Assistant Professor
Department of Curriculum and Pedagogy (EDCP)
Dr. Gerofsky’s research in embodied, multi sensory, multimodal mathematics learning via the arts challenges dualistic notions of mathematics as a ‘purely cognitive’, disembodied way of knowing. Her linguistic/ multimodal research in pedagogical genres like word problems, graphs, worksheets and lectures contextualizes mathematics education in the larger culture. She also explores garden-based education as a way of working meaningfully across the curriculum outside the four walls of a classroom.
Contributions:
Gerofsky, S. (2011). Ancestral genres of mathematical graphs. For the Learning of Mathematics 31(1), 14-19.
Gerofsky, S. (forthcoming 2014). Democratic access to mathematics through embodied ways of knowing. In L. English & D. Kirschner (Eds.), Handbook of International Research in Mathematics Education, 3rd Edition. Abingdon, UK: Taylor & Francis.
Gerofsky, S. (2010). Mathematical learning and gesture: Character viewpoint and observer viewpoint in students' gestured graphs of functions. Gesture 10 (2-3)(Special issue on multimodal communicative development), 322-344.
Gerofsky, S. (2004). A Man Left Albuquerque Heading East: Word problems as genre in mathematics education. New York: Peter Lang.
Gerofsky, S. (1999). Genre analysis as a way of understanding pedagogy in mathematics education. For The Learning of Mathematics, 19 (3).
Keywords:
Embodied mathematics learning; Multimodal, multi sensory mathematics learning; Blind and visually impaired mathematics learners; Language of mathematics education; Mathematics and the arts; Garden-based environmental education.
susan.gerofsky@ubc.ca
Departmental profile page
Departmental profile page