# MSCS Seminar Calendar

Wednesday January 14, 2015

Tuesday January 20, 2015

**Mathematics Education Colloquium**

The National Research and Development Center on Cognition and Mathematics Instruction: Cognitively-Based Redesign of the Connected Mathematics Project (CMP)

Dr. James Pellegrino (UIC)

5:00 PM in SEO 636

This presentation will highlight work of the IES-funded National R&D Center on Cognition and Mathematics Instruction. The goal of the Center’s work is to apply principles from cognitive and instructional research to the redesign of a middle-grades mathematics curriculum and then test their efficacy. The Center has focused on applying four principles to the redesign of the well-known and very popular Connected Mathematics Project (CMP) curriculum for grades 6-8. Discussion will focus on how we have applied each of the four principles to the redesign process: (a) visual-verbal mapping; (b) use of worked examples; (c) distribution of practice, and (d) formative assessment as well as results from some of the Center’s research on the impact of curriculum changes, including some of the challenges associated with testing their efficacy. The presentation will highlight work conducted by the UIC team with Center partners from WPI on implementing distributed practice and feedback using the ASSISTments web-based platform for manipulating practice problems and feedback for in class and homework assignments. The discussion will include a consideration of the applicability of these principles and tools to other curriculum and instructional programs and the benefits that could accrue for students and teachers.

Tuesday January 27, 2015

**Mathematics Education Colloquium**

Solving Problems and Developing Theory: The Case of Teaching Proof in School Mathematics

Dr. Michelle Cirillo (University of Delaware)

5:00 PM in SEO 636

Not only do students find the learning of proof to be challenging at all levels, but research has shown that school mathematics teachers also find the teaching of proof to be a difficult endeavor. The pivotal epistemological role that proof plays in mathematics makes it an important object of inquiry for mathematics education researchers. Thus, if the field wishes to better prepare teachers to address the goals of current standards and therefore change the nature of school mathematics, we must first address the factors that shape it. Past research has explored many of these factors, including: the role of proof in the school curriculum; teachers' conceptions of proof; students' difficulties with proof; students' proof schemes and categories of justification; and descriptions of what 'doing proof' looks like in high school geometry. There is a need, however, for studies that look into classrooms and examine the work of teachers in practice. This notion will be explored through the case of The Geometry Proof Project, a collaborative study with high school mathematics teachers, which investigated some challenges of introducing formal, deductive proof. Through this colloquium, I will provide insights into the work of teachers in practice, specifically some of the conditions, challenges, and issues related to teaching proof at the secondary level. In addition, potential solutions for addressing these challenges will be presented through data and findings from the three-year research project. These findings may also have implications for teaching reasoning that leads to proof at the middle school level and for teaching proof at the post-secondary level.

Monday February 2, 2015

Wednesday February 4, 2015

Monday February 9, 2015

Wednesday February 11, 2015

Monday February 16, 2015

Monday February 23, 2015

Wednesday February 25, 2015

Friday February 27, 2015

Wednesday March 4, 2015

Wednesday March 18, 2015

Monday March 30, 2015

Wednesday April 1, 2015

Wednesday April 8, 2015

Friday April 10, 2015

Monday April 13, 2015

Friday April 17, 2015

Wednesday April 22, 2015

Friday April 24, 2015