 | Indigo Esmonde phone: (416) 978-0117 email: iesmonde@oise.utoronto.ca website: http://individual.utoronto.ca/esmonde | |
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Academic History 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 Research Overview 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, and 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. Current projects: Balancing the equation: Mathematics and social justice. This project focuses on how community-based organizations that do social justice work rely on mathematics in their work. The research investigates how mathematics is used and how the organizations support staff in learning and using mathematics for 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. Teaching Overview Dr. Esmonde has taught the following graduate course 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 Professional Activities 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: • Director, Center for Science, Mathematics and Technology Education, OISE, 2010-present • Conference planning team, Diversity in Mathematics Education Summer Retreat, Northwestern University, Evanston IL, July 2009 • 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 • Member, Review Board, Division G, and SIG-Research in Mathematics Education, American Educational Research Association, 2009-2011 • Member, Review Board, Division C, Section 3 (Mathematics), American Educational Research Association, 2007-2008 Representative Publications
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. (2012). Power in numbers: Student participation in mathematical discussions in heterogeneous spaces. Journal for Research in Mathematics Education (for the special issue on equity in mathematics education, published online first at http://www.nctm.org/publications/article.aspx?id=33389 )
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.
Saxe, G. B., & Esmonde, I. (2005). Studying cognition in flux: A historical treatment of Fu in the shifting structure of Oksapmin mathematics. Mind, Culture, and Activity, 12(3&4), 171-225. Dr. Esmonde has been awarded several grants for education research: Year: 2011-2013 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? Year: 2009-2011 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. Year: 2009-2010 Type: Inquiry into Practice grant Role: Principal Investigator Source: OISE/UT Amount: $27,000 Title: Learning to teach mathematics for social justice Purpose: The purpose of this research is to study an inquiry-based PD program in which elementary teachers learn how to teach mathematics for equity and social justice. The co-investigator for this grant is one of my graduate students, Bev Caswell. Bev‟s dissertation (for which I am faculty supervisor) will draw from this data. Year: 2008-2009 Type: Government Grant Role: Co-Investigator (PI: Cathy Bruce, Trent University) Source: Literacy and Numeracy Secretariat Grant, Ontario Provincial Government Amount: $168,300 Title: Literacy and Numeracy Secretariat Mathematics Professional Development Program Evaluation (CIL-M) Purpose: This research project is an external evaluation of an inquiry-based professional development program for elementary mathematics teachers, developed by the Literacy and Numeracy Secretariat. Honours and Awards • Research Fellowship, Knowles Science Teaching Foundation. 2009 • Outstanding Dissertation Award, Graduate School of Education, University of California, Berkeley. 2007 • University Fellowship, University of California, Berkeley. 2002-3, 2003-4, 2004-5 and 2005-6 • Diversity in Mathematics Education Fellowship, NSF/Centers for Learning and Teaching funded research group. 2002-2006 Curriculum Vitae http://www.oise.utoronto.ca/Curriculum_Vitae/Indigo_Esmonde_CV.pdf Equity, Diversity & Social Justice |
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