- About
- Events
- Inquiry Support
- Workshops & Programs
- SoTL 101: Introduction to SoTL and Teaching + Learning Inquiry
- SoTL 102: Formulating an Inquiry Project
- SoTL Thoughts
- Coffee + Conversation
- Tools for Inquiry: Conducting Inquiry Using CES
- Amundsen Fellowship Program
- Decolonial Teaching + Learning Seminar Series
- Decolonizing and Indigenizing Curricula
- Disrupting Colonialism through Teaching Program
- Exploring Well-being in Learning Environments: An Integrated Seminar Series + Grants Program
- Inquiring into Your Multilingual Classroom: An Integrated Seminar Series + Grants Program
- New Ways of Teaching, New Ways of Learning: Supporting Learning in Online Environments
- Open Education Grant Pilot Program
- Teaching and Learning Development Grant Program
- Project Archive
- Amundsen Fellowship Program
- Disrupting Colonialism through Teaching Program
- Exploring Well-being in Learning Environments Program
- Inquiring into Your Multilingual Classroom Projects
- New Ways of Teaching, New Ways of Learning
- Teaching and Learning Development Grant Program
- Scholarship of Teaching + Learning Projects
- Conferences & Calls for Proposals
- BCCampus: Introduction to Offline GenAI [April 20, 2026]
- Teaching with AI: April 20, 2026 [April 20-29, 2026]
- FLO MicroCourse: AI-Resilient Assessment Design Sprint [April 27 - May 1, 2026]
- Faculty Experiences with Open Pedagogy and Social Justice [April 30, 2026]
- Cfp: 2026 SoTL Symposium [Deadline: May 04, 2026]
- 2026 Graduate Students in Teaching Conference [May 05-06, 2026]
- Teaching with AI: May 5, 2026 [May 05-14, 2026]
- Brave Conversations: Revisiting and Rethinking "Risk" in SoTL [May 07, 2026]
- 2026 Teaching and Learning Innovations Conference [Deadline: May 08, 2026]
- 3rd Annual Thompson-Okanagan Teaching and Learning Conference [May 13-14, 2026]
- SoTL Canada Journal Club: Developing a SoTL Identity [May 19, 2026]
- Teaching with AI: May 19, 2026 [May 19-28, 2026]
- 2026 Annual STLHE/SAPES Conference [Deadline: May 25, 2026]
- ETUG Spring 2026 Workshop: Collaboration, Co-creation, and Creativity in EdTech [May 28-29, 2026]
- Teaching with AI: June 1, 2026 [June 01-10, 2026]
- 2026 DPI Conference [August 18-20, 2026]
- 2026 SoTL Symposium Conference [October 22-24, 2026]
- For Research Personnel
- News + Stories
Advanced Mathematics in Support of Secondary School Teaching
Grant program: Teaching and Learning Development Grant (TLDG)
Grant recipient: Rina Zazkis, Faculty of Education
Project team: Ofer Marmur, research assistant
Timeframe: August 2017 to September 2018
Funding: $6000
Course addressed: MATH 603 – Foundations of Mathematics
Final report: View Rina Zazkis' final report (PDF)
Description: In my teaching of MATH 603 I attempt to extend students’ understanding of several foundational topics in mathematics. However, while I believe that such understanding has an influence on one’s teaching, it is unclear if my students share this belief and whether this belief changes during the course. In addition, while students may suggest that their (enhanced) mathematical knowledge is “very important” in their teaching, experience shows that particular examples of knowledge use are hard to come by. By involving students in imagined scenarios in which their mathematical knowledge can be used I intend to find out whether and how they access the needed mathematical knowledge in a teaching situation.
Questions addressed:
- How do students (who are secondary school teachers) perceive the applicability of their knowledge of mathematics (beyond school curriculum) in their teaching?
- How do students react to particular scenarios in which advanced understanding is potentially useful?
- Does my course change students’ views on knowledge applicability and/or extend their repertoire of examples?
Knowledge sharing: I will share the results with mathematics education colleagues at one of our meetings. I will also share results at a Canadian Mathematics Education Study Group (CMESG) conference
Zazkis, R. & Marmur, O. (2018). Scripting tasks as a springboard for extending prospective teachers’ examples spaces: A case of generating functions. Canadian Journal of Science Mathematics and Technology Education, 18(4), 291–312. https://doi.org/10.1007/s42330-018-0019-y
Zazkis, R. & Marmur, O. (2019). Example spaces for functions: Variations on a theme. In A. Weinberg, D. Moore-Russo, H. Soto, & M. Wawro (Eds.), Proceedings of the 22nd Annual Conference on Research in Undergraduate Mathematics Education (pp.402-410). Oklahoma City, OK.
Keywords: advanced mathematical knowledge; mathematics teaching