Cynthia Nicol

Scarfe 2217
6048225246

Title

Associate Professor and Graduate Adviser

Participatory Action Research
Mathematics Education
Narrative Inquiry
Problem-based Learning
Place-based and Community-based Education
Refugee Education
Culturally Responsive teaching & Research Practices

Bio

Cynthia Nicol is an Associate Professor in the Department of Curriculum and Pedagogy in the UBC Faculty of Education. She lived and taught on Haida Gwaii in B.C.’s Pacific Northcoast before moving to Vancouver to pursue her doctoral studies. With teachers and communities she is exploring new ways of making mathematics responsive to all learners by connecting math, community and culture, emphasizing place and community-based education, and exploring social justice issues through mathematics. Her current projects focus on researching ways to support teachers interested in more culturally responsive teaching practices. This includes practices to better understand Aboriginal and non-Aboriginal relationships. This also includes working with teachers in the Dadaab refugee camp, Northeast Kenya, to better understand what it means to live, learn and teach in Dadaab the largest protracted refugee camp in the world. As Principal Investigator of this project she is committed to working across cultures and contexts to better understand and improve opportunities for ongoing teacher learning in some of the world’s most challenging conditions.

Awards:
Killam Research Fellowship Award
Peter Wall Institute for Advanced Studies Early Career Award

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Selected Publications

Nicol, C. & Krykorka, F. (in press). Pedagogical and mathematical problem/solving in PBL: Possibilities and limitations of PBL in the classroom. In M. Filipenko and J. Naslund (Eds.) Problem based learning in teacher education. Springer.

Nicol, C. (in press). Being students and teachers of mathematics and social justice. Commentary on learning about students and learning using data and maps. In Civil, M et al (Eds.) Cases for Teacher Educators: Facilitating Conversations about Inequities in Mathematics Classrooms.

Nicol, C., Yovanovich, J., & Gear, A. (in press). Considering place for connecting mathematics, community and culture. In A. Anderson, J. Anderson, J. Hare, & M. McTavish (Eds.). Language, learning and culture in early childhood: Home, school and community contexts. New York: Routledge.

Deniz, O. Gerofsky, S. & Nicol, C. (2014). Mathematics texts: Worksheets and genre-building. Paper presentation at the 38th Conference of the International Group for the Psychology of Mathematics Education, July, Vancouver.

Royea, D. Medina, M., Raisinghani, L., Yaro, K., & Nicol, C. (2014). Exploring pre-service mathematics teachers’ mathematical and pedagogical engagement. Paper presentation at the 38th Conference of the International Group for the Psychology of Mathematics Education, July, Vancouver.

Raisinghani, R., Yaro, K., Royea, D. McDonald, R. & Nicol, C. (2014). Opportunities for learning: Exploring preservice teachers’ engagement with mathematical tasks. Paper presentation at the 38th Conference of the International Group for the Psychology of Mathematics Education, July, Vancouver.

Nicol, C., Bragg, L., & Nejad, M. (2013). Adapting the task: What preservice teaches notice when adapting mathematical tasks. In Heinz, A. (Ed.) Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education (PME), Vol 3, (pp. 369-376). Kiel, Germany: PME.

Bragg, L. and Nicol, C.(2013) The task of designing tasks for teacher education and development. In Prasitha, Maitree (Eds), EARCOM 2013 : Innovations and exemplary practices in mathematics education : Proceedings of the 6th East Asia Regional 2013 Conference on Mathematics Education, pp. 153-162, Center for Research in Mathematics Education, Khonkaen, Thailand.

Nicol, C., Archibald, J., & Baker, J. (2013). Designing a model of culturally responsive mathematics education: Place, relationships and storywork. Mathematics Education Research Journal (Springer), 25, 73-89.

Bragg, L. & Nicol, C. (2011) Seeing math through a new lens: Using photos in the mathematics classroom. Australian Mathematics Teacher, 67(3), 3-9.

Nicol, C. (2011). Growing possibilities: Designing mathematical and pedagogical problems using variation. In S. Schuck & P. Pereira (Eds.) What counts in teaching mathematics: Adding value to self and content (pp. 45-60). New York. Springer.

Nicol, C., Novakowski, J. Ghaleb, F., Beairsto, S. (2010) Interweaving pedagogies of care and inquiry: Tensions, dilemmas and possibilities. Studying Teacher Education: A journal of self-study of teacher education practices, 6(3), 235-244.

Nicol, C. (2010). Learning about culturally responsive mathematics education. In M. F. Pinto & T. F. Kawasaki (Eds.) Proceedings of the 34th Conference of the International Group for the Psychology of Mathematics Education (PME), Vol 3, (pp. 329-336). Belo Horizonte Brazil: PME.

Nicol, C., & Korteweg, L. (2010). Braiding teacher lives into relation: The steps and dilemmas of culturally responsive teacher education in Canada. In L. Erickson, J. Young, and S. Pinnegar (Eds.), Proceedings of the Eighth International Conference on Self-Study of Teacher Education Practices (pp. 183-187). Herstmonceux Castle, East Sussex England.. Provo Utah: Brigham Young University.

Edited Books
Nicol, C. & Jovanovich, J. (2011). Tluuwaay ‘Waadluxan Mathematical Adventures for Gina ‘Waadluxan Tluu: The Everything Canoe. Haida Gwaii School District.

Nicol, C., Archibald, J., Glanfeld, F., & Dawson, S. (in progress). Living Culturally Responsive Mathematics Curriculum and Pedagogy: Making a Difference with/in Indigenous Communities. Sense Publishers.

Liljedahl, P., Nicol, C., Oesterle, S. & Allen, D. (2014). Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education and the 36th Conference of the North American Chapter of the Psychology of Mathematics Education, Vol 1. Vancouver, Canada: PME.

Nicol, C., Liljedahl, P. Oesterle, S. & Allen, D. (2014). Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education and the 36th Conference of the North American Chapter of the Psychology of Mathematics Education, Vol 2. Vancouver, Canada: PME.

Oesterle, S., Liljedahl, P., Nicol, C. & Allen, D. (2014). Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education and the 36th Conference of the North American Chapter of the Psychology of Mathematics Education, Vol 3. Vancouver, Canada: PME.

Liljedahl, P., Oesterle, S., Nicol, C. & Allen, D. (2014). Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education and the 36th Conference of the North American Chapter of the Psychology of Mathematics Education, Vol 4. Vancouver, Canada: PME.

Nicol, C., Oesterle, S., Liljedahl, P. & Allen, D. (2014). Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education and the 36th Conference of the North American Chapter of the Psychology of Mathematics Education, Vol 5. Vancouver, Canada: PME.

Oesterle, S., Nicol, C., Liljedahl, P. & Allen, D. (2014). Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education and the 36th Conference of the North American Chapter of the Psychology of Mathematics Education, Vol 6. Vancouver, Canada: PME.

Research Projects

Research activities include mathematics teacher education, mathematics and culturally responsive pedagogy, Aboriginal education, case-based and problem based learning, and issues and practices related to conducting participatory action research, community-based research and self-study research.

Creating and Using New Technologies for Learning to Teach. Investigation of designing environments that invite and sustain mathematical and pedagogical thinking. A focus on how prospective teachers’ creation and use of digital video teaching cases provides opportunities for collaborative inquiry and action research in mathematics teacher education (UBC-HSS).

Early Numeracy Project. Working with practicing teachers to explore changes in teaching practices related to their assessment of students’ early numeracy. (Ministry of Education).

Transforming Education for Aboriginal Mathematics -Learning [TEAM-Learning]. A community-based action research project working with students, parents, teachers, and community members to improve mathematics teaching and learning for Aboriginal students in urban and rural communities. TEAM-Learning explores the development of culturally responsive pedagogy-a way of teaching that honours, builds upon, and draws from students’ mathematical thinking, the field of mathematics, and students’ culture and community (SSHRC, Vancouver Foundation, and Canadian Council on Learning).

Becoming Students of Teaching [BeST]. BeST explores how teachers and preservice teachers develop and sustain a stance of inquiry in teaching and the structures and features that support teachers and researchers in becoming students of teaching. This project provides insight into the nature of and support for how teachers develop a stance of inquiry and contributes to our growing understanding of researching practice as professional development (UBC-Faculty of Education Collaboration Grant).

Current Projects:
Living Learning and Teaching in a Refugee Camp
Dr. Cynthia Nicol (PI); Dr. Karen Meyer, Dr. Samson Nashon, Dr. Rita Irwin and Dr. George Belliveau (CI); Dr. Jackson Too, Dr. Emmy Kipsoi, Dr. Wanjiku Khamasi and Dr. Marangu Njour (collaborators); SSHRC

Points of Viewing into Culturally Responsive non-Aboriginal Teacher Education
Dr. Lisa Korteweg (PI) Lakehead University; Dr. Cynthia Nicol (CI); SSHRC