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Ami Mamolo

Assistant Professor

Faculty of Education

Contact information

Education Building Downtown Oshawa
11 Simcoe Street North
Oshawa, ON

905.721.8668 ext. 3769


Dr.  Mamolo is an Assistant Professor of Mathematics Education in the Faculty of Education at the University of Ontario Institute of Technology.  Her primary research interests focus on mathematical reasoning and understanding when contextualized in non-routine problems, situations, or digital modalities.  In particular, she is interested in how creative approaches to math teaching and learning can be networked to foster conceptual growth, meaningful engagement, and enjoyment with mathematics. Her projects related to teachers' mathematical knowledge, mathematical applications to social justice, and computational modelling have received funding from the Social Sciences and Humanities Research Council of Canada. Her current SSHRC-funded work looks at using mathematical models to disrupt probabilistic misconceptions about social issues.

Ami completed her Ph.D. in 2009 from Simon Fraser University and was the recipient of the Dean's Medal for Academic Achievement. She currently serves on the executive committee of the Canadian Mathematics Education Study Group (Groupe Canadien d'Étude en Didactique des Mathématiques) and the editorial board of the Canadian Journal for Science, Mathematics, and Technology Education She is also co-chair of the steering committee for the Fields MathEd Forum.  

For more information:

Courses taught

Bachelor of Arts (ESTD)

  • Foundations of Adult Learning - AEDT 1110U

Bachelor of Education

  • IS Mathematical Thinking and Doing - EDUC 1310U
  • IS Mathematics I  - CURS 4140U
  • IS Mathematics II - CURS 4141U
  • Problem- and Inquiry-Based Learning - EDUC 4703U
  • PJ Mathematics I - CURS 4240U

Master of Education

  • Humanizing Mathematics - EDUC 5399G
  • Beyond the Textbook: Rethinking Mathematics Learning and Teaching - EDUC 5999G
  • Research Methods - EDUC 5003G

Research and expertise

My research program includes a multi-faceted approach for which an overarching aim is to increase understanding of the interplay between mathematics knowledge and pedagogical awareness, with particular focus on knowledge of mathematical structure, practices, and values. My research can be organized into three strands: advanced mathematics content and reasoning, teachers’ disciplinary knowledge, and technology and task design. The three strands of my research work together to give insight into how to prepare future teachers with disciplinary knowledge and experiences beneficial for enacting pedagogies that will offer their future pupils rich and meaningful opportunities to develop robust mathematics understandings in and for a diverse set of circumstances.

Advanced Mathematics Content and Reasoning

  • This research focuses on the nuances of reasoning about and with mathematics content at the post-secondary level.  At its core, is an exploration of techniques and abilities to cope cognitively with abstract mathematics.

Teachers’ Disciplinary Knowledge

  • This research explores the link between teachers' Knowledge at the Mathematical Horizon (KMH) and their developing pedagogical sensitivities and their abilities to anticipate and respond to student learning.  It examines how a more robust KMH may help teachers break away from familiar routines or strategies and broaden their expectations for what are important and helpful experiences for learners.

Technology and Task Design

  • This research focuses on the design and development of technologically enhanced, multi-modal investigations that seek to balance conceptual development, procedural fluency, and contextual awareness.
  • Mamolo, A. (2018). Perceptions of social issues as contexts for secondary mathematics.  Journal of Mathematical Behaviour, 51, 28-40
  • Mamolo, A. & Taylor, P. (2018). Blue skies above the horizon.  In Wasserman, N.H. (Ed.) Abstract Algebra and Secondary Mathematics Teacher Education (pp. 431-450). Dordrechet: Springer.
  • Mamolo, A. (2017).  April and the infinitely many ping pong balls.  For the Learning of Mathematics, 37(3), 2-8.
  • Mamolo, A. (2017).  Eyes, ears, and expectations: Scripting as a multi-lens tool.  In (Eds.) R. Zazkis and P. Herbst. Scripting Approaches in Mathematics Education: Mathematical Dialogues in Research and Practice, (pp.229-248).  Springer.
  • Zazkis, R. & Mamolo, A. (2016).  On numbers: Concepts, Operations, and Structures.  In (Eds.) A. Gutierrez, P. Boero, & G. Leder, The Second Handbook of Research on the Psychology of Mathematics Education (pp.39-72). Rotterdam: Sense Publisher.
  • Zazkis, R. & Mamolo, A. (2011). Reconceptualizing knowledge at the mathematical horizon. For the Learning of Mathematics, 31(2), 8 – 13.
  • Sinclair, M., Mamolo, A., & Whiteley, W. (2011). Designing spatial visual tasks for research: The case of the Filling Task. Educational Studies in Mathematics, 78(2), 135 – 163.
  • Mamolo, A., Thomas, K., Frankfort, M. (2018). Exploring math through social justice problems. In (Eds.) A. Kajander, E. Chernoff, & J. Holm, Teaching and learning secondary school mathematics: Canadian perspectives in an international context (pp.377-392). Dordrechet: Springer.
  • Whiteley, W. & Mamolo, A. (2010). Optimization through modeling: Revisiting the Popcorn Box. OAME Mathematics Gazette.  
  • Mamolo, A., Sinclair, M., & Whiteley, W. (2011). Proportional reasoning with a pyramid. Mathematics Teaching in the Middle School, 16(9), 544 – 549.