Prof. Christine Suurtamm

Email: suurtamm@uottawa.ca

Position: Vice-Dean, Research and Professional Development, 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

• Professeure Invitée, l’Université à Paris Diderot, Laboratoire de Didactique André Revuz, Winter 2018
• Excellence in Teaching, Faculty of Education, University of Ottawa 2013-2014
• Excellence in Education Award, University of Ottawa 2012-2013
• Teaching Ambassador, Centre for University Teaching, University of Ottawa, 2011-2012
• Capital Educator’s Award for University Teaching 2005
• OAME Award for Exceptional Teaching in Secondary School Mathematics 2001

Research Projects

• The potential role of technology (Dreambox ) in supporting mathematics teaching and learning
• Launching a Dynamic Mathematics Curriculum Network: A Participatory Approach to Enhancing Mathematics Teaching and Learning
• OAME: Grade 9 Applied Mathematics Curriculum Implementation Project
• Manitoba Action Research Project
• Ontario Ministry of Education: Research to inform pedagogy to further support teaching elementary mathematics in an age-appropriate manner in Ontario
• Observing Teachers: Mathematics Pedagogy in Regions of Canada
• Curriculum Review: The Influence of Learning Trajectories in Curriculum Design
• 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., & Arden, A. (2017). Using assessment to enhance mathematics teaching and learning. In D. Spangler and J. Wanko (Eds.) Enhancing classroom practice with research behind Principles to Action (pp. 141 -152). Reston, VA: NCTM.

Suurtamm, C., Quigley, B., Lazarus, J. (2015). Making space for students to think mathematically. What Works: Research into Practice, Research Monograph 59.

Reid, D., Simmt, E., Savard, A., Suurtamm, C., Manuel, D., Wan Jun Lin, T., Quigley, B., Knipping, C. (2015). Observing observers: Using video to prompt and record reflections on teachers’ pedagogies in four regions of Canada. Research in Comparative and International Education.

Suurtamm, C. & Koch, M.J. (2014). Navigating dilemmas in transforming assessment practices: Experiences of mathematics teachers in Ontario Canada. Educational Assessment, Evaluation and Accountability, 26(3), 263-287.

Suurtamm, C. (2013). Mathematics Teacher Education. In L. Meyer (Ed.) Oxford Bibliographies of Education. Oxford University Press.

Suurtamm, C. (2012). Assessment can support reasoning and sense making. Mathematics Teacher, 106(1), 29-33.

Habash, R., Suurtamm, C., & Necsulescu, D. (2011). Mechatronics learning studio: From “Play and Learn” to industry-inspired green energy applications. IEEE Transactions on Education, 54(1), 667-674.

Suurtamm, C., & Vézina, N. (2011). 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 (pp. 162-173) 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 14^th 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.