Often, we think of research as informing teaching practice. This presentation considers the ways in which examining teaching practice informs research. This important reciprocal relationship between research and practice is explored through a discussion of three large-scale research projects that focused on the complexity of mathematics teaching. Important components of high-quality mathematics teaching will be highlighted and examples presented.

Bio:

Christine Suurtamm is a Professor of Mathematics Education at the University of Ottawa. Her research focuses on the complexity of mathematics teaching, in particular the ways in which teachers can pay attention to student thinking, She has been Lead Researcher on several funded large-scale projects. She was the Canadian representative of the NCTM Board of Directors, Co-Chair of Assessment Topic Study Groups at two recent International Congresses for Mathematics Education (ICME), Adviser to the Ontario Ministry of Education for the recently released elementary mathematics curriculum, and is currently Editor of the Research in Mathematics Education Series for Information Age Publishing. She is the recipient of several teaching and research awards, including most recently, the Fields Institute Margaret Sinclair Memorial Award.