Judy Larsen

University of the Fraser Valley | UFV · Department of Upgrading and University Preparation (UUP)

Stimulating sustainable mathematics teacher collaboration can be challenging in many commonly found professional development contexts. Despite this, an unprompted, unfunded, unmandated, and largely unstudied mathematics teacher community has emerged where mathematics teachers use social media to communicate about the teaching and learning of mathem...

Many mathematics teachers engage in the practice of blogging. Although they are separated geographically, they are able to discuss teaching-related issues. In an effort to better understand the nature of these discussions, this paper presents an analysis of one particular episode of such a discussion. Wenger’s theoretical framework of communities o...

The flipped classroom is a flexible blended learning model that is growing in popularity due to the emergent accessibility to online content delivery technology. By delivering content outside of class time asynchronously, teachers are able to dedicate their face to face class time for student-centered teaching approaches. The flexibility in impleme...

Implications for teaching mathematics may be found by looking at the lives of those who have become successful at teaching and learning mathematics. This article presents results based on a qualitative narrative case study of three teachers' self-reported past experiences with mathematics. In particular, the role of attitude and motivation in the t...

In the COVID-19 era of adapting to pandemic lockdown protocol, teaching practices have become more negotiable and less tethered to the familiar and institutionally normative practices found in educational settings around the world. With a shift to online teaching, many practices are being adapted from face-to-face settings and being imported into o...

The rise of social media has afforded new opportunities for professional activity around mathematics teaching. Thousands of users are posting publicly about their experiences with mathematics teaching on an ongoing basis at an unprecedented scale in an unprompted, unfunded, and unmandated setting. Given the challenges around engendering sustainable...

Professional activity around mathematics teaching is considered vital in the improvement of mathematics education at all levels. Research in mathematics education has identified aspects of teacher professional development that are effective, but there has been a recent push for better understanding how mathematics teacher professional development c...

Mathematics educators are engaging in an online community referred to as the Math Twitter Blogosphere (MTBoS) to support their practices. Although studies indicate that educators who participate in professional online communities engage primarily in sharing and consuming resources, and in some cases also in building and maintaining professional rel...

Given the persistent issues of the “thirdspace” (Bhabha, 1994; Zeichner, 2010) between university classes and practicum, two teacher educators engaged in a collaborative selfstudy of their practices through the lens of preservice teachers’ conversations about practicum. This paper details the NVivo sentiment analyses of conversations, emails, and r...

Many mathematics teachers around the world are engaging autonomously in the practice of blogging, where teachers write publicly about their teaching experiences. Investigating this phenomenon may illuminate aspects of mathematics teachers' daily practice for which blogging serves a purpose. Such aspects may be useful for the mathematics education c...

The flipped classroom is an old concept that has recently been redefined through the emergence of new technologies that allow teachers to deliver content out of class time. As such, various approaches for implementation exist. Most prominently, teachers are able to use class time in a student-centered manner, which allows students to experience the...

A student asks, "What is the difference between a negative sign and a minus sign?" I cringe. How do I address what I think the student is thinking? Why is it that as soon as a negative number is involved in a mathematical procedure, it suddenly becomes a significantly more difficult question. In this article, I explore the epistemological obstacles...