In this monthly column, we speak with a notable member of the mathematics education community about their work and their perspectives on the teaching and learning of mathematics. This month, we had the pleasure of speaking with Grace Kelemanik, who will be presenting at this year’s Saskatchewan Understands Mathematics (SUM) Conference in Saskatoon.

Grace Kelemanik works as a mathematics consultant to districts and schools grappling with issues related to quality implementation of the Common Core State Standards. She is particularly concerned with engaging special populations, including English Language Learners and students with learning disabilities, in the mathematical thinking and reasoning embodied in the eight Common Core standards for mathematical practice.

Kelemanik is a secondary mathematics Clinical Teacher Educator for the Boston Teacher Residency Program, a four-year teacher education program based in the Boston Public School district that combines a year-long teacher residency in a school with three years of aligned new teacher support. Prior to BTR, Grace was a project director at Education Development Center (EDC). She was lead teacher of mathematics at City on a Hill Public Charter School in Boston where she also served as a mentor to teaching fellows and ran a support program for new teachers. Grace is co-author of the book, Routines for Reasoning, about instructional routines that develop mathematical practices.

I would like to begin by asking you a little bit about your background. Could you describe your journey to teaching mathematics, and then teaching future mathematics teachers? What (or who) sparked your passion for the field of mathematics education?

My mother will tell you that she always knew I would become a math teacher. She reminded me of this when, after entering college as a music therapy major and exiting with a degree in finance, I decided to go to graduate school to study mathematics and education.  She said she always knew when there was a math test, because our phone would “ring off the hook” and she would listen while I spent countless hours explaining math concepts to my classmates. If she had shared this insight with me earlier, I would have come to math teaching sooner, but then I never would have met Mark Driscoll. Continue reading →

In this monthly column, we speak with a notable member of the Western Canadian mathematics education community about their work and their perspectives on the teaching and learning of mathematics. This month, we had the pleasure of speaking with Dr. Rick Seaman.

Rick Seaman is a retired professor of mathematics education at the University of Regina. Prior to completing his Ph.D. and beginning his 19 year teaching career at the University of Regina, Rick taught at the Regina Board of Education for 25 years, where he was instrumental in implementing the International Baccalaureate subsidiary and higher level mathematics programs at Campbell Collegiate. A year after defending his dissertation, Rick received the 1996 Wilfred R. Wees Doctoral Thesis Award from the Canadian College of Teachers.

Rick has also regularly volunteered his time coaching baseball and football, leading coaching clinics and coaching at levels ranging from youth teams to the Regina Red Sox and the University of Regina Rams. He held a variety of volunteer administrative positions, including serving as Commissioner of High School Hockey and President of the Regina Intercollegiate Football Coaches’ Association. He has been recognized multiple times for his devotion and passion for coaching. In 1997, the Saskatchewan Roughriders recognized him for encouraging and supporting amateur football in the province of Saskatchewan. More recently, he was honoured as the 2014 Football Canada Gino Fracas Award recipient presented to the CIS Assistant Coach of the Year and was the Special Guest at the 63^rd Annual Luther Invitational Basketball Tournament in 2015.

Part I: Questions, Dissertation, Forks…

Before going on to teach mathematics in high school, you obtained both a Bachelor’s and a Master’s degree in mathematics. What drew you to teaching at the high school level? Continue reading →