Current Students
Darien Allan email
I completed my M.Sc. in Secondary Mathematics Education at SFU in December 2009. My professors and peers created a learning environment that was stimulating and challenging. I enrolled in the PhD program because I enjoy that environment and because I feel it is necessary in order to continue improving my practice. My master’s research involved identifying cognitive, social, and emotional factors behind secondary students’ avoidance behaviour in mathematics. I am interested in broadening my understanding in mathematics and mathematics education so that I can use it to improve my teaching practice.S
Lyla Alsalim email
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Melania Alvarez-Adem email
Currently I work as Education Coordinator for the Pacific Institute for the Mathematical Sciences. In the past I worked in the private industry doing reliability analysis, simulation and mathematical modeling. I was a consultant for the Vice president office at Stanford University. I worked for 10 years at the University of Wisconsin-Madison as a researcher in the Quantitative Assessment Project.
Christian Bernéche email
With two decades of teaching experience and a M.Ed. in Mathematics, I am eager to further explore current educational issues and cognitive theories, as well as their implications on teaching practices, ProD, and teacher training programmes. I am drawn to Linguistics, Philosophy, Ethnomathematics and Brousseau’s theorie des situations didactiques. More specifically, I am interested in problem solving as a means to enhance students’ mathematical understanding and to develop an enquiry-based environment within the classroom. I am currently exploring European perspectives on Mathematics Education and doing research on problem solving with practising teachers .
Minnie Liu email
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Danica Matheson email
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Natasa Sirotic email
I began my PhD studies in Sep 2006 with a desire to find out what are the instructional practices in a mathematics classroom that will cause children to think well. I completed M.Sc. degree in Secondary Mathematics Education at SFU (2004) with the thesis “Prospective Secondary Mathematics Teachers’ Understanding of Irrationality”. I teach mathematics at Southpointe Academy in Tsawwassen. My responsibilities include coordinating mathematics program at the school and facilitating of a continuous professional development of the practicing teachers at the school. In my graduate work I intend to employ the “lesson study” model as a vehicle for developing effective, content specific instructional practices. My research interests are primarily in the area of in-service teacher and teaching development. While this includes all aspects of learning and teaching mathematics at K-12 level, my research focuses on geometric thinking and reasoning as a way of developing mathematical thinking and reasoning capacities in children.
Zazkis, R & Sirotic, N. (2010). Representing and defining irrational numbers: Exposing the missing link. Research in Collegiate Mathematics Education, 7, 1-27. [pdf]
Sirotic, N. & Zazkis, R. (2007). Irrational numbers on a number line – Where are they? International Journal of Mathematical Education in Science and Technology, 38(4), 477-488. [pdf]
Sirotic, N. & Zazkis, R. (2007). Irrational numbers: The gap between formal and intuitive knowledge. Educational Studies in Mathematics, 65(1), 49-76. [pdf]
Sirotic, N. & Zazkis, R. (2005). Locating irrational numbers on a number line. Proceedings of the Conference for Psychology of Mathematics Education – North American Chapter. Roanoke, VA.
Sirotic, N. & Zazkis, R. (2004). Irrational numbers: Dimensions of Knowledge. Proceedings of the conference for Psychology of Mathematics Education – North American Chapter. Toronto, Canada.
Zazkis, R & Sirotic, N. (2004). Making sense of irrational numbers: Focusing on representation. Proceedings of 28th International Conference for Psychology of Mathematics Education. Vol. 4. (pp. 497-505). Bergen, Norway. [pdf]
David Van Bergeyk email
I currently teach senior mathematics at Salmon Arm Secondary school in the sunny Shuswap, and also work part-time in my district as a helping teacher. In addition, I serve on the executive of the BC Association of Mathematics Teachers. Over the past several years in these roles, I have appreciated the opportunities I have had to learn more about mathematics education and to enrich my teaching practice. While addressing teaching and learning issues both personally and with colleagues in my district and around the province, I have continually felt the need to know more and to know more deeply. In many ways, the pursuit of a graduate degree at SFU has arisen naturally out of this professional inquiry. I am interested in questions related to assessment in mathematics. My MA thesis research may address how learner identity is influenced by progressive assessment approaches.
More Students
For a complete list of graduate students enrolled in the Mathematics Education Doctoral Program at SFU please click here.
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liljedahl | 
September 21, 2010 12:20 pm
