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Dr. Brian Bottge

the William T. Bryan Endowed Chair and Professor in Special Education in the Department of Early Childhood, Special Education and Rehabilitation Counseling, University of Kentucky, and emeritus professor of Rehabilitation Psychology and Special Education at the University of WISCONSIN-MADISON.

Dr. Bottge is best known for Enhanced Anchored Instruction (EAI), which is a strategy for teaching mathematics to low-performing adolescents. EAI provides rich and engaging contexts (i.e., computer and hands-on applications) where students develop their computation and problem-solving skills. Dr. Bottge is currently the PI on an IES Goal 5 grant, Developing Enhanced Assessment Tools for Capturing Students’ Procedural Skills and Conceptual Understanding in Math.

Dr. Maxine McKinney de Royston

Assistant Professor of Curriculum and Instruction (Mathematics Education and multicultural education), University of wisconsin-madison

Dr. McKinney de Royston’s research is concerned with understanding how to create productive learning environments for minoritized students, particularly Black students. Focusing on math and science classrooms, she studies the pedagogical and relational characteristics of learning environments as they relate to larger discourses about race, identity, and learning. At present, Dr. McKinney de Royston’s research centers around two interrelated strands: the sociopolitical nature of teaching and learning and how learning spaces, such as mathematics classrooms, are inherently racialized.

discussants & Facilitators

Facilitator: Professor Martha W. Alibali is a Professor of Psychology and Educational Psychology at the University of Wisconsin - Madison, and investigates mathematics learning and development with a special focus on the role of gesture in mathematical thinking and knowledge change. She heads the Cognitive Development and Communication Lab.

Discussant: Professor Art Glenberg has been a pioneer in the area of embodied cognition and contributed to its basic theoretical and methodological underpinnings for understanding memory, language, reading, and educational technology. He heads the Laboratory for Embodied Cognition in the Department of Psychology at Arizona State University.

Discussant: Professor Jim Slotta is a Professor with the Department for Curriculum, Teaching, and Learning and the Centre for Science, Mathematics, and Technology Education at University of Toronto Ontario Institute for Studies in Education (OISE). His research employs technology-enhanced learning environments to investigate cognitive models of learning and instruction. Dr. Slotta is the World Technology Award Winner in the category of Education and in 2006 was named a Canada Research Chair in Education and Technology.

general outline and schedule

Click here to see the finalized Schedule!

Day 1: May 20 (Monday)

1:00 PM: Welcome & Workshop Objectives

2:00 PM: Graduate Student Poster Session & Afternoon Reception

5:00 PM: Dr. Bottge Keynote Presentation

Building Students’ Conceptual and Procedural Knowledge in Engaging Learning Environments. A series of studies over the past 20 years has shown how teachers can uncover and improve the problem-solving skills of their students, including those who are low achieving. The presentation will focus on the tasks that have motivated students to develop a deep understanding of math concepts.

7:00 PM: Working Dinner

Day 2: May 21 (Tuesday)

8:00 AM: Mathematics Activity

9:00 AM: Talks & Discussion

11:30 AM: Dr. McKinney de Royston Keynote Presentation & Lunch

“I wish I was white”: Political and Ethical Considerations for (Re)Conceptualizing Mathematical Knowing and Doing. Policies and research in mathematics education continue to forward a rhetoric of “mathematics for all”, yet the underlying theories of learning that drive k-12 mathematics remain narrow, racialized constructions of mathematical knowing and doing. This talk will focus on emerging perspectives in the learning sciences that seek to expand the epistemological and ontological premises of human learning and teaching that engage the “how,” “for whom,” and “towards what ends” of mathematical knowing and doing.

1:00 PM: Break & Demonstrations

2:00 PM: Talks & Discussion

5:00 PM: Break & Embodied Activities

7:00 PM: Working Dinner

Day 3: May 22 (Wednesday)

8:00 AM: Mathematics Activity

9:00 AM: Teacher-Led Roundtables on Translational Goals

11:30 AM: Working Lunch

1:00 PM: Break & Demonstrations

2:00 PM: Synthesis: Mapping Out a 10-Year Research Agenda

5:00 PM: Break & Embodied Activities

7:00 PM: Working Dinner