Math Co-Integrate Seminar Series: Lynmarie Posey and Kristen Bieda


Monday, February 26, 2018 - 12:00pm


252 Erickson Hall

As part of the CREATE for STEM Math Co-Integrate Seminar Series, Lynmarie Posey and Kristen Bieda will be presenting on Monday, Feb. 26. See the details below:

Title: Mathematical Knowledge for Teaching Chemistry

Abstract: Progress toward STEM degree depends not only on completing required mathematics courses but also being able to successfully use mathematics to support learning in science courses. Introductory college chemistry courses are oftern the first place where inadequate preparation in mathematics impedes students’ learning in science. In this talk, Dr. Posey and Bieda will share their efforts to strategically incorporate mathematics support for students in Introductory Chemistry. Our findings suggest important implications for developing students’ conceptual understanding in mathematics courses. We will also share what we have learned about forging and sustaining an interdisciplinary research project.

Bios: Lynmarie Posey is an Associate Professor in the Department of Chemistry and CREATE for STEM Institute. She joined the faculty at Michigan State in 1999. Her current research is centered around studying approaches to support students with low mathematical placements in successfully transitioning to general chemistry through a chemistry bridge course. This work led to the collaboration with Kristen Bieda. Posey and Bieda have recently begun a project to explore the nature of mathematical knowledge for teaching in the context of chemistry (MKT-C). She is also interested in the nature of social networks in cohort programs and how they may promote student success.

Kristen Bieda is an Associate Professor of Mathematics Education and serves as the Associate Director of Mathematics for the CREATE for STEM Institute here at Michigan State. She researches how structures, such as lesson study, for supporting teachers in developing practice that fosters engagement in mathematical practices and how learning manifests from such teacher collaboration. She also researches the engagement of middle school students in mathematical argumentation, including justifying and proving. She is particularly interested in understanding what prospective teachers learn through experiences which allow them to approximate authentic teaching practice.