Difference between revisions of "Colloquia 2012-2013"
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Revision as of 15:20, 6 October 2010
All colloquia are on Fridays at 4:00 pm in Van Vleck B239, unless otherwise indicated.
|sept 3||Timo Seppalainen (Madison)||Scaling exponents for a 1+1 dimensional directed polymer||local|
|sept 10||Moe Hirsch (Madison)||Actions of Lie groups and Lie algebras on manifolds||local|
|sept 17||Uri Andrews (Madison)||Computable stability theory||local|
|sept 24||Margo Anderson (UW-Milwaukee)||The politics of numbers||Jordan (Math and... seminar)|
|oct 1||Matthew Finn (U. of Adelaide)||Hot spots||Jean-Luc|
|wed oct 6||Robert Krasny (U. of Michigan)||Computing vortex sheet motion||Shi|
|oct 8||Anita Wager (Madison)||Bridging In and Out-of-School Mathematics: A Framework for Incorporating Students' Culture||Steffen|
|oct 15||Felipe Voloch (U. Texas Austin)||Local-Global principles for integral points on curves||Nigel|
|oct 22||Markus Banagl (U. Heidelberg)||TBA||Maxim|
|nov 5||Tom Hales (Pittsburgh)||TBA||Nigel (Distinguished lecture)|
|nov 12||Greg Buck (St. Anselm)||TBA||Jean-Luc|
|nov 19||Jeff Xia (Northwestern)||TBA||Shi|
|wed dec 1||Peter Markowich (Cambridge and Vienna)||TBA||Shi (Wasow Lecture)|
|dec 10||Benson Farb (Chicago)||TBA||Jean-Luc|
Anita Wager Bridging In and Out-of-School Mathematics: A Framework for Incorporating Students' Culture
This presentation will examine a professional development designed to explore a broadened notion of teaching for understanding that considers the cultural and socio-political contexts in which children live and learn. The goal of the study was to identify how teachers, in the process of learning to consider their mathematics pedagogy through an equity lens, construed the relationships among mathematics achievement and culture. An analysis of the features teachers focused on when they incorporated the ideas of mathematics teaching for understanding with students' out-of-school mathematical knowledge revealed four related practices: (a) identifying embedded mathematical practices prominent in contexts, (b) addressing cultural activities using school mathematics, (c) creating teacher initiated situated settings, and (d) using cultural contexts for problems. The practices provide a framework to address an ongoing issue in mathematics education: how to incorporate students out-of-school experiences in the classroom.