42 Years of Mathematics: 2018 Canadian Mathematics Education Study Group
By Miguel Eichelberger
(Adapted from the 2018 CMESG report by Richard Hoshino)
In September, 1977, the Science Council of Canada sponsored a mathematics education conference at Queen’s University in Kingston, Ontario. The goal was to study the contemporary theories and practices employed in the mathematics classroom, as well as an exchange of ideas on the mindset, methodologies and general status of mathematics education in Canada.
For that first gathering, 30 mathematicians and mathematics educators from across Canada accepted the invitation to join the three conference organizers (Professors A. J. Coleman and W. C. Higginson of Queen’s University, and D. H. Wheeler of Concordia University, Montreal) in discussing the general theme: “Educating teachers of mathematics: the universities’ responsibility.”
The discussion struck a chord. Demand from many of the participants for further opportunities to meet and talk made it clear that more invitational meetings were needed, and in June 1978, the Science Council convened a second gathering. Again, the response was undeniable, so the decision was made to establish the Canadian Mathematics Education Study Group/Groupe Canadien D’étude En Didactique Des Mathématiques (CMESG/GCEDM–sometimes referred to as the Study Group). The Study Group would meet annually from then on.
Fast forward to the 42nd annual meeting of the CMESG which took place June 1–5, 2018 at Quest University Canada in Squamish, British Columbia. CMESG 2018 brought together 155 educators in total (150 from Canada with five more from Australia, England, Germany, Ireland and Italy) representing every level of education from elementary to post-secondary.
The CMESG still holds true to its founding ideal of collegial discussion and debate, departing from the typical presentation-focused academic conference. Following a Working Group format, participants are divided into five groups which are assigned a specific topic. They then meet to discuss their topic over the course of three, full-morning sessions.
This year’s Working Group Topics:
· The 21st century mathematics curriculum
· Confronting colonialism in mathematics and math education
· Playing with mathematics and learning mathematics through play
· Robotics in mathematics education
· Relation, Ritual, Romance: rethinking interest in mathematics learning
Having the opportunity to work alongside mathematicians and math educators of all levels was a new experience for me as a math teacher in the K-12 public education system. It was so insightful and valuable to have conversations, both inside and outside of the working groups, about all things related to math education. I felt it was one of the most valuable professional development and networking opportunities I’ve ever had! The working group was emotionally challenging as we grappled with the idea of decolonizing mathematics and although I kept wanting actionable outcomes, I came to realize that the action we need at this point is to be having these same conversations within our schools and districts. I learned so much from hearing the various perspectives and experiences of the other participants and the diversity led me to think about colonization and mathematics in new ways. I feel like the conversations we had in our study group helped me to grow a lot and also made me realize how much more there is for me to learn! I loved this conference so much I am planning to attend the next one in Nova Scotia and am very grateful to PIMS and the BCAMT for their support.
- Nikki Lineham, Cedar Hill Middle School, SD#61
The 2018 CMESG also featured plenaries from two award-winning professors (one talk in each official language), presentations from several senior members of the CMESG community, and 30-minute thesis summaries delivered by eight Canadians who had recently completed their PhDs in Mathematics Education. Finally, there was an hour-long “Gallery Walk” that provided networking opportunities as well as a forum for 20 participants to showcase their current work. Contributions included research posters, presentations on community initiatives, and math problems that can be used in the classroom.
The Pacific Institute of Mathematical Sciences (PIMS) was a proud sponsor of the 2018 CMESG alongside the British Columbia Association of Mathematics Teachers (BCAMT), and the Canadian Mathematical Society (CMS), with the PIMS and BCAMT portions of sponsorship funding used to cover the registration costs of seventeen K-12 teachers from British Columbia.
My first CMESG was a memorable one. I enjoyed connecting with other math educators and being a part of a working group over the four days. Re-thinking mathematics education through the lens of Romance, Ritual and Relation was a powerful experience. I had a number of “aha moments” which, interestingly, were compelling to me as both a math teacher and a Spanish teacher. In both subject areas, I believe one can structure lessons like a story (there’s the romance) and use ritual to build relationships and community. Perhaps both romance and ritual are important for learners to find their own romance and their own relation to the subject of mathematics. Perhaps we (teachers) can set up the conditions for students to have lots of “aha” moments in their learning of mathematics. Perhaps some of these moments take place when ritual is disrupted against a backdrop of romance. I am left wanting to explore the ideas that emerged from the working group and I am grateful to PIMS and the BCAMT for its support in making it possible for me to participate in this year’s CMESG.
- Michele Roblin, Howe Sound Secondary School, SD#48
The 42nd CMESG carries forward a tradition of discussion, innovation and improvement in the way Canadian teachers bring mathematics to their students. This conference is fully bilingual, inclusive, and a testament to the work being done by educators, research mathematicians and professors in Canadian Faculties of Education.
Mathematics is the substrate language of computational thinking, problem solving, data analytics, and all manner of science and technologies that are spurring industrial and social progress. How we learn mathematics today — how we teach it — is imperative to how we build the future, and more importantly, who will be doing the building.
The CMESG is a forum for builders; and PIMS is proud to support it.
Next year’s CMESG will take place at St. Francis Xavier University in Nova Scotia.
Special thanks to Professor and Author Richard Hoshino for allowing PIMS to adapt his report on the 2018 CMESG for this story.
