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GESTURE,
GENRE, PERFORMANCE:
Linguistic,
paralinguistic and arts-infused approaches to mathematics
education
Research
interests:
- mathematics
education and language, the arts, the body;
- the
archaeology of gesture in graphing;
- multimodal
mathematics education;
- learning
mathematics with purpose as a design tool;
- genres/
cultural categories and their effects on mathematics
education;
- theorizing
education in terms of culture and technology, based
on McLuhan's work;
- new
research methodologies including linguistic analysis,
postmodern semiotic analysis, performance ethnography
and film production.
Susan
Gerofsky brings experience in a number of fields to
bear in an innovative and interdisciplinary approach
to curriculum theory, and to mathematics education in
particular. She holds degrees in languages and linguistics
as well as mathematics education, and worked for twelve
years in film production, eight years in adult education
(including workplace and labour education), and eight
years as a high school teacher with the Vancouver School
Board. She has been involved in interdisciplinary research
and teaching involving mathematics education, applied
linguistics and film.
Dr.
Gerofsky has studied and taught in England, Brazil and
Cuba. She speaks several languages, and is an active
amateur musician with Tiddley Cove Morris Dancers <http://www.tiddleycovemorris.org/>
and Grist to the Mill ceilidh band <http://gttm.blogspot.com/>.
Her
current research includes studies of:
-
gesture & mathematical graphing;
-
the intersection of gesture studies and mathematics
education;
-
postmodern theories of reality & simulation with
regard to mathematical word problems;
-
digital mathematics performance
-
the establishment of a national student math performance
contest
-
haptic interfaces and design-based software for teaching
functions
Her
interest is in working with sensory representations
and translations across modes and senses as a way of
making mathematical concepts visible, auditory, tangible,
and purposeful.
click picture to watch the movie for creating the sculpture.
New Projects:
See
the film
of our math sculpture performance! Follow the link
and click on "Building a Geometric Sculpture"
Currently
producing a documentary film/ research project, Articulating
Professionalism, on the transition from undergraduate
mathematics student to secondary math teacher.
Currently
researching the relationship between gesture , graphing
and robust concept formation in secondary math education.
Currently
researching (with collaborator Karon Maclean) the effects
on a haptic, design-focused approach to teaching functions
in secondary mathematics.
Currently
researching (with Godfried Toussaint and other collaborators)
'Teaching concepts in mathematics using circular representations
of musical rhythms'.
Recent
publications:
Gerofsky,
S. (under review). Performance mathematics and democracy.
Educational Insights.
Gerofsky,
S. (under review). The impossibility of 'real-life'
word problems (according to Bakhtin, Lacan, Zizek and
Baudrillard). Research in Mathematics Education.
Gerofsky,
S. (under review). Genre, simulacra, impossible exchange,
and the Real: How postmodern theory problematizes word
problems. In Verschaffel, L., Greer, B., Van Dooren,
M. & Mukhopadhyay, S. (Eds.), Words and worlds:
Modelling verbal descriptions of situations. Rotterdam:
Sense Publishers. (21 pp., 8125 words).
Gerofsky,
S. (2008). Battleground
schools: Mathematics education. In Mathison, S.
and Ross, W. (Eds.), Battleground schools. Westport,
CT.: Greenwood Press (10 pp., 4100 words).
Gerofsky,
S. & Gobel, J. S. (2007). A
conversation on embodiment at the heart of abstraction
in mathematics education and music education. Journal
of the Canadian Association for Curriculum Studies,
5(1), 49-68. (6900 words)
Massel,
R. & Gerofsky, S. (2007). Constructing
student learning with a straightedge and compass: A
math and design project in the secondary mathematics
classroom. Vector British Columbia Math Teachers'
Association Journal. (16 pp.)
Gerofsky,
S. (2007). 'Because
you can make things with it': A rationale for a project
to teach mathematics as a multimodal design tool in
secondary education. Journal of Teaching and
Learning (Special topic issue on mathematics education),
5(1), 23-32.
Gerofsky,
S. (June 2007). Traces of the body: Gestures and graphing
in school mathematics. In Edwards, L., Gerofsky, S,
& Noble, T. panel presentation, Gestures for
thinking in mathematics and science. International Society
for Gesture Studies Conference, Northwestern University,
Evanston, IL.
Gerofsky,
S. (2007). Response to Euclid Overheard: A postmodern
take on performance & mathematical proofs. In Gadanidis,
G. (Ed.), Proceedings of the Fields Institute Symposium
on Research in Mathematical Sciences. University
of Western Ontario, London, Ontario, (10 pp., 4200 words).
Gerofsky,
S. (January 2007). Examples
of mathematical modeling using the arts: dance, music,
sculpture and haptically-aided design. Banff
International Research Station Symposium on Mathematics
Education Through the Arts, Banff, AB
Gerofsky,
S. (2006). Beyond the 'qualitative/quantitative' split:
Linguistics and genre studies as research methodologies
in education. In Kincheloe, J. and Horn, R. (Eds.),
Education and Psychology: An Encyclopedia. Westport,
CT, USA: Greenwood Publishing, 497-503 (4000 words).
Gerofsky,
S. & Marchand, P. (2006). The body, the senses and
mathematics learning. In Liljedahl, P. (Ed.), Proceedings
of the 2006 Meeting of the Canadian Mathematics Education
Study Group, Calgary, Alberta (15 pp., 6500 words).
Gerofsky,
S. (2006). Simulation,
reality and mathematical word problems. For The
Learning of Mathematics, 26 (2).
Gerofsky,
S. (2006)."Moving
Fluidly Among Worlds": Multisensory math software.
In Proceedings of PME30,
2006 (Prague).
Gerofsky,
S. (2006). Performance
Space & Time. In Gadanidis, G. (Ed.) Proceedings
of Digital
Mathematical Performance: A Fields Institute Symposium.
Gerofsky,
S. (2004).
A Man Left Albuquerque Heading East: Word problems
as genre in mathematics education. New York:
Peter Lang.
Gerofsky,
S., Sinclair, N. & Davis, B. (2003). Mathematics
and the arts. In B. Davis and E. Simmt (Eds.) Proceedings
of the 2002 Meeting of the Canadian Mathematics Education
Study Group.
Gerofsky,
S. (2001). Genre analysis as a way of understanding
pedagogy in mathematics education. In Applebaum, P.,
Morris, M. & Weaver, J. (Eds.), (Post) Modern
Science (Education).New York: Peter Lang
Alexander,
K., Gerofsky, S. & Wideen, M. (1999). Toward
an ecology of change. In Wideen, M. & Lemma,
P. (Eds.), Ground level reform in teacher education:
Changing schools of education. Calgary, AB: Detselig.
Gerofsky,
S. (1999). Genre
analysis as a way of understanding pedagogy in mathematics
education. For The Learning of Mathematics,
19 (3).
Gerofsky, S. & Schroeder, C. (1998). Beyond
the span of my limbs: Gesture, number and infinity.
JCT: Journal of Curriculum Theorizing, 14 (3).
Gerofsky,
S. & Thomas, R. (1997). An
exchange about word problems. For The Learning
of Mathematics, 17(2).
Gerofsky,
S. (1997). "Why
does a letter always arrive at its destination?":
Opening up living space between problem and solutions
in math education. Chreods, 12.
Gerofsky,
S. (1997). The history of mathematical word problems
and their pedagogic purposes. In Proceedings of History
and Philosophy of Science & Science Teaching Conference.
Calgary, Alberta.
Gerofsky,
S. (1996). Selling
mathematics: The language of persuasion in an introductory
calculus course. In Proceedings of the 1996 Meeting:
Psychology of Mathematics Education, Valencia, Spain,
409-417 (3000 words).
Gerofsky,
S. (1996). A
linguistic and narrative view of word problems in mathematics
education. For The Learning of Mathematics,
16 (2).
Review:
Jarvis, D.H. (October 2006). Book
review of S. Gerofsky (2004), A man left Albuquerque
heading east: Word problems as genre in mathematics
education. In ZDM: The International Journal
on Mathematics Education, 38(5), 433-434.
Performance:
Gerofsky, S. (Writer/ performer/ director), & D.
Swanson (Writer/ performer/ director). The icing on
the cake: Unsettling conversations in teacher education.
Venue: Unsettling Conversations: Arts-Based Education
Conference, University of British Columbia, Vancouver,
BC. First performance date: June, 2006.
Gerofsky,
S. (Writer/ performer) & C. Schroeder (Writer/ performer).
Beyond the span of my limbs: a dance/performance piece
on gesture, number and infinity. Venues: University
of British Columbia, Simon Fraser University, Abbotsford
Arts and Peace Festival, JCT Conference, Tennessee,
Vancouver Technical Secondary School. First performance
date: 1996.
Gerofsky,
S. (Writer/ performer/ director). Kepler: a 'Renaissance
folk play' in verse. Venue: World of Mathematics
Conference, Simon Fraser University. First performance
date: June 1993. (Upload this script and add link to
it.)
Over
200 performances with Tiddley Cove Morris Dancers and
Musicians, Grist to the Mill Ceilidh band (Vancouver)
and Kern Morris (Durham, England).
Over
60 hours of film and television post-production credits:
picture and sound editing and post-production supervisor.
Media
& Interviews:
Gerofsky.
S. (August, 2007). Video interview: Digital math performance.
(Interviewer: Danielle Hoogland). Available at: http://www.edu.uwo.ca/dmp/gerofsky/index.html
Smith,
N. (Feb. 27 2007). Boy trouble? (Interviewed for article
on boys' and girls' school achievement). The Tyee (accessible
at http://thetyee.ca/Views/Teacherdiaries/2007/02/27/BoyTrouble/)
Gerofsky,
S. (2007)."Math
artist-in-residence". CMESG Newsletter 23(2),
3-5.
Craven,
S. & Gerofsky, S. (2007). "Innovations
in mathematics education via the arts". CMESG
Newsletter 23(2), 6 - 7.
CBC
Radio One. (March 16, 2007). Live radio interview and
phone-in gueston the topic of math anxiety. BC Almanac.
Producer: Renee Filippone; Host: Karen Gross.
Trek
magazine A liberal helping of math (pp. 8 - 9)
UBC
Reports Two Camels Leave Cairo, One Heading West...
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