Ami Mamolo
PhD
Associate Professor
Faculty of Education
Contact information
Charles Hall
- Room 342
Downtown Oshawa
61 Charles Street
Oshawa, ON L1H 4X8
905.721.8668 ext. 3769
Ami Mamolo - Creative Methods in Mathematics Education
Dr. Ami Mamolo's research areas include mathematics education, conceptual development through non-routine tasks, mathematics knowledge for/in teaching, and task design and implementation.Bio
Ami Mamolo is an Associate Professor at the Mitch and Leslie Frazer Faculty of Education. Her research explores issues around experiential learning and teacher preparation in mathematics. She is especially interested in how to foster transformative learning and meaningful engagement with the mathematics that underpins issues of social justice. Dr. Mamolo currently serves as co-chair of the Fields Institute Math Education Forum, and is co-editor for the Journal of Mathematical Behavior Special Issue: Mathematics in Society. She is also the founder of ThinkMath, a network of researchers and educators dedicated to fostering authentic mathematics experiences through the development of open educational resources.
For more information:
Courses taught
Bachelor of Arts, Educational Studies
- EDUC 4703U (now EDST 1110U) - Problem- and Inquiry-Based Learning
- AEDT 1110U (now EDST 2410U) - Foundations of Adult Learning
Bachelor of Education
- EDUC 1310U - IS Mathematical Thinking and Doing
- CURS 4140U - IS Mathematics I
- CURS 4141U - IS Mathematics II
- CURS 4240U - PJ Mathematics I
Master of Education
- EDUC 5002G - Introduction to Research in Education
- EDUC 5003G - Advanced Research Proposal
- EDUC 5399G - Humanizing Mathematics
- EDUC 5399G - Math in Society: Equity, Equality and Everything Between
- EDUC 5999G - Beyond the Textbook: Rethinking Mathematics Learning and Teaching
Research and expertise
- Mathematics teaching and learning
- Teacher education and knowledge for teaching
- Higher education and experiential learning
- Task design and digital technologies
- Mathematics reasoning and epistemology
- Mamolo, A. & Glynn-Adey, P. (2023). Tangible connections within the mathematical horizon: Exploring the Dihedral Calculator. ZDM - Mathematics Education, 55, 793-805. https://doi.org/10.1007/s11858-023-01503-5
- Rodney, S. & Mamolo, A. (2023). Relational-curiosity and mathematics: A dynamic exploration of DataViz. Canadian Journal for Science, Mathematics, and Technology Education. https://rdcu.be/dsg3Y
- LeSage, A. & Mamolo, A. (2023). Experiences of tension in teaching mathematics for social justice. In (Eds.) Robinson, K.M., Kotsopoulos, D., Dube, A.K.. Mathematical Teaching and Learning. Springer, Cham. https://doi.org/10.1007/978-3-031-31848-1_4
- Mamolo, A., Tepylo, D., Ruttenberg-Rozen, R., & Rodney, S. (2022). Learning math through coding and learning coding through math: Two sides of the same coin. Canadian Journal of Science, Mathematics, and Technology Education, 22, 974–985. https://doi.org/10.1007/s42330-022-00254-x
- Mamolo, A., Rodney, S., & Tepylo, D. (2022). Coding and climate change: Investigating prospective teachers' pathways of attention. The Journal of Mathematical Behavior. Online First, open access doi.org/10.1016/j.jmathb.2022.101014
- Mamolo, A. (2021). Transfer of mathematical knowledge for teaching as elicited through scripted role-play. In (Eds.) J. Lobato & C. Hohensee, Transfer of Learning: Progressive Perspectives for Mathematics Education and Related Fields (pp.389-403), Dordrechet: Springer.
- Hughes, J., Morrison, L., Mamolo, A., Laffier, J., & deCastel, S. (2019). Addressing bullying through critical making. British Journal of Educational Technology, 50(1), 309-325.
- Mamolo, A. (2018). Perceptions of social issues as contexts for secondary mathematics. Journal of Mathematical Behavior, 51, 28-40.
- Zazkis, R. & Mamolo, A. (2018). From disturbance to task design, or a story of a rectangular lake. Journal of Mathematics Teacher Education, 21(5), 501-516.
