Carol S. Dweck, Ph.D., is a leading researcher in the field of motivation and is the Lewis and Virginia Eaton Professor of Psychology at Stanford. Her research focuses on why students succeed and how to foster their success. More specifically, her work has demonstrated the role of mindsets in success and has shown how praise for intelligence can undermine students’ motivation and learning.
She has also held professorships at and Columbia and Harvard Universities, has lectured to education, business, and sports groups all over the world, and has been elected to the American Academy of Arts and Sciences and the National Academy of Sciences. She recently won the Distinguished Scientific Contribution award from the American Psychological Association, the highest award in Psychology.
Her work has been prominently featured in such publications as The New Yorker, Newsweek, Time, The New York Times, and The London Times, with recent feature stories on her work in the San Francisco Chronicle and the Washington Post, and she has appeared on such shows as Today, Good Morning America, NPR’s Morning Edition, and 20/20. Her bestselling book Mindset (published by Random House) has been widely acclaimed and has been translated into 20 languages.
Professor Rafael Núñez is at the Department of Cognitive Science, University of California, San Diego, where is the director of the Embodied Cognition Lab. He grew up in Chile, obtained his doctoral degree in Switzerland, and completed his post-doctoral work in Stanford and Berkeley, California. He investigates cognition—especially conceptual systems and imagination—from the perspective of the embodied mind. His multidisciplinary approach uses methods such as psycholinguistic experiments, gesture studies, brain imaging, and field research with isolated indigenous groups.
His book, Where Mathematics Comes From: How the Embodied Mind Brings Mathematics into Being (with George Lakoff) presents a new theoretical framework for understanding the human nature of Mathematics and its foundations. He is the founding co-director of the Fields Cognitive Science Network for the Empirical Study of Mathematics and How it is Learned.
Daniel Ansari is an Associate Professor and Canada Research Chair (Tier II) in Developmental Cognitive Neuroscience in the Department of Psychology at Western University in London, Ontario. Ansari received his bachelor’s degree in Psychology from the University of Sussex at Brighton, an MSc in Neuroscience from the University of Oxford and his PhD from the Institute of Child Health, University College London. Before moving to Western University, Ansari was an Assistant Professor in the Department of Education at Dartmouth College, USA from 2003-2006.
Ansari’s research focuses on gaining a better understanding of how children develop numerical and mathematical competencies, why some children fail to acquire basic calculation skills (Developmental Dyscalculia) as well as what brain circuits are associated with the processing of number and our ability to calculate.
One of the central aims of our research is to better understand how basic numerical competencies, those that humans share with other species, become transformed through the processes of development and enculturation. Ansari and his team use non-invasive neuroimaging technologies such as fMRI, DTI and ERPs as well as traditional behavioral methods to explore these questions. Ansari is interested in forging greater links between neuroscience and education, as part of the emerging field of ‘Mind, Brain and Education’ or ‘Educational Neuroscience’ and therefore in using insights from the study of neurocognitive mechanisms to inform educational practice and policy.
In 2009 Ansari received the ‘Early Career Contributions’ Award from the Society for Research in Child Development and in 2011 he was awarded the Boyd McCandless Early Researcher Award from the Developmental Psychology Division of the American Psychological Association He serves as an associate editor for the journals ‘Developmental Science’ and ‘Mind Brain and Education’ and since 2011 he is a member of the Board of Directors of the International Mind, Brain and Education Society.
Laureen Dubois, Director, Human Resources & Community Investment, has led Canadian Oil Sands Limited to launch an innovative community investment initiative called Math Minds. The overall objectives of Math Minds are to strengthen numeracy among students in kindergarten to grade six, and to help establish Calgary as a centre of excellence in math education.
By creating a teachers’ network focused on math and sharing the most recent research on elementary math instruction and student learning, Math Minds strives to deepen teachers’ own understanding of math and math instruction. The Math Minds partners are working collaboratively to drive real and lasting change in elementary numeracy by applying leading-edge educational principles that were developed based on extensive research over the last 20 years.
Jocelyne Daw is an internationally recognized pioneer and leading expert in the development of authentic business and community partnerships and in the integration of social purpose, corporate citizenship and community engagement into strategy and culture. For over 25 years, she has embraced a steadfast commitment to building substantive and sustainable business-community partnerships and has developed dozens of innovative mutually beneficial relationships that have delivered solutions for society and business. Jocelyne believes that business is a dynamic part of the communities they serve.
Jocelyne is the internationally published author of Cause Marketing: Partner for Purpose, Passion and Profits (Wiley, 2006) and co-author Breakthrough Nonprofit Branding: Seven Principles to Power Extraordinary Results (Wiley, 2010). Jocelyne is Founder and CEO of JS Daw & Associates, a boutique agency that guides leading organizations in creating innovative community strategies and partnerships that engage and inspire today’s increasingly socially conscious and active citizen and employee. Her firm helps clients move beyond traditional models of corporate giving, community engagement or fundraising to build and activate community strategies that create shared value, build stand out brand identity, strengthen connections and accelerate positive social impact.
Elisha Bonnis is an elementary school teacher in Vancouver, BC. JUMP Math helped her and many other teachers overcome anxiety, insecurities and feelings of inadequacy connected to math teaching. Elisha Bonnis’ personal journey from remedial math to successful completion of UBC’s Master of Math Education program is an inspiration for other teachers. Her story about how, for her, doing and teaching math have been transformed from sources of stress to sources of enjoyment was featured in the New York Times.
Diana Chang is the Program Coordinator of the Robertson Program for Inquiry-based Teaching in Science and Mathematics. She completed her Masters degree in Child Study and Education at the Dr. Eric Jackman Institute of Child Study OISE/University of Toronto.
Diana taught abroad in Japanese elementary and junior high schools and has firsthand experience in their lesson study communities. Her current research interests include children’s understanding of number sense and fractions on the number line.
Brent Davis is Professor and Distinguished Research Chair in Mathematics Education in the Faculty of Education at the University of Calgary. Prior to his appointment at the U of C in January, 2010, he held positions at the University of British Columbia (David Robitalle Chair in Mathematics, Science and Technology Education, 2006-2009, and 1994-1997), the University of Alberta (Canada Research Chair in Mathematics Education and the Ecologies of Learning, 2001-2006), and York University in Toronto (1997-2001). He completed his PhD in mathematics education and curriculum studies at the University of Alberta in 1994, under the supervision of Thomas E. Kieren. Through the 1980s, before undertaking graduate studies, he was a classroom teacher in northern Alberta, specializing in middle school mathematics.
Dr. Davis teaches courses at the undergraduate and graduate level that are developed around the educational relevance of recent developments in the cognitive and complexity sciences.
Brent Davis’s research is focused on the educational relevance of recent developments in the cognitive and complexity sciences. He has published books and articles in the areas of mathematics learning and teaching, curriculum theory, teacher education, epistemology, and action research. The principal foci of his research are teachers’ disciplinary knowledge of mathematics and the sorts of structures and experiences that might support mathematics learning among teachers. He has authored or co-authored five books and his scholarly writings have appeared in Science, The Harvard Educational Review, Journal for Research in Mathematics Education, and other leading journals.
John Mighton is a mathematician, author, playwright, and the founder of JUMP Math. John’s own experience as a student and a tutor led him to conclude that everyone has great mathematical potential. In 1998, acting on that belief, he founded JUMP Math. As a tutor, he repeatedly witnessed the heart-breaking paradox of high potential and low achievement. For many students the myth that mathematical talent is a rare genetic gift combines with high math anxiety among many teachers to create a self-fulfilling prophecy of low achievement. The JUMP Math program addresses both causes. JUMP is aware that there is causal linkage between a child’s academic success and his or her future contribution to society.
John Mighton completed a Ph.D. in mathematics at the University of Toronto and was awarded an NSERC fellowship for postdoctoral research in knot and graph theory. He is currently a Fellow of the Fields Institute for Research in Mathematical Sciences and has also taught mathematics at the University of Toronto. Dr. Mighton lectured in philosophy at McMaster University, where he received a Masters in philosophy. As a playwright, he has won several national awards including the Governor General’s Literary Award for Drama, the Dora Award, the Chalmers Award and the Siminovitch Prize.