The Kate Edger Department of Mathematics


Meaningful learning in mathematics and statistics


Jisoo Lia Lee 2017 PG PhD candidate, Department of Mathematics
Jisoo Lia Lee, PhD candidate, Department of Mathematics

Our group carries out theoretical and empirical explorations of the fundamental processes that are involved in learning secondary and university mathematics and statistics.

Our current research foci include students’ learning experiences (e.g., engagement in large lectures, mathematical identity, reflecting on their own learning, participation in online forums), understanding of particular disciplines (e.g., algebra, calculus, complex and real analysis, statistics, probability, topology, graph theory and combinatorics) and broader cross-disciplinary ideas (e.g., algorithms, conceptual growth, conventions, insight, problem posing, problem solving, modelling, visualization).

This research is inseparable from our work on Lecturing and Teaching and on Design of Resources. 

 

 

Recent publications

Griffith Moala, J., Yoon, C., & Kontorovich, I. (2017). A puzzling misconception or a logically persistent way of understanding? Examining structures of attention. In B. Kaur, W. K. Ho, T. L. Toh and B. H. Choy (Eds), Proceedings of the 41th Conference of the International Group for the Psychology of Mathematics Education (vol. 2, pp. 369–376). Singapore: PME.

Kensington-Miller, B., Novak, J., & Evans, T. (2016) Just do it: flipped lecture, determinants and debate.

Kontorovich, I. (published online). Why Johnny struggles when familiar concepts are taken to a new mathematical domain: Towards a polysemous approach. Educational Studies in Mathematics.

Kontorovich, I., & Zazkis, R. (2017). Mathematical conventions: Revisiting arbitrary and necessary. For the Learning of Mathematics, 37(1), 29–34.

Novak, J., Kensington-Miller, B., & Evans, T. (2017). Flip or flop? Students’ perspectives of a flipped lecture in mathematics. International Journal of Mathematical Education in Science and Technology, 48 (5), 647-658. 10.1080/0020739X.2016.1267810

Pfannkuch, M., Arnold, P., & Wild, C.J. (2015). What I see is not quite the way it really is: Students’ emergent reasoning about sampling variability. Educational Studies in Mathematics, 88(3), 343–360. doi: 10.1007/s10649-014-9539-1

Pfannkuch, M. Budgett, S., Fewster, R., Fitch, M., Pattenwise, S., Wild, C., & Ziedins, I. (2016). Probability modelling and thinking: What can we learn from practice? Statistics Education Research Journal, 15(2), 11–37. http://iase-web.org/documents/SERJ/SERJ15(2)_Pfannkuch.pdf

Scheiner, T. (2016). New light on old horizon: Constructing mathematical concepts, underlying abstraction processes, and sense making strategies. Educational Studies in Mathematics, 91 (2), 165-183. 10.1007/s10649-015-9665-4

Yoon, C. (2016). Visualisation for different mathematical purposes. In A. Saenz-Ludlow and G. Kadunz (Eds.) Semiotics as a tool for learning mathematics: How to describe the construction, visualization, and communication of mathematical concepts (pp. 69-88). Sense Publishers.