Mathematics Education Seminar

MES Druken talk

 

The CSUF Math Education Seminar features talks about math education and related topics. The seminar is coordinated by Dr. Amelia Stone-Johnstone (astonejohnstone@fullerton.edu). 

See list below for upcoming and past talks.

 

SpRING 2025

  • Friday May 2 from 12-1p in MH 380
     Multilingual Students' Experiences of Silence, And Some Ways I Responded As Their Teacher (Dr. Jess Ellis Hagman, Colorado State University, Fort Collins)

    Abstract: In this talk, I share data from two projects centering multilingual students in introductory college  math ematics . The first is a poetic transcription of students experiences of silence within their precalculus and calculus classes. In the second, I will share some practices that did and did not land for multilingual students in a large precalculus class. 
  • Friday April 11 from 12-1p virtual
     Article Discussion of“Stay Silent Situation”: Using Multilingual Students’ Own Words Through Poetic Transcription to Tell Their Stories of Introductory College Math ematics   Ed ucation (facilitated by Dr. Amelia Stone-Johnstone, Cal State Fullerton)

    Abstract:     In this paper, we explore the role that silence plays for multilingual students of color within undergraduate  math ematics  classes. The poetic narratives presented in this paper focus on exploring the role of silence in students’ experiences. While silence often reflects marginalization (e.g., being silenced), it can also function as a mechanism for navigating different spaces, and as a form of resistance. As such, we take an asset-based and anti-deficit framing to explore how silence interacts with students’ cultural capitals, including, for example, navigation capital, resistance capital, aspirational capital, and language capital. We use poetic transcription to present students’ stories using only their own words.
  • Friday March 7, 2025 from 12-1p in MH 380
    Noticing Strengths in Students’ Mathematical Thinking during Weekly Planning Meetings (Christina Kimmerling, Doctoral Candidate, UC Irvine)

    Abstract: Teachers are called to maintain asset-based perspectives toward  math ematics teaching and learning (ASSM & AMTE, 2024). Teacher noticing of student mathematical thinking is widely considered a core component of teaching expertise. However, more is needed to understand teachers' asset-based perspectives when noticing, including how teachers notice the strengths and brilliance in students’ mathematical thinking. In the context of a research-practice partnership, elementary school teachers were asked to notice strengths in students’ written work and plan next instructional steps through a designed collaboration protocol. Qualitative analyses unveil the nature of teachers’ noticing. Findings suggest that as teachers noticed strengths in students’ written work, they situated that  noticing  within their instructional practice and students’ participation. Implications from this research can inform the design of teacher collaboration anchored in student work as a site to strengthen teachers’ asset-based perspectives.
  • Friday January 31, 2025 from 12-1p virtually
    Title 1: “It all started when...”: Insights from Students' Math Life Stories (Dr. Anne Cawley Research Group, Cal Poly Pomona)

    Abstract: This mixed-methods study evaluates the mathematical autobiographies (MABs) of STEM students to evaluate their relationship with mathematics and influential actors in their math life stories. 135 MABs were collected from students enrolled in Calculus 1, Abstract Algebra, and Topology, taught by the same instructor. Analysis revealed that students mostly had consistently positive experiences with mathematics (PME). Hypothesis testing showed that students enrolled in upper division courses and math majors had a higher likelihood of describing PMEs and that Asian students described PMEs at a lesser rate than their peers. Instructors and family members were most frequently named as influential actors, with K-12 instructors appearing more often than college instructors. These results indicate that STEM students have had primarily positive mathematical experiences, which aligns with their desire to pursue STEM degrees.

    Title 2: Developing a Coding Scheme to Analyze Instructor Questioning in Mathematical Discussions (Dr. Anne Cawley Research Group, Cal Poly Pomona)

    Abstract: For students to actively engage in whole-classroom mathematical discussion—particularly in ways that go beyond stating quick answers without explanations or justifications—students need to be motivated by their instructor to participate. This presents our team’s long-term question: how can an instructor use their questioning to motivate students to meaningfully contribute toward mathematical discussion? In this preliminary report, we detail the development of a coding scheme to be applied to a set of virtual class recordings designed to answer this question. We offer preliminary results by applying the coding scheme to two segments of classroom recordings.

 

Fall 2024

  • Friday October 11th from 11-12p in MH 047
    Various Student Presenters
     
    Abstract: In this seminar, we will explore the core principles of the Situated Cognition theory of learning and highlight its application within the CSUF STEM community. The centerpiece of this seminar will be a student poster session, showcasing the diverse ways our CSUF students engage in mathematics education research.

    Vivian Aguirre - Exploration of Data Science Programs in US High Schools
    Fernando Bustos & Jasmine Suastegui - Case Studies of Mathematics Faculty who Aspire to Improve their Instructional
    Nazgol Hadaegh - Mathematics Instructors' Conceptualizations of Equity-minded Instruction after Participation in Professional Development
    Max Ichinose & David Robles - Where is the Calculus in Calculus-based Introductory mechanics
    Ashley Morelos - An investigation in College Data Science Education
    Nicole Reyes-Galvan & Sam Sarrafi - Unlocking the Future of Education: The Revolutionary Potential of RME
  • Friday September 13th from 11-12p in MH 047
    Infusing Data Science Education into Elementary Mathematics (Dr. Bridget Druken, Cal State Fullerton)

         Abstract:  In this talk, we describe a mathematics summer professional development effort for Orange and Los Angeles county practicing TK-5 elementary teachers who were invited to infuse data science education into elementary mathematics. Twenty-three teachers attended a four-day workshop at CSUF in June 2024, with 27 additional teachers planned for Summer 2025. We describe preliminary results from a pre-post survey assessment on teacher understanding of the data life cycle: pose a question, collect/gather data, represent/analyze data, and interpret/communicate a story. Insights into the design, facilitation, and debrief on the workshop will be shared. Implications about mathematics and data science education will be discussed. 
  • Acknowledging and Addressing Myths in Mathematics Education: Implications for Access Equity and Inclusion (Dr. Mark Ellis, Cal State Fullerton)

 

This page is maintained by Dr. Bridget Druken (bdruken@fullerton.edu). Please reach out with any questions or typos.