|| Indigo Esmonde|
phone: (416) 978-0117
Dr. Indigo Esmonde is an Associate Professor with the Department of Curriculum, Teaching, and Learning at OISE. Dr. Esmonde's research is situated at the intersection of two fields of study: the learning sciences, and equity studies. Broadly speaking, researchers in the learning sciences consider the process of learning in a wide variety of contexts, while those in equity studies consider the ways in which schools and other institutional contexts perpetuate inequitable relations of power in society, as well as how to subvert and challenge these injustices. Dr. Esmonde's research at the intersection of these two fields has focused on learning mathematics across a variety of contexts, both inside and outside schools, and has considered issues of power and identity in mathematics teaching and learning.
Solving Inequalities: In this project, Dr. Esmonde and graduate students will work with school and community-based organizations to do youth Participatory Action Research (yPAR) with a mathematical focus. Groups of youth will do research on social justice issues of importance to them, and work together to take action on these issues. The research focuses on how yPAR can support youth in learning and using mathematics as one tool (among many) towards social justice.
Developing analytic methods for digital media. This project is focused on the development of methods for analysing video data. In particular, Dr. Esmonde is focused on the development of methods for uncovering issues of power and identity from video recordings of classroom interaction.
Ph.D. Cognition and Development, Graduate School of Education, University of California, Berkeley, 2006
Thesis: "How are we supposed to, like, learn it, if none of us know?": Opportunities to learn and equity in mathematics cooperative learning structures
Supervisor: Dr. Geoffrey B. Saxe
M.A. Cognition and Development, Graduate School of Education, University of California, Berkeley, 2001
M.Sc. Mathematics, McGill University, 1999
B.Sc.H. Mathematics, Queen‟s University, 1997
Dr. Esmonde has taught the following graduate courses at OISE:
• CTL 1218H Culture and Cognition in Science, Mathematics and Technology Education
• CTL 1219H Making Secondary Mathematics Meaningful
• CTL 1220H Sociocultural Theories of Learning
Esmonde, I. (2013). What counts as math when we all use math everyday?: An analysis of NUMB3RS. In B. Bevan, P. Bell, R. Stevens (Eds.), Learning in out of school time. (pp. 49-64). New York: Springer.
Edwards, A. R., Esmonde, I., & Wagner, J. (2010). Learning mathematics. In R. E. Mayer & P. A. Alexander (Eds.), Handbook of Research on Learning and Instruction (pp. 55-77). New York: Taylor and Francis.
Refereed Journal Articles
Esmonde, I. & Langer-Osuna, J. (2013). Power in numbers: Student participation in mathematical discussions in heterogeneous spaces. Journal for Research in Mathematics Education, 44(1), 288-315.
Takeuchi, M., & Esmonde, I. (2011). Professional development as discourse change: Teaching mathematics to English learners. Pedagogies: An International Journal, 6(4), 331-346.
Esmonde, I., & Caswell, B. (2010). Teaching mathematics for social justice in multicultural, multilingual elementary classrooms. Canadian Journal for Science, Mathematics, and Technology Education. 10(3), 244-254.
Esmonde, I. (2009). Mathematics learning in groups: Analyzing equity in two cooperative activity structures. Journal of the Learning Sciences, 18(2), 247-284.
Esmonde, I., Brodie, K., Dookie, L., & Takeuchi, M. (2009). Social identities and opportunities to learn: Student perspectives on group work in an urban mathematics classroom. Journal of Urban Mathematics Education. 2(2), 18-45.
Dr. Esmonde has been awarded several grants for education research:
Title Learning Interaction Lab (LILa)
Type Leaders Opportunity Fund
Role Principal Investigator
Source Canada Foundation for Innovation, and Ontario Ministry of Economic Development and Innovation
Purpose With the support of the infrastructure project, the research program will pioneer research practices in the study of how social interaction supports learning. The requested infrastructure will enable the development of research methods for digital video data that take advantage of the unique affordances of video.
Title Solving Inequalities: Building Capacity for Schools and Communities to use Mathematics towards Social Justice
Type Early Researcher Award
Role Principal Investigator
Source Ontario Ministry of Economic Development and Innovation
Purpose The goal of the study is to collaborate with schools and community organizations to improve mathematics achievement and graduation rates for youth. Youth will be engaged directly in identifying issues of concern to their communities, and using mathematics to investigate these issues and to work for positive change in their communities. Research will focus on how best to support youth in mathematics learning, both inside and outside of schools.
Type: Standard Research Grant, New Scholar
Role: Principal Investigator
Source: Social Science and Humanities Research Council (SSHRC), Government of Canada
Amount: $28, 336
Description: Changing the equation: Mathematics and social justice
The study broadens traditional views about learning, equity and mathematics by considering how out-of-school contexts might support equitable mathematical learning, and how they might use mathematics to support broader global equity. The two major research questions are: How is mathematics used outside of schools to analyze, educate about, and take action towards broad social justice goals? How is the learning and doing of mathematics supported in these contexts, and what issues of equity arise?
Type: Research Fellowship
Role: Principal Investigator
Source: Knowles Science Teaching Foundation (www.kstf.org)
Amount: $110,000 USD
Title: Learning to teach mathematics for social justice
Purpose: This research project investigates an inquiry-based PD program in which secondary teachers will develop a community of inquiry around teaching mathematics for equity and social justice.
Honours and Awards
Henry T. Trueba Award for Research Leading to the Transformation of Social Contexts of Education, Division G, American Education Research Association. Awarded to the Diversity in Mathematics Education group, of which Dr. Esmonde is a member. 2013.
New Scholar Fellowship, Canadian Society for Studies in Education. 2011.
Research Fellowship, Knowles Science Teaching Foundation. 2009.
Outstanding Dissertation Award, Graduate School of Education, University of California, Berkeley. 2007.
Recent Invited Academic Lectures:
• Esmonde, I. (July, 2012). Identity and mathematics learning. Physics Education Research Conference, Philadelphia, PA.
• Esmonde, I. (November, 2011). Collaboration on a Social Justice Mathematics Task: Three Analyses. Michigan State University Mathematics Education Colloquium, East Lansing, MI.
Professional Community Service:
Member, Program Committee, International Conference of the Learning Sciences, Boulder, CO, 2014.
Member, Editorial Panel, Journal for Research in Mathematics Education, 2013-2016
Director, Center for Science, Mathematics and Technology Education, OISE, 2010-2012
Board Member, Research in Mathematics Education, Special Interest Group (SIG) of the American Educational Research Association 2009-2011
Member, Editorial Board, Canadian Journal for Science, Mathematics and Technology Education, 2008-present
Equity, Diversity & Social Justice Lifelong & Transformative Learning Math, Science & Technology Students (including Student Experience, Student Engagement & Students At Risk)