SUM Conference Keynote Presenters

SUM 2018 Keynote Presenters

Lisa Lunney Borden is an Associate Professor of mathematics education at St. Francis Xavier University in Canada with a particular focus on Equity in Mathematics. Having taught 7-12 mathematics in a Mi’kmaw community, she credits her students and the community for helping her to think differently about mathematics teaching and learning. She is committed to research that focuses on decolonizing mathematics education through culturally based practices and experiences that are rooted in Aboriginal languages and knowledge systems. Lisa is equally committed to mathematics outreach through programs such as Show Me Your Math that was developed with David Wagner, Newell Johnson, and a team of teachers from Mi’kmaw Kina’matnewey schools. This program invites Indigenous youth to find the mathematical reasoning inherent in their own community context. Lisa is a sought after speaker on Indigenous mathematics education, working with mathematics educators across Canada as well as internationally.

Read our interview with Dr. Lisa Lunney Borden here.
Twitter: @LLB_315

Keynote Theme: The Role of Mathematics Education in Reconciliation
The 2015 TRC final report that includes calls to action in response to the horrors of residential schools for Aboriginal Canadians that are focused on establishing a renewed relationships between non-Aboriginal and Aboriginal Canadians to “restore what must be restored, repair what must be repaired, and return what must be returned” (2015, p. 6). The TRC names the education system as having an essential role in repairing the damages caused by residential schools. Lisa will reflect on her 22-year career as a teacher and researcher working in Indigenous communities, primarily Mi’kmaw communities, to explore the role of mathematics education in reconciliation. She will share stories of hope and healing that have emerged through the Show Me Your Math program, inquiry projects, outreach programs, and teacher professional learning that give insights into how mathematics can aid in reconciliation.

Featured Session 1: Our Ways of Knowing: Teaching Math with Verbs and Space
Lisa will share a model for considering ways in which Indigenous languages, community values, ways of knowing, and cultural connections can impact mathematics learning for Indigenous learners. Participants will go more deeply into the pedagogical implications of this model that are linked to the ways of knowing that emerge from an understanding of the structure of Indigenous languages. We will engage in tasks that highlight the value of verbifying and spatializing mathematics teaching and learning. Examples will be drawn from Kindergarten to Grade 12 to highlight how these approaches span all levels.
Featured Session 2: My Elders were Mathematicians Too: The Value of Culturally-based Inquiry
Lisa will share the story of Show Me Your Math, a program that invites Indigenous students in Atlantic Canada to explore the mathematics that in inherent in community ways of knowing, being, and doing. She will share the history of this program, how it has changed over time to focus more on inquiry, and how it might be developed in other regions. We will explore examples of projects that have been completed, examine the benefits of these projects and discuss how such projects help to restore, reclaim, and return community knowledge that has been eroded by colonialism.

Mary Bourassa teaches mathematics at West Carleton Secondary School in Ottawa. She has presented workshops internationally, authored mathematics resources and is a past Vice President of the Ontario Association for Mathematics Education. She is a Desmos fellow and is always working to improve her craft. You can get a window into her classroom through her blog and can find her collaborating with other math teachers on Twitter. An award-winning teacher, Mary continually strives to learn new and better ways of helping students learn and love mathematics.

Twitter: @MaryBourassa

Keynote Theme: Planting the Seeds of Change
What steps, big and small, can we take to improve the learning experience for our students? How can we create an environment that has our students liking math more at the end of the semester than they did at the beginning? How do you move toward a math class based on collaboration, taking risks and productive struggle? Together we will look at numerous strategies and tools to help all our students understand the mathematics they are learning more deeply and see the connections between concepts while developing skills that will help them become better learners in all subjects.

SUM 2018 Registration