Email: suurtamm@uottawa.ca
Position: Associate Professor. Faculty of Education, University of Ottawa
Research Interests
- Mathematics Education
- Assessment
- Teacher practice
Education
- B.A. (Hons) York University
- B.Ed. University of Toronto
- M.A. University of Toronto
- Ed.D. University of Toronto
Awards
- OAME Award for Exceptional Teaching in Secondary School Mathematics
- Capital Educator’s Award for University Teaching
Research Projects
- Curriculum Implementation in Intermediate Mathematics (CIIM)
- What counts in math: Teacher inquiry in classroom assessment
- Study of the Implementation of the Early Reading and Early Math Strategies
- Immersion in Mathematical Inquiry (Math Camp)
Selected Publications
Suurtamm, C. (in press). Classroom assessment that supports mathematical sense making. Mathematics Teacher.
Habash, R., Suurtamm, C., & Dan Necsulescu (in press). Mechatronics learning studio: From “Play and Learn” to industry-inspired green energy applications. IEEE Transactions on Education.
Suurtamm, C., & Vézina, N. (in press). Engaging students in problem solving: Moving from telling to listening. In N. Bednarz, D. Fiorentini and R. Huang (Eds.), The professional development of mathematics teachers: Experiences and approaches developed in different countries. Ottawa, ON: University of Ottawa Press.
Suurtamm, C. (2011). Fractal images. For the Learning of Mathematics, 31(1), 27-28.
Suurtamm, C., Koch, M., & Arden, A. (2010). Teachers’ emerging assessment practices in mathematics: Classrooms in the context of reform. Assessment in Education: Principles, Policy, and Practice, 17(4), 399-417.
Suurtamm, C., & Vézina, N. (2010). Transforming pedagogical practice in mathematics: Moving from telling to listening. International Journal of Mathematics Teaching and Learning. http://www.cimt.plymouth.ac.uk/journal/default.htm
Habash, R., & Suurtamm, C. (2010). Engaging High School and Engineering Students: A Multifaceted Outreach Program Based on a Mechatronics Platform. IEEE Transactions on Education, 53(1), 136 – 143.
Vézina, N., & Suurtamm, C. (2008). Être à l’écoute des élèves : Un incontournable dans la classe de mathématiques. Canadian Journal of Science, Mathematics, and Technology Education, 8(3), 252-279.
Suurtamm, C., Lawson, A., & Koch, M. (2008). The challenge of maintaining the integrity of reform mathematics in large-scale assessment. Studies in Educational Evaluation, 34, 31-43.
Suurtamm, C., & Roulet, G. (2007). Modelling in Ontario: Success in moving along the continuum. In W. Blum, P. Galbraith, H-W. Henn, & M. Niss (Eds.), Applications and modelling in mathematics education: The 14th ICMI study. New ICMI Studies Series no. 10 (pp. 491-496). New York: Springer.
Suurtamm, C. (2007). La littératie mathématique: Une nouvelle culture en salle de classe. Dans A.M. Dionne, & M.J. Berger (Eds.), Les litteraties: Perspectives linguistique, familiale (pp. 55-73). Ottawa, ON: University of Ottawa Press.
Lawson, A., & Suurtamm, C. (2006). The challenges and possibilities of aligning large-scale testing with mathematical reform: The case of Ontario. Assessment in Education: Principles, Policy & Practice, 13(3), 305-325.
Roulet, G., & Suurtamm, C. (2004). Modelling: Subject images and teacher practice. In H-W. Henn, & W. Blum (Eds.), ICMI study 14: Applications and modelling in mathematics education: Pre-conference volume (pp. 229-234). Dortmund: Universität Dortmund.
