Mathematics Colloquium: Professor Chris Tisdell
Topic: Critical perspectives regarding approaches to Mathematical pedagogy in universities
In classrooms around the world, in widely-used textbooks, and on the internet, certain pedagogical approaches to learning and teaching dominate the field of mathematics education at the tertiary level. In the process, some of these popular methods appear to have acquired a glaze of naturalised value, common sense and legitimacy, forming what appears to be an apparent state of universal pedagogical agreement within universities.
Calls to question or challenge these “accepted” methods are rare, particularly in an ancient, time-honoured discipline like the mathematics. However, it is the very practice of accepting and following the pedagogical status quo as a virtue of natural worth that is controversial and has serious implications for universities and their students, such as concealing or restricting alternative ways of thinking, and fostering biased approaches
to teaching and learning. Challenging these “norms” through critical perspectives is well overdue and urgently needed.
In this talk, I will present some critical perspectives regarding approaches to mathematical pedagogy within the university environment. In particular, my position is based on the presumption that teaching in multiple ways has academic, social and inclusive value. I challenge long-standing and hegemonic ways of teaching mathematics within the university environment; and take a constructive position by offering lternative
pedagogical approaches. This includes the area of calculus from an undergraduate curriculum.
About the speaker
Professor Chris Tisdell (University of New South Wales)
Chris Tisdell is Professor of Mathematics and Director of UNSW’s Scientia Education Academy. Over the past 10 years, his significant and innovative contributions to digital education have positively impacted millions of people around the world by exploring the challenges of scale, flexibility and personalized learning. A teacher at heart, the quality and impact of Chris’ work on student learning has been recognized at national and international levels, through fellowships and prestigious awards for educational excellence, including diversity and inclusion.