Prof. Christine Suurtamm


Position: Associate Professor. Faculty of Education, University of Ottawa

Research Interests

  • Mathematics Education
  • Assessment
  • Teacher practice


  • B.A. (Hons) York University
  • B.Ed. University of Toronto
  • M.A. University of Toronto
  • Ed.D. University of Toronto


  • Excellence in Education Award, University of Ottawa 2013
  • Capital Educator’s Award for University Teaching 2005
  • OAME Award for Exceptional Teaching in Secondary School Mathematics 2001

Research Projects

Selected Publications

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.

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.