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Curriculum, Teaching  & Learning
Indigo Esmonde

Indigo Esmonde
Associate Professor

phone: (416) 978-0117
website: http://indigoesmonde.blogspot.ca

Curriculum, Teaching and Learning

Centre for Science, Mathematics and Technology Education

Research Overview

Dr. Indigo Esmonde is an Associate Professor and Associate Chair, Graduate Studies, with the Department of Curriculum, Teaching, and Learning at OISE. Dr. Esmonde studies how people learn, with an emphasis on how systems of oppression play out in learning contexts.

Current projects:
Dr. Esmonde collaborated with Dr. Angela Booker to co-edit the book Power and Privilege in the Learning Sciences: Critical and Sociocultural Theories of Learning, published in Dec 2016 by Routledge.

Curriculum Vitae


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

Teaching Overview

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
CTL 1811H Writing Research and Research Writing

Representative Publications

Book Chapters

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. (2011). Snips and snails and puppy dogs’ tails: Genderism and mathematics education. For the Learning of Mathematics, 31(2), 27-31.

Esmonde, I., Takeuchi, M., & Radakovic, N. (2011). Getting unstuck: Learning and histories of engagement in classrooms. Mind, Culture and Activity, 18(3), 237-256.

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). Ideas and identities: Supporting equity in cooperative mathematics learning. Review of Educational Research. 79(2), 1008-1043.

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.

Research Grants and Contracts

Dr. Esmonde has been awarded several grants for education research:

Title Learning Interaction Lab (LILa)
Year 2012-2015
Type Leaders Opportunity Fund
Role Principal Investigator
Source Canada Foundation for Innovation, and Ontario Ministry of Economic Development and Innovation
Amount $422,928
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
Year 2012-2017
Type Early Researcher Award
Role Principal Investigator
Source Ontario Ministry of Economic Development and Innovation
Amount $150,000
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.

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.

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.