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	Schedule of Events : CMEF 2009
	
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							2009 Canadian Mathematics Education Forum
							
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						Simon Fraser University Vancouver, April 30 - May 2, 2009
						
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<li ><a href="index"  >Home</a></li>
<li class="mmtrack mmhereiam mmhaschildren"><a href="schedule"  class="mmtrack mmhereiam">Schedule of Events</a>
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<li ><a href="schedule#block"  >Block schedule</a></li>
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<p class="mtgpagehead"><span>
Schedule of Events

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<a name="block"></a>
<div id="blocksked">
<h1>Block Schedule</h1>
<p>
	A <a href="blocksked.pdf">printable version</a> of the block schedule is also available.
</p>
<img src="blocksked.png" width="619" height="740" alt="Block Schedule" title="Block Schedule">

</div>

<a name="preforum"></a>
<div id="preforum">
<h1>
Pre-Forum Event: PIMS Changing the Culture

</h1>
<p>
CMEF 2009 participants are invited to the annual PIMS <a href="http://www.pims.math.ca/education/changing-culture"><strong>Changing the Culture</strong></a> conference, which will be taking place on Thursday, April 30<sup>th</sup>, at the SFU Vancouver, 515
Hastings Street. There is no additional charge for this event, but registration is required.

</p>

<ul><li><strong>
<a href="http://www.pims.math.ca/education/changing-culture">Changing the Culture</a>
 - 
Thursday, April 30, 8:45 - 17:30

</strong></li></ul>
</div>

<a name="opening"></a>
<div id="opening">
<h1>Opening</h1>
<p>
The 2009 Forum officially begins with Opening Remarks at 8:30 am on Friday, May 1, in the
Fletcher Challenge Theatre, Room 1900, SFU Vancouver, 515 Hastings Street.

</p>

<ul><li><strong>
	Opening Remarks - Friday, May 1, 8:30 - 10:00
	
</strong></li></ul>
</div>

<a name="wg"></a>
<div id="wg">
<h1>Working groups</h1>
<p>
A primary purpose of the 2009 Forum is the production of concrete materials and resources (booklets, modules, examples, web-pages) to support mathematics education at all levels. To facilitate this, a call went out in early 2007 for project proposals. In response, more than 40 proposals were received, some already well developed and ongoing, and others at the idea or design stage. With the objective of promoting collaboration of participants with like interests and complementary perspectives, these projects were grouped into a total of thirteen working groups.

</p>

<p>
Most of these groups embrace several projects many of which have been active for some time. This work, and further cooperative work will continue throughout 2008-09 leading to a culminating meeting at CMEF 2009. In the meantime opportunities might exist for participation at different levels in some of these working groups. <a href="http://www.mast.queensu.ca/cmef2009/">Details about the working groups are available here</a>.

</p>

<ul class="pp_out">


<li><strong>
	WG - Parts I and II - Friday, May 1, 10:30 - 12:30 and 15:30 - 17:00
	
</strong>
<p style="margin: 0em; padding: 0px 0px 0px 2em;">
During these sessions each of the 13 working groups will meet separately. Roughly half the
participants at the Forum, researchers, teachers and graduate students, will be involved in these
WG's which have already been operating for over a year. However most of these consist of a few
(between 2 and 6) related projects at different geographical locations, so that in many cases the
researchers have had limited personal contact. Thus this will be an important occasion for them
to consolidate their progress and begin assembly of their resource package. It needs to be
emphasized that each of the WG's has been charged with the task of resource production, either
written documents or web-based resources, in both curriculum and assessment. One might have
seen already from the abstracts of the teacher presenters the call for inquiry-based resources that
are tied to the curriculum and are usable in the classroom. Indeed, production of such resources
is a significant objective of the Forum.

</p>
<p style="margin: 0em; padding: 5px 0px 0px 2em;">
The remaining half of the participant who are not so far connected with a WG will be able to
choose one or two of the WG's and attend their sessions. The setting is informal so interaction
and discussion will be fostered.

</p>


<li><strong>
	WG - Part III - Saturday, May 2, 08:30 - 10:15
</strong>
<p style="margin: 0em; padding: 0px 0px 0px 2em;">
Parallel presentations with cognate WG's together.
</p>
<p style="margin: 0em; padding: 5px 0px 0px 2em;">
In this session, WG’s will be grouped into related clusters.  The objective here is communication, sharing of information and problems, discussion and feedback.  Again those who are not associated with a WG will be able to choose one or two of the clusters and attend their sessions.
</p>
<li><strong>
	WG - Part IV - Saturday, May 2, 13:30 - 15:15
</strong>
<p style="margin: 0em; padding: 0px 0px 0px 2em;">
Back to individual WGs, for reflecting on feedback and finalizing the work.
</p>



<li><strong>
	Working Group Presentations - Saturday, May 2, 8:30 - 10:00
	
</strong>
<p style="margin: 0em; padding: 0px 0px 0px 2em;">
Working groups summarize and present their work.

</p>
</ul>
</div>

<a name="pp"></a>
<div id="pp">
<h1>Plenary sessions and Panel discussions</h1>
<p>All plenary talks, panel discussions, and the closing sessions, will be held in the Fletcher
Challenge Theatre, Room 1900, SFU Vancouver, 515 Hastings Street.

</p>
<ul class="pp_out plen">

<li><strong>
	Plenary 1 - Thursday, April 30, 16:30 - 17:30</strong> (joint with <i>Changing the Culture</i> conference)
	
<p style="margin: 0em; padding: 0px 0px 0px 2em;">
<span class="pptitle">
Reconsidering Basic Mathematical Assumptions in Teacher Education

</span><br>
Rina Zazkis, Faculty of Education, Simon Fraser University
</p>
<p style="margin: 0em; padding: 0px 0px 0px 4em;">

My focus is on examples that increase teachers' mathematical understanding and their pedagogical sensitivity. I suggest that examples that persuade teachers to reconsider 'basic assumptions' used in teaching and learning of mathematics, or to become explicitly aware of these assumptions, serve as a means toward this end. By 'basic assumptions' I refer to assumptions related to mathematical content, rather than those related to the nature of learners or learning processes. That is, 'basic assumptions' are parts of information used in mathematical activity, but not mentioned explicitly in statements or tasks. I distinguish between different kinds of assumptions: mathematical conventions, shared understandings, and assumptions that present unintended constraints to problem solving. I exemplify and discuss each of these kinds in relation to the goals of teacher education.
</p>


<li><strong>Plenary 2 - Friday, May 1, 14:00 - 15:00</strong>
<p style="margin: 0em; padding: 0px 0px 0px 2em;">
<span style="font-weight:bold; color:#600">
Making School Mathematics Functional: A Stool Needs Three Legs

</span><br>
Hugh Burkhardt, Shell Center for Mathematical Education, University of Nottingham
</p>
<p style="margin: 0em; padding: 0px 0px 0px 4em;">
Hugh Burkhardt has been at the Shell Center for Mathematical Education at the University of
Nottingham since 1976, as Director until 1992. Since then he has led a series of international
projects, notably Balanced Assessment and MARS (Math Assessment Resource Service).
Hugh takes an 'engineering' view of educational research and development -- that it is about
making a complex system work better, with empirical evidence the ultimate guide. His core
interest is in the dynamics of curriculum change, seeing assessment as one important 'tool for
change' among the many that are needed to help achieve some resemblance between goals of
policy and outcomes in practice.

</p>
<p style="margin: 0em; padding: 0px 0px 0px 4em;">
Thus he is an ideal person to bring his own experience to bear on our two principal resource
themes, curriculum and assessment. We have asked him to be provocative and thereby to set the
stage for a fruitful discussion of his ideas.

</p>
</li>

<li><strong>Plenary 3 - Saturday, May 2, 11:00 - 12:00

</strong>
<p style="margin: 0em; padding: 0px 0px 0px 2em;">
<span style="font-weight:bold; color:#600">
The Vantage Point of Publisher: One View of Curriculum Development

</span><br>
Steven Rasmussen, Key Curriculum Press
</p>
<p style="margin: 0em; padding: 0px 0px 0px 4em;">
Steve was a leader of <i>The Geometer's Sketchpad</i> geometry software development team and also
the editor of <i>Discovering Geometry: An Inductive Approach</i>.
He has served as the principal investigator on two National Science Foundation projects: one to
support teachers using technology in teaching geometry and the other to promote discovery and
cooperative learning through professional development.

</p>
<p style="margin: 0em; padding: 0px 0px 0px 4em;">
Steve has a bachelor's degree in mathematics and a master's degree in mathematics education
from Temple University. He taught secondary mathematics for seven years in Philadelphia,
Pennsylvania, and Emeryville, California.

</p>
<p style="margin: 0em; padding: 0px 0px 0px 4em;">
Steve is a past secretary and board member of Women and Mathematics Education, an NCTM
affiliate, and has served on the board of the California Mathematics Council - Northern Section.
He is currently vice president of the Emery Education Foundation and a member of the Education
Department Advisory Board of the University of California Berkeley Extension. He has given
hundreds of workshops on geometry and other topics at local, state, regional, national, and
international professional meetings.

</p>
<p style="margin: 0em; padding: 0px 0px 0px 4em;">
In his address, Steve will observe that constraints imposed both on and by publishers often
operate to thwart innovation and limit the availability and market success of new programs
particularly ones that move us away from what one of our speakers has described as the "white-
knuckle grip on traditional mathematics teaching." Steve will propose some alternative
"publishing" models that may, in the future, enable innovative mathematics programs to thrive.

</p>

</ul>


<ul class="pp_out panel">

<li><strong>Panel I - Friday, May 1, 8:45 - 10:00</strong>
<p style="margin: 0em; padding: 0px 0px 0px 2em;">
<span class="pptitle">
What did I need then? What do I need now?

</span></p>

<table cellpadding="0" cellspacing="3" style="margin: 0em; padding: 0px 0px 0px 4em; font-style: italic;">
<tr><td>Chair:</td><td>Egan Chernoff – University of Saskatchewan</td></tr>
<tr valign="top"><td>Panelists:</td><td>
Ann Arden – Osgoode Township High School Ottawa, ON<br>
Cindy Clarke – Prairie View School, SK<br>
Michael Finnigan – Yale Secondary, Abbotsford, BC<br>
Darien Shannon – New Westminster Secondary School, BC<br>
Shannon Sookochoff – Victoria School of Performing & Visual Arts, Edmonton, AB
</td></table>

<p style="margin: 0em; padding: 0px 0px 0px 4em;">
This strategically placed presentation will set the tone for the meeting. We are here to listen to
the voice of the teachers. We want to better understand both their years of education and their
years of service. What is the nature of the community, the support and the resources that they
need at both stages of their professional growth and work. This voice will inform our future
research agenda and will guide the formation of collegial support structures, both personal and
web-based. We anticipate 40-50 minutes of presentation followed by 30 minutes of discussion
and response from researchers.

</p>



<li><strong>Panel II - Friday, May 1, 19:00 - 20:30</strong>
<p style="margin: 0em; padding: 0px 0px 0px 2em;">
<span class="pptitle">
Presentation and Discussion of the Burkhardt Plenary

</span></p>

<table cellpadding="0" cellspacing="3" style="margin: 0em; padding: 0px 0px 0px 4em; font-style: italic;">
<tr><td>Chair:</td><td>France Caron – Université de Montréal</td></tr>
<tr valign="top"><td>Panelists:</td><td>
Frederic Gourdeau – Université Laval, QC<br>
Philippe Labrosse – Commission scolaire Marguerite-Bourgeoys, QC<br>
Katie Pirquet – Teacher, SD 62 Sooke, (retired), BC<br>
Eric Robert – Leo Hayes High School, Fredericton, NB<br>
Christine Suurtamm – University of Ottawa
</td></table>

<p style="margin: 0em; padding: 0px 0px 0px 4em;">
A panel consisting of researchers, teachers and students will have been given a copy of the
Burkhardt paper and each will have prepared a response, though current circumstances will
certainly lead to significant updates and modifications. In this 90 minute session we will have
time for an extended plenary discussion.

</p>


<li><strong>Panel III - Saturday, May 2, 16:00 - 17:30</strong>
<p style="margin: 0em; padding: 0px 0px 0px 2em;">
<span class="pptitle">
Presentation and Discussion of the Rasmussen Plenary

</span>
</p>
<table cellpadding="0" cellspacing="3" style="margin: 0em; padding: 0px 0px 0px 4em; font-style: italic;">
<tr><td>Chair:</td><td>Harley Weston – University of Regina</td></tr>
<tr valign="top"><td>Panelists:</td><td>
Lorraine Baron – K-12 Mathematics Curriculum Coordinator, Kelowna, BC<br>
Richard DeMerchant – British Columbia Ministry of Education, Victoria, BC<br>
Mathieu Gauthier – École Mathieu-Martin of Dieppe, Dieppe, NB<br>
Miroslav Lovric  – McMaster University, Hamilton, ON<br>
Nick Nielsen – Delphi secondary alternative, TDSB, Toronto, ON<br>
</td></table>

<p style="margin: 0em; padding: 0px 0px 0px 4em;">
Again a panel consisting of researchers, teachers and students will have been given a copy of the
Rasmussen paper and will have a chance to respond. In this 90 minute session we will have time
for an extended plenary discussion at which a wide range of publishing models can be compared.
This discussion is critical to the programme of the 2009 Forum as one of its objectives is to be an
effective generator of teacher resources.

</p>


</ul>
</div>


<a name="closing"></a>
<div id="closing">
<h1>Closing</h1>
<p>
Discussion: <i>Looking towards CMEF 2013</i>
</p>

<ul><li><strong>
	Closing session - Sunday, May 2, 10:30 - 12:30
	
</strong></li></ul>
</div>

<a name="exhibits"></a>
<div id="exhibits">
<h1>Exhibits</h1>
<ul>
<li><a href="http://www.cms.math.ca/">Canadian Mathematical Society</a>
<li><a href="http://www.maplesoft.com/">Maplesoft</a>
<li><a href="http://hed.nelson.com">Nelson Education</a>
<li><a href="http://vig.pearsoned.ca/">Pearson Education</a>
<li><a href="http://ca.wiley.com/WileyCDA/Section/index.html">Wiley Publishing</a>
</ul>
</div>

<a name="social"></a>
<div id="social">
<h1>Social events</h1>
<ul>
<li>	There will be early registration and a welcoming reception on Thursday, April 30, from
17:30 to 19:00, in the Segal Centre, Room 1400, SFU Vancouver.
	
                                                                                       3
<li>	On Friday, May 1, 20:30 - 21:30, there will be a reception in the Segal Centre, Room
1400, SFU Vancouver.
	
<li>	On Saturday, May 2, 19:00 - 21:30, there will be a buffet dinner reception in the Segal
Centre, Room 1400, SFU Vancouver.
	
</ul>

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