GAUSS (Graduate and Undergraduate Students Seminar)

Upcoming Seminars for Spring Semester

Unless otherwise noted, the Spring Semester GAUSS talks will be on Fridays at 4:00PM in S2 307.

January 30, 2015; 4:00PM in UBC 192: Dr. Rozy Vig

Title: Math Teaching & Learning: Representations Conceptualized

Abstract: Representational practices are fundamental to the discipline of mathematics. In an era of online learning and technology rich classrooms, the role of representations becomes increasingly important. However, we lack an adequate understanding of how teachers and students use representations to make sense of mathematics. In this talk, I set forth a framework for conceptualizing representations as they relate to math teaching and learning. I situate the framework in my personal research trajectory, starting with my dissertation work which consists of student focused clinical interviews centered on the use of a technology tool designed to support their understanding of rational numbers (see image below) and moving towards large-scale randomized control studies investigating the efficacy and effectiveness of classroom interventions which include various forms of representations with varying functions. The framework is further expanded as I consider secondary data analysis on an international study of teacher knowledge as well as my own teaching experiences. I end with an ever increasing list of open questions I hope to explore in future collaborations with colleagues and students and welcome all questions and comments related to this work.

February 06, 2015; 4:00PM in UBC 192: Dr. Emily Cilli-Turner (Salve Regina University)

Title: Measuring Learning Outcomes and Attitudes in a Flipped Introductory Statistics Course

Abstract: Recent studies have highlighted the positive effects on learning and retention rates that active learning can have on the classroom.  One method of active learning is the flipped classroom, where content transmission occurs outside of the classroom environment and problem solving and learning activities become the focus of classroom time. This talk will report on the results of two studies conducted in flipped and traditional introductory statistics classroom environments. The first study compared these two types of pedagogy and measured student achievement on traditional assessments as well as student attitudes toward the flipped classroom environment. The second study used a statistics concept inventory to identify course material where learning is enhanced by the flipped pedagogy. Results from each of these studies will be discussed as well as implications for the teaching of introductory statistics.


If you need a disability-related accommodation or wheelchair access information, please contact the Mathematics Department  at 559.278.2992 or e-mail Requests should be made at least one week in advance of the event.

Archived Seminars