香蕉视频

Dr. Kobiela is an Associate Professor in the Department of Integrated Studies in Education (DISE) and is a former Associate for McGiill's Faculty of Education. Dr. Kobiela鈥檚 research focuses broadly on understanding how individuals learn disciplinary and professional practices and the environments that support their learning. She is particularly interested in the learning of visual practices through interactions with materials and people.

In one line of work, Dr. Kobiela investigates how to develop students鈥� reasoning and 鈥渟eeing鈥� to cultivate authorship and agency in mathematics, especially in contexts involving geometry and spatial mathematics, because of the belief that they have particular material and bodily affordances for supporting students鈥� reasoning and visualization. Moreover, space and geometry are foundational to other STEM disciplines, so that reasoning about space makes other forms of STEM more accessible to students of all ages.

In another line of work, Dr. Kobiela investigates how to support the development of pre-service teachers, teachers, and teacher educators in engaging in the professional practices of teaching and facilitation, in the context of mathematics education. Part of her research in this area seeks to characterize the interactional practices that support professional learning. A second part of this research focuses on characterizing professional noticing within moments of interaction.

Research Projects:

• Partnering to Support Cross-School Coherency: Examining Students' Transitions from Elementary to Secondary Mathematics (SSHRC聽Partnership Engage Grant)

• Supporting Prospective Teachers to Engage Students in Constructing and Reasoning about Mathematical Definitions聽(Fonds de Recherche Qu茅bec Soci茅t茅 et Culture)

• Examining Facilitation Practices and Professional Vision of Coaches of Prospective Teachers (SSHRC聽Insight Development Grant & McGill Internal Funding)

• Projet ARIM: Processus de Rapprochement des Pratiques D'enseignement de Math茅matiques pour Favoriser un Passage plus Harmonieux pour les 脡l猫ves lors de Transitions Scolaires (Fonds de Recherche Qu茅bec Soci茅t茅 et Culture)