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  • Olive Chapman

    Olive Chapman

    Director, Canadian Region

    Position: Professor of mathematics education, University of Calgary (1990–).

    Education: B.Sc. (mathematics and physics), York University, Ontario; M.Sc. (mathematics) and Ph.D. (mathematics education), University of Toronto; B.Comm., University of Windsor, Ontario.

    Previous Experience: Associate dean (education), University of Calgary (2010–13); instructor (mathematics and physics), Centennial College and Seneca College, Toronto (1984–90).

    Memberships: NCTM, Mathematics Council of the Alberta Teachers Association (MCATA), Psychology of Mathematics Education (PME)–International, PME–North American Chapter, Canadian Mathematics Educational Study Group (CMESG), Women in Mathematics Education.

    Activities in NCTM: Member: Journal for Research in Mathematics Education Editorial Panel (2003–06) and Program Committee, Annual Meeting, Salt Lake City (2006–08); presenter, Research Conference (2015) and Annual Meeting (2009, 2012).

    Other Activities: CMESG: president (2014–16); Journal of Mathematics Teacher Education (JMTE): editor-in-chief (2010–16); PME: treasurer (2014–16), member, International Program Committee (2013–15); member of multiple editorial boards (1996–); presenter at various conferences (1994–).

    Publications: Author: “Mathematics Teachers’ Knowledge for Teaching Problem Solving,” LUMAT (2015); “Mathematics Teachers’ Learning through Inquiry,” Sisyphus (2013); “High School Mathematics Teachers’ Inquiry-Oriented Approaches to Teaching Algebra," Quadrante (2013); “Facilitating Preservice Teachers’ Development of Mathematics Knowledge for Teaching Arithmetic Operations,” JMTE (2007); “Belief Structure and Inservice High School Mathematics Teacher Growth,” in Beliefs: A Hidden Variable in Mathematics Education? (Kluwer 2003); coauthor: “Prospective Mathematics Teachers’ Learning,” in Handbook of International Research in Mathematics Education, 3rd ed. (Taylor & Francis 2015).

    Statement: NCTM’s Principles to Actions places significant emphasis on “Mathematics Teaching Practices” to ensure that all students have access to the highest quality of mathematics teaching and teachers. For these practices to be realized, teachers will need ongoing support that is meaningful to them. This support should include help in understanding themselves as mathematics teachers, e.g., their ways of thinking that guide instruction and how these support or restrict their learning of the practices that NCTM identifies. NCTM can contribute to this through the development of a teacher-friendly resource consisting of a collection of studies from NCTM’s journals, tailored for teachers and providing a basis for them to inquire into themselves to build on and transform their thinking and teaching as needed. Another consideration in supporting teachers is through activities that promote “curiosity-based knowing” as an integral aspect of mathematical thinking, problem solving, and inquiry.

    NCTM also has to consider how to support prospective and beginning mathematics teachers, who are likely to rely more on online resources. This support could include offering easier online access to examples of what inquiry classrooms look like, through videos of lessons that they can return to when needed.

    My leadership experiences and research expertise in mathematics education, as well as my passion to support teachers to help students to think mathematically, will allow me to contribute meaningfully to the NCTM Board.