Panelists will share perspectives on the ways that social-emotional learning (SEL) is being translated into practice and research. What does SEL mean to each panelist in context to their work in mathematics education?

Host:

Dr. Robyn Ruttenberg-Rozen (Ontario Tech University)

Bio:

Dr. Ruttenberg-Rozen is an Assistant Professor of STEAM education at Ontario Tech University. Her research explores the transitions, tensions, and possibilities in the pedagogical spaces that occur after access in STEAM learning environments. Within these pedagogical spaces Dr. Ruttenberg-Rozen examines the intersectionality of multiple constructs that include gender, notions of ability, race, and culture.

Panelists:

Luxshu Ambigaibagan (Toronto District School Board): Luxshu Ambi OCT, MEd, BEd, BA is an Elementary Teacher at the Toronto District School Board. His teaching experiences span across Kindergarten to Grade 8, in three diverse Model Schools for Inner Cities in Scarborough. His pedagogy embraces student well-being through student voice, agency, and culturally responsive and reflective math inquiry, with an emphasis on ensuring equity for academic achievement. His passions include educational technologies, STE(A)M, and problem-based, solutions-focused learning opportunities. He is the proud recipient of the Zilinsky Graduate Scholarship for his work with children and youth with special needs. Luxshu currently teaches in a special education, intensive support program.

Dr. Olga Fellus : Dr. Olga Fellus's work focuses on processes of mathematical identity making and on how learning theories inform pedagogical practices, the utilization of technology in mathematics, and the learning of mathematical content. She is particularly interested in conditions that allow students to develop ownership over mathematical ideas. She has recently co-authored "Closing the gap on the map: Davydov's contribution to current early algebra discourse in light of the 1960s Soviet debates over word-problem solving," which was published in Educational Studies in Mathematics. A former high school teacher, Olga has worked as a teacher educator teaching classroom discourse, and research methods.

Dr. Judy Larsen (University of the Fraser Valley): Dr. Larsen takes interest in environments that occasion mathematical thinking, the role of autonomy in mathematics classrooms, affective aspects of learning mathematics, and mathematics teacher professional growth. Her current research focuses on mathematics teacher professional learning communities, particularly via social media, and the generative possibilities of such spaces. Dr. Larsen is currently an associate professor at the University of the Fraser Valley, where she teaches mathematics, mathematics methods, and math for teachers courses.

Dr. Marc Husband (Toronto District School Board): Dr. Marc Husband is a Program Coordinator for Mathematics, Science/STEM & Robotics for the Toronto District School Board. His classroom-based research investigates using student ideas as a resource for learning mathematics in schools, teacher education and professional learning settings. Marc earned his PhD in Mathematics Education from York University in 2019.