Canadian Mathematical Society, Ottawa, ON K1G3V4
613-733-2662 ext 733

Education Sessions

2021 CMS Winter Meeting | Réunion d’hiver 2021 de la SMC


Veselin Jungic, Simon Fraser University

Rina Zazkis, Simon Fraser University

Mathematics and Mathematics Education: Two Communities in Conversation

Saturday December 4


In the current academic environment, one common arrangement is that mathematics education research groups and teaching professional programs work under the umbrella of the Faculty of Education. At the same time, mathematics research and teaching faculties belong to the Department of Mathematics that commonly falls under the Faculty of Science.

In this session, we will provide examples of successful collaborations between these two mathematical cultures: mathematical education research and pre-university mathematics teachers’ training on the one hand, and the mathematical research and university-level mathematics teaching on the other hand.

Still, our focus will be exploring what needs to be done to strengthen the level of communication between the two communities and to further encourage their collaboration on multiple levels: research, teaching, outreach, and also the promotion of the value of mathematics and mathematical education among the general public.

In particular, we will discuss our shared responsibility to educate future and support current mathematics high school teachers.


Veselin Jungic, Simon Fraser University

Dr. Naomi Borwein, University of Windsor

Dr. Florence Glanfield, University of Alberta

Canadian Mathematics Conversation Space:

Introductory Panel:

Moderator: Florence Glanfield, University of Alberta

Edward Doolittle, First Nations University

Hannes Edinger, Big River Analytics

Robert Megginson, University of Michigan

Final Panel

Naomi Borwein, Western University

Edward Doolittle, First Nations University

Florence Glanfield, University of Alberta

Veselin Jungic, Simon Fraser University

Indigenizing University Mathematics

Tuesday December 7


This session will give an opportunity to the Canadian mathematics community to further explore what it means to Indigenize university mathematics, both in education and research. 

Our community faces increasing expectations from our students, our institutions, and wider Indigenous and non-Indigenous communities to address an array of questions, from the role of mathematics in the process of colonization to strengthening connections between traditional knowledges (as the holistic total of an Indigenous peoples’ understanding of the world) and academic mathematics to creating a learning environment in which Indigenous learners would fulfill their mathematical potentials; and finally perspectives on what it means to Indigenize university mathematics.

In this session, through presentations by Indigenous and non-Indigenous scholars, and a panel discussion, we aim to engage the CMS members in a meaningful conversation about possibilities, realities, applications, and implications of Indigenizing university mathematics. 

Indeed, Indigenizing university mathematics is challenging in interesting ways that may, in the long run, help us to understand ourselves and our own beloved discipline better. 


Peter Taylor, Queen’s University 
Andrijana Burazin, University of Toronto Mississauga
Lauren DeDieu, University of Calgary
Miroslav Lovric, McMaster University

Lets replace Calculus with calculus

Sunday December 5


Over the past CMS meetings we have talked about play and about alternatives to calculus. Calculus is here to stay, so our proposal is to meld these two ideas under the banner “Let’s replace Calculus with calculus.” We warn that such a transposition demands both new objectives and a new curriculum structure.  This session will discuss what those might look like. Indeed, we are searching for a new kind of course which we are calling calculus with a small c. In addressing both high school and university teaching of calculus, we plan to focus on content and related approaches to teaching such content.


Kseniya Garaschuk, University of Fraser Valley

Vanessa Radzimski, University of Fraser Valley

“I don’t write in math, I just do it”: Emphasizing communication in mathematical practice



The communication of ideas, initiatives, problems and their solutions can occur in a variety of forms: videos, presentations, essays, and podcasts, among others. In all of these formats, the presenter is required to distill, contextualize, and communicate their knowledge of a topic to a particular audience. In this session, we will explore pedagogical initiatives intended for improving the communication skills of university mathematics students, such as writing assignments and peer presentations in mathematics courses.