Mathematics Research Seminar Series: Mathematics Education Research Forum by Ateneo de Manila University Department of Mathematics,Philippines

[Mathematics Education Researchers (MER) community]

Mathematics Research Seminar Series: Mathematics Education Research Forum
New Directions and Methodologies in Mathematics Education Research
by the Didactics of Mathematics Research Group

Register here: https://forms.gle/SoLhXZt9bXKMnTY59

• Day 1
  
  • October 13, 2025 (Monday)
  • 5:00 to 7:00 PM
  • SOM 111 (Ching Tan Room)
  • Speakers: Jinfa Cai and Arindam Bose
• Day 2
  
  • October 20, 2025 (Monday)
  • 3:30 to 5:00 PM
  • SEC-A 304
  • Speaker: Igor’ Kontorovich

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Mathematical Problem Posing Research: Advances and Future Directions
Dr. Jinfa Cai
ABSTRACT
There has been increased emphasis on integrating problem posing into curriculum and instruction with the promise of potentially providing more and higher quality opportunities for students to learn mathematics as they engage in problem-posing activities. This presentation starts with a historical review of problem posing. Then based on a Problem-Posing Based Learning (P-PBL) instructional model, current advances about problem posing in curriculum and instruction will be discussed. The presentation concludes with the identification of six areas of future research on problem posing.

• ABOUT THE SPEAKER
  

Dr. Jinfa Cai is the Kathleen and David Hollowell Professor at the University of Delaware, an elected member of USA National Academy of Education (NAEd) and a Fellow of American Educational Research Association (AERA). He served as the Editor-in-Chief for the Journal for Research in Mathematics Education and as Program Director at National Science Foundation. Currently, he is the vice-president of International Commission of Mathematical Instruction (ICMI). His research is well-funded from funding agencies, such as the USA National Science Foundation and the Department of Education. Currently, he is working on a 4-year longitudinal research project on problem posing.
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Revisiting research on out-of-school mathematics to trace implications for school learning: using lens of funds of knowledge, archaeology and discourse analysis
Dr. Arindam Bose
ABSTRACT
The late sixties and early seventies witnessed a spurt in research focusing on alternate ways of learning outside of school, which drew on cultural anthropology to analyse various contexts that created the ground for learning in general. Such approaches often referred to as mathematico-anthropological studies focused on the cultural contexts of thinking and learning. This talk will focus on funds of knowledge, discourse analysis, and archaeological unpacking as frameworks to examine the potential resources available in the community in the form of embedded mathematical practices in the community based, income-generating work-contexts with the underlying idea that such cultural resources available in the community can potentially support "school mathematics" learning of the children. The talk will argue that such opportunities available to the children create affordances for them to gather mathematical knowledge and to build a connection with their school mathematics learning. Examples of situation-specific competencies developed in everyday contexts that are often linked with “physical referents” and with “socio-cultural meanings” will be discussed and demonstrate how such competencies reflect consistent logical/mathematical principles across different work-contexts.

• ABOUT THE SPEAKER
  

Dr. Arindam Bose is an Associate Professor at the Centre of Excellence in Teacher Education (CETE, formerly CEIAR), TISS, Mumbai. He also holds a position of Collaborative Professor in the Postgraduate Programme of Mathematics and Science Teaching (PECMA) in Federal University of São Paulo (UNIFESP), Brazil. He has been involved in several curriculum development work in many states of India and in conducting professional development workshops for teachers, teacher educators and curriculum planners. He also serves in the Editorial Boards of several international journals of mathematics education research. His current areas of work are history of mathematics education, culture and mathematics cognition and language diversity and mathematics learning. He teaches courses mainly on history of education, child cognition, development and learning, and pedagogy of mathematics.
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What can be more practical than a good theory?
Dr. Igor’ Kontorovich
ABSTRACT
Many of the decisions that we make as mathematics teachers and researchers are driven by our (often tacit) assumptions about how students learn and think. Reviewers often mention theoretical issues when evaluating journal manuscripts and research theses. This interactive talk will give an overview of the key role that theory has gained in the field of mathematics education in the last two decades and discuss practical considerations for selecting a theory (or theories) to frame research work. Participationist and discursive theories will be the focus of the discussion.

• ABOUT THE SPEAKER
  

Dr. Igor' Kontorovich is an Associate Professor of Mathematics Education at the University of Hong Kong. His academic experience includes the University of Auckland (New Zealand), Simon Fraser University (Canada), and the Technion (Israel). His research concerns the processes of mathematics learning and teaching mostly at the secondary and university levels. Additionally, his research strives to offer theoretically grounded and empirically validated findings to improve mathematics education for all students, and was generously funded by international and local funding agencies. The findings have been shared in more than one hundred research publications.
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