Christopher Dubbs, Ph.D., assistant professor of mathematics at East Stroudsburg University, will present two papers at the 45th Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education. The conference will be held October 1-4 in Reno, Nev.
Dr. Dubbs along with Dr. Susan Cannon of the University of Georgia will present their paper “Re/Making ‘Engagement and Learning Needs:’ Citation Mapping for Field Analysis in Mathematics Education Research”. For this collaboration, the researchers used citation cartography to answer the question, “what research agendas should mathematics education researchers pursue, with respect to engagement and learning needs, to ensure that all students reach their potential?” They found that current research studying engagement and learning needs were located on the periphery of the field with few connections between (1) these needs, (2) research related to race, gender, and social justice mathematics, and (3) research related specifically to mathematics content areas. They conclude with two recommendations for the field. First, they advise that mathematics education researchers consider how they might more fully connect distant subfields in mathematics education research. Second, they highlight the potential of making connections to fields outside of mathematics education. A video abstract of their talk is available on YouTube.
Dubbs will also present his poster titled “Artificial Intelligence as Teaching Aid: Polyphonic Lessons from the ‘Great Calculator Debate’ in Mathematics Education” at PMENA. In this poster, he addresses the worry that the use of artificial intelligence (AI) in teacher preparation will develop a generation of teachers reliant upon AI tools. He revisits the largely unrealized concerns over calculator use in the 1980s and draws a parallel to the backlash to AI use today. Instead of accepting this backlash, as a mathematics teacher educator, he advocates for an AI-infused mathematics teacher education. An AI-infused mathematics teacher education as “a mathematics teacher preparation that uses AI—in its various forms—to the fullest extent possible in service of accomplishing the mathematics teacher educator’s other simultaneous goals (e.g., social justice, cultural relevance, mathematical rigor, etc.).” AI, in this frame, is not a threat but an instructional aid: an object to be used to enhance the learning of mathematics, not only for mathematics teachers but also for mathematics teacher educators. Recognizing the need to support students and teachers in their use of AI, Dubbs elaborates nine characteristics of AI literacy. AI literacy for mathematics teachers and mathematics teacher educators suggests that teachers and teacher educators are (1) not anxious, but (2) confident about their ability to use AI programs; they value the (3) automation AI can enable, (4) the effort it can offload, (5) the information it makes available, and (6) the economic benefits of these; and they (7) enjoy, and actively seek opportunities to use AI in the teaching of mathematics or the teaching of mathematics teaching. None of this is possible without (8) positive past-experiences with AI or (9) using AI in their free time.
For more information about this research contact Dr. Dubbs by calling (570) 422-3447 or email cdubbs@esu.edu.