The authors discuss students’ mathematics learning experience through a metaphor from Lewis Carroll’s Alice Through the Looking Glass: As part of the first two years of the undergraduate mathematics program at Brock University, students follow Alice’s lead and penetrate a looking-glass into a different world of mathematics. In the process, their preconceived views of mathematics are challenged as they learn to design, program, and use highly interactive computer environments to explore their own stated mathematical conjectures, theorems, or real-world situations.
Does (should) mathematics education research inform our mathematics teaching practices? This remains a widespread debate among the mathematics education community; it stems from a perceived gap between research in mathematics education and its potential to change teaching practices. It is in this context that the theme of the one-day Canadian Mathematics Education Study Group (CMESG) Pre-conference on Mathematics Education Research and Mathematics Teaching: Illusions, Reality, and Opportunities, hosted at Brock University in May 2013, was framed. At the event, some 90 math educators, 47 CMESG delegates and 43 local community members, came together to reflect on the gap between mathematics education research and the practices in the mathematics classrooms.
Buteau, C., Hardy, N., & Mgombelo, J. (2014). Should (or does) mathematics education research inform our mathematics teaching practices? / Est-ce que la recherche en didactique des mathématiques informe (ou devrait informer) notre enseignement des maths? Notes de la Société Mathématique du Canada, 46(6), 10-11.
This video summarized results from Buteau, Muller, and Marshall (2015)
This very brief article describes an holistic approach, at the time, of technology integration in the undergraduate mathematics program at Brock University. It includes some results of a survey on students’ views on technology in/for their mathematics learning.
Ben-El-Mechaiekh, H., Buteau, C., Ralph, B. (2007). MICA: A Novel Direction in Undergraduate Mathematics Teaching. Notes de la Société Mathématique du Canada, 39(6), 9-11.