2026 CMS MathEd Meeting (Online)
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The 2026 CMS MathEd Meeting (Online) is happening again (for the third time!) thanks to the success of the inaugural meeting. Complementing the in-person mathematics education sessions at the Summer and Winter CMS meetings, the 2026 CMS MathEd Meeting (Online) will feature fabulous plenary talks and fantastic presentations on a variety of themes in mathematics education, as well as provide ample time for comments and discussion. This mathematics education meeting (online) will take place over two days and prior to the in-person CMS Winter meeting.
The organization and the registration for this event will be handled by the CMS. The event is FREE for anyone wishing to attend.
The 2026 CMS MathEd Meeting (Online) is scheduled for Friday, November 27th, 2026, (from 17:00 EST to 20:00 EST), and Saturday, November 28th, 2026, (from 11:00 EST to 15:00 EST). Information about the meeting (schedule, themes, etc.) will be posted here.
Plenary Speakers
France Caron
Université de Montréal
France Caron has been a professor of mathematics education at Université de Montréal since 2001, after more than ten years in the telecom industry. She holds a B.Sc. in mathematics and computer science, an M.Sc.A. in applied mathematics and a Ph.D. in education. Her research interests include integration of mathematical modelling, interdisciplinarity and technology in mathematics education. She collaborates in research and development with partners from secondary schools and postsecondary institutions. She has led several working groups at the Canadian Mathematics Education Study Group (CMESG/GCEDM), at the Canadian Mathematics Education Forum, and at the international Espace mathématique francophone (EMF). She was president of the Association mathématique du Québec (AMQ) from 2009 to 2013. She is one of the founding editors of Accromath.
Abstract
Technology and the Learning of Mathematics: “It’s complicated”
For the last fifty years, the relationship between technology and the learning of mathematics has dealt with porous and moving boundaries. For many educators, technology has brought new opportunities to engage students in richer, more meaningful mathematical activity. For others, access to powerful tools has given rise to challenges that are perceived to outweigh the expected benefits. With the use of tasks and testimonies, this talk will illustrate some of the opportunities and tensions associated to integrating technology in math classes. It will also bring to the fore elements of didactics and mathematics education research that have helped extract and structure the lessons learned from experiences of technology integration. We will discuss whether those are still applicable in the current age, and where we should direct our attention now. This may lead us to reaffirm or rethink the goals of postsecondary mathematics education, and to reframe our relationship to technology.
Tyler Holden
University of Toronto, Mississauga
Tyler Holden is an Associate Professor, Teaching Stream at the University of Toronto Mississauga. He enjoys doing fundamental research on education problems generally ignored by people who are seeking tenure. He also willingly gave up the greatest teaching load one could ask for to teach proofs to first-year students. This latter decision has caused him to question his decision-making abilities.
Abstract
Making things more abstract to make them better: Why financial mathematics sucks.
The mathematics of personal finance: So boring! Try teaching this to a bunch of equation obsessed business students, and watch as they ignore 99% of what you teach them and fixate entirely on formulas that don't universally apply.
Those students sure love their formulas.
So how do we fix this? Let's make everything more abstract. "You're a fool!" they told me, not incorrectly. "These are business students, there will be an uprising if you make this too mathy." I did it anyway.
The result was that students did significantly better on tests, despite answering harder questions. With the added bonus that both instructors and students had a lot more fun doing the actual problems. Moreover, the emphasis on understanding a few simple concepts and extrapolating that into a wide theory built confidence and enthusiasm with the students. The former I'll corroborate with numbers, the latter with anecdote (but you can trust me).
Call for Presentation Proposals
For this meeting, we will accept proposals on any theme in mathematics education.
Education presentation proposals will be selected by the CMS Meetings Oversight Committee, which will also schedule the accepted sessions, in communication with their proposer(s).
Proposals should include:
(1) Names, affiliations, and contact information of the presenter(s). This is a fantastic opportunity for early career researchers and practitioners to propose presentations.
(2) A title and brief abstract of the presentation.
All presentations will be of the standard CMS length: 20-minute presentations + 5-10 minute Q&A.
The deadline for the presentation proposals is Friday, October 2nd, 2026. There is a limited number of presentation spots.
Preferences will be given to early submissions.
Please fill out the following Google form:
Register
Registration is open until Thursday, November 26th at 11:59pm EST. If you wish to register after this date, please email a.burazin@utoronto.ca
Contact
Organizing Committee:
Miroslav Lovric (McMaster University)
Frederic Morneau Guerin (Universite TELUQ)
William Verreault (University of Toronto)
Sarah Watson (CMS)
Andie Burazin (University of Toronto Mississauga)
Questions?
Contact us at meetings@cms.math.ca