mathematics and the arts
Simon Fraser University, 2000, PhD, Curriculum
Simon Fraser University, 1992, Teacher Certification
Univ of Durham, England, 1990, MA, Applied Linguistics
Univ of Toronto, 1977, Hon BA, Chinese Lang
Susan Gerofsky brings experience in a number of fields to bear in an innovative and interdisciplinary approach to curriculum theory, and to mathematics education in particular. She holds degrees in languages and linguistics as well as mathematics education, and worked for twelve years in film production, eight years in adult education (including workplace and labour education), and eight years as a high school teacher with the Vancouver School Board. Dr. Gerofsky has been involved in interdisciplinary research and teaching involving mathematics education, applied linguistics, and film.
Gerofsky, S. (forthcoming). Seeing the graph vs. being the graph: Gesture, engagement and awareness in school mathematics. In Stam, G. & Ishino, M. (Eds.), Integrating gestures. Amsterdam: John Benjamins.
Gerofsky, S. & Nicol, C. (forthcoming). Mapping multiple worlds: Imagining school mathematics beyond the grid. In Liljedahl, P. (Ed.), Proceedings of CMESG 2009: Canadian Mathematics Education Study Group annual meeting, York University, Toronto, ON, Canada.
Gerofsky, S. (under review). Ancestral genres of mathematical graphs. Submitted to For the Learning of Mathematics.
Gerofsky, S. (2010). The impossibility of ‘real-life’ word problems (according to Bakhtin, Lacan, Zizek and Baudrillard). Discourse 31(1), 61-74.
Gerofsky, S., Gomez, F., Rappaport, D. & Toussaint, G. (2009). Spirograph patterns and circular representations of rhythm: Exploring number theory concepts through visual, tangible and audible representations. In Kaplan, C. & Sarhangi, R. (Eds.). Proceeding of Bridges Mathematics and Art 09: Mathematics, Music, Art, Architecture, Culture.Banff International Research Station for Mathematical Innovation and Discovery, Banff, AB, Canada, 279-286.
Gerofsky, S. (2009). ‘Being the graph’: Using haptic and kinesthetic interfaces to engage students learning about functions. In Bardini, C. & Fortin, P. (Eds.) Proceedings of ICTMT 9: The Ninth International Conference on Technology in Mathematics Teaching, Université de Metz, Metz, France.
Gerofsky, S. (2008). Battleground schools: Mathematics education. In Mathison, S. and Ross, W. (Eds.),Battleground schools. Westport, CT.: Greenwood Press (10 pp., 4100 words).
Graphs & Gestures: 3-yr. funded project using gesture and movement for diagnosis and intervention to help secondary students engage with mathematically-salient features of the graphs of functions.Digital Mathematical Performance: 3-yr. funded project exploring students’ use of gesture, movement, language, music, drama, sculpture and film to express their mathematical questions school math learning.
MAED314A Curriculum and instruction in secondary mathematics
MAED549 Math, language and the body
CCFI572A Advanced seminar in cross-faculty inquiry in education: Theories of media, technology, culture and learning