statistics to differential equations\u00a0 at Saint Mary’s University for more than thirty years, and has done research on topics ranging from lichenometry to higher-dimensional category theory.\u00a0 In his spare time, he writes science fiction.\u00a0 He believes that the world needs more bicycles.<\/span><\/p>\n

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Abstract<\/span><\/span><\/h3>\n<\/div>\n
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Digging Deeper<\/span><\/span><\/h3>\n<\/div>\n
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It’s obvious that in order to teach something\u00a0 you have to know it first. But simply having got a decent mark in the course as an undergraduate is only a start.\u00a0 To really teach well, you need to develop a deep knowledge of even elementary material.\u00a0 (As a bonus, you may sometimes get a small research paper out of it!) I will give some examples from various undergraduate courses that I’ve taught.<\/span><\/p>\n<\/div>\n<\/div>\n\n\n

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