Canadian Mathematical Society, Ottawa, ON K1G3V4
613-733-2662 ext 733

Education Sessions


Benoit Dionne, University of Ottawa

Online teaching... from now on


Coming soon


Darja Barr, University of Manitoba

Emily Mckinnon, University of Manitoba

Friday June 11 | 12:30pm

Transitioning to University: Indigenous Perspectives on Post-Secondary Mathematics

Panel Discussion on Supporting Indigenous Students in their transition to University math
How can university and high school instructors, administrators, and other stakeholders help to support Indigenous students to success in first-year university mathematics courses? This transition is arguably one of the most difficult in many students’ university careers and outcomes in first year math courses may impact students’ decisions to continue in science or or science-related fields (i.e. professional health programs). In this panel we will hear from some experts in helping Indigenous students to manage this transition. We can discuss specific challenges that Indigenous students might face, as well as ways to help engage them and motivate them in first-year math courses. 
Benjamin Anderson-Sackaney (Waterloo)
Gordon Naylor (Maskwacîs Education Schools Commission)
Michelle Hogue (University of Lethbridge)
Ed Doolittle (University of Regina)
Wanbdi Wakita (University of Manitoba)

Gordon Naylor Slides

Shawn Desaulniers Slides

The Connections with Indigenous Art/Math/Story/Creating

This course will review the connection with Indigenous Art, Math, Story and Creations using the 4 r’s of Indigenous learnings.

The circles and dots within an Indigenous Art form connect with Math, story and creations, meaning the painting itself that will be created by the learners.


Andie Burazin, University of Toronto

Lauren Dedieu, University of Calgary

Miroslav Lovric, McMaster University

Anything but Calculus! Alternatives to teaching Calculus in
year 1


Imagine life without Calculus … ok, not really without Calculus, but without this Calculus that we have been teaching for decades. We were not happy with it 30 years ago; we’re not happy with it today. So, let’s try to imagine what year 1 university instruction would look like without Calculus, and then, consider teaching Calculus, but new Calculus, in the second year. We are looking for creative thinking, novel ideas, provocations – we are trying to start a revolution! There is lots of good math out there – why focus on teaching specific content, when we could be connecting math concepts and learning math through problem solving? Have we forgotten that calculus was invented to answer major questions in physics, so why not teach calculus within a course on Mechanics? How would a physicist explain that sin x is approximately x for small x? Does an engineer really need L’Hopital’s rule, integration by trig substitution and telescoping series? Why are we demanding that commerce students take an entire calculus course when one week of instruction on functions would do?