2025 CMS MathEd Meeting (Online)
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The 2025 CMS MathEd Meeting (Online) is happening again (for the third time!) thanks to the success of the inaugural meeting. Complementing the in-person mathematics education sessions at the Summer and Winter CMS meetings, the 2025 CMS MathEd Meeting (Online) will feature fabulous plenary talks and fantastic presentations on a variety of themes in mathematics education, as well as provide ample time for comments and discussion. This mathematics education meeting (online) will take place over two days and prior to the in-person CMS Winter meeting.
The organization and the registration for this event will be handled by the CMS. The event is FREE for anyone wishing to attend.
The 2025 CMS MathEd Meeting (Online) is scheduled for Friday, November 28th, 2025, (from 17:00 EST to 20:00 EST), and Saturday, November 29th, 2025, (from 11:00 EST to 15:00 EST). Information about the meeting (schedule, themes, etc.) will be posted here.
Schedule
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Plenaries
Daniel Ansari
Daniel Ansari is a Professor and Canada Research Chair in Developmental Cognitive Neuroscience & Learning at Western University. Ansari and his team in the Numerical Cognition Laboratory explore how children develop numerical and mathematical skills and why some children struggle to acquire mathematical skills and knowledge. Ansari and his team are committed to bridging between the Science of Learning and K-12 Classrooms. Ansari is a Fellow of the Canadian Institute of Advanced Research (CIFAR).
Abstract
Numbers, Brains, Development and Education: Progress, Challenges and Promise
In recent years, cognitive, developmental, and educational psychologists have made great strides towards a better understanding of how children develop numerical and mathematical skills and understanding from an early age onwards. In addition, cognitive neuroscientists have used a variety of non-invasive neuroimaging tools to better understand the neural correlates of the development of numerical and mathematical skills. In this talk I will review these contributions to our understanding of children’s developing numerical and mathematical abilities and understanding. I will discuss what we have learnt about the foundations underlying numerical and mathematical abilities. I will focus on how children’s developing understanding of numerical symbols (e.g., number words and Arabic numerals) serves as a critical foundation for later mathematical abilities and how the learning of numerical symbols shapes the developing brain. Furthermore, I will consider not only how this recent can be applied to educational contexts but als what we learn from those contexts can inform behavioral and brain-imaging research on the development of mathematical cognition. Relatedly, I will consider barriers to successful translation of research and the dialog between research and educational practice. Finally, I will discuss the importance of taking an inclusive, global approach to research into children’s development of numerical and mathematical skills that goes beyond the study of White Educated Industrialized, Rich, and Democratic (WEIRD) populations.
Jennifer Hyndman
Jennifer Hyndman joined the University of Northern British Columbia in 1994 as part of the university's Founding Faculty cohort and has been deeply engaged with the university community since then. With experience on the UNBC Senate, the CMS Board of Directors, and with over 10 years as the Chair of her department, she has a perspective on the educational system that encompasses more than research and teaching.
As a graduate student she was more interested in research than teaching. That held until she joined UNBC. As a brand new faculty member in a brand new university she had the ability to choose both how she taught and what the structure of the curriculum was. This allowed her to engage with the content and the students in a way that was meaningful to her. That, and the structured-improv-like constraint of not being able to write due to a hand injury, started her creative approach to the learning and teaching process. This led to her receiving the UNBC 2003 Teaching Excellence Award and the CMS 2010 Excellence in Teaching Award.
Work-life balance has always been important to her. Thousands of hours in dance studios over the decades has allowed her to have that balance and the energy to engage fully as an academic. When another injury left her unable to work, it was taking and teaching ballet classes and learning to play didgeridoo that spurred her recovery. Her desire to share her knowledge and support other people's academic journeys led to her receiving the UNBC 2022 Professional Practice,
Mentorship, or Stewardship Award and the 2025 Robert W. Tait Implementing Teaching Excellence Award.
Although teaching tried to take over her academic life, she never stopped doing research. Most of her publications are in the areas of duality theory, lattice theory, finite basis theory, and mathematical education. She and her co-authors have two published books on subquasivariety lattices, (A Primer of Subquasivariety Lattices and The Lattice of Subquasivarieties of a Locally Finite Quasivariety) and a third one (Subquasivariety Lattices in Languages with Equality) is days from submission.
Abstract
Learning to teach mathematics from a dancer and a musician
Join Professor Jennifer Hyndman in a conversation with Jennifer the passionate dancer, Jennifer the beginner musician, and Jennifer the award-winning teacher. They will talk with you about how learning experiences in the real world can influence how teaching and learning might happen in the mathematics classroom.
Register
Contact
Organizing Committee:
Miroslav Lovric (McMaster University)
Frederic Morneau Guerin (Universite TELUQ)
William Verreault (University of Toronto)
Sarah Watson (CMS)
Andie Burazin (University of Toronto Mississauga)
Questions?
Contact us at meetings@cms.math.ca