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Ontario Tech acknowledges the lands and people of the Mississaugas of Scugog Island First Nation.

We are thankful to be welcome on these lands in friendship. The lands we are situated on are covered by the Williams Treaties and are the traditional territory of the Mississaugas, a branch of the greater Anishinaabeg Nation, including Algonquin, Ojibway, Odawa and Pottawatomi. These lands remain home to many Indigenous nations and peoples.

We acknowledge this land out of respect for the Indigenous nations who have cared for Turtle Island, also called North America, from before the arrival of settler peoples until this day. Most importantly, we acknowledge that the history of these lands has been tainted by poor treatment and a lack of friendship with the First Nations who call them home.

This history is something we are all affected by because we are all treaty people in Canada. We all have a shared history to reflect on, and each of us is affected by this history in different ways. Our past defines our present, but if we move forward as friends and allies, then it does not have to define our future.

Learn more about Indigenous Education and Cultural Services

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Ami Mamolo

Associate Professor, Faculty of Education

Assistant Dean, School of Graduate and Postgraduate Studies

Mathematics Education
Mitch and Leslie Frazer Faculty of Education

Dr. Mamolo's research is in educational mathematics. Her work explores how to foster and elicit reasoning that can disrupt misguided and ingrained preconceptions about mathematics content, learning, and teaching. She's especially interested in how creative and multi-modal approaches to math teaching and learning can be networked to encourage conceptual growth, meaningful engagement, and enjoyment with mathematics.

English, French

  • PhD in Mathematics Education Simon Fraser University 2009
  • MSc in Mathematics McMaster University 2005
  • BSc (Hons) in Mathematics McMaster University​ 2003
  • Mamolo, A. (2021). Shifting GEAR: Alice, the education researcher. Geometry: Education, Art, and Research, Banff International Research Station for Mathematical Innovation and Discovery
  • Mamolo, A. & Ruttenberg-Rozen, R. (2020). Conceptualizing subjective risk in preservice teacher education. The 4th Northeastern Research in Undergraduate Mathematics Education Conference
  • Mamolo, A., Buteau, C., & Muller, E. (2019). Prospective mathematics and science teachers views on coding and computational thinking. American Educational Research Association. Toronto, ON
  • Ruttenberg-Rozen, R., & Wagner, D., Mamolo, A. (2019). Humanizing Data / Humanisation des donnes. 2019 Annual Meeting of the Canadidan Mathematics Education Study Group. Antigonish, N.S.
  • Ruttenberg-Rozen, R., Rhodes, S., Tepylo, D., Mamolo, A. (2019). Making the Mathematics Visible in Makerspaces PJ. Ontario Association for Mathematics Educators. Ottawa, ON
  • Tepylo, D., Mamolo, A., Ruttenberg-Rozen, R. (2019). Supporting Math through Coding. Ontario Association for Mathematics Educators. Ottawa, ON
  • Tepylo, D., Ruttenberg-Rozen, R. & Mamolo, A. (2019). Learning to code for teaching: Analyzing emotions and attitudes. iCERi2019. Seville, Spain
  • Buteau, C., Mamolo, A., Muller, E., & Monaghan, M. (2018). Computational thinking in mathematics: Undergraduate student perspectives. Research in Undergraduate Mathematics Education, San Diego
  • Mamolo, A. & Lovric, M. (2017). Computational thinking in and for undergraduate mathematics: Perspectives of a mathematician. Research in Undergraduate Mathematics Education, San Diego, USA
  • Hughes, J., Mamolo, A., & Laffier, J. (2017). Transforming learning for marginalized students through maker pedagogies. CSSE, Toronto, Canada
  • Hughes, J., Laffier, J., Mamolo, A., & Morrison, L. (2017). Full STEAM ahead: Exploring the use of maker pedagogies in an anti-bullying initiative. International Congress for School Effectiveness and Improvement, Ottawa
  • Mamolo, A. (2016). Exploring argumentation, objectivity, and bias: A look at mathematical infinity. Ontario Society for the Study of Argumentation, Windsor, Canada
  • Ruttenberg-Rozen, R., & Mamolo, A. (2016). Exploring tensions: Leanne’s story of supporting pre-service mathematics teachers with learning disabilities. RUME. Pittsburgh, USA
  • Hughes, J., Mamolo, A., Laffier, J., Morrison, L. (2016). Full STEAM Ahead: Building Preservice Teachers’ Capacity in Makerspace Pedagogies. HEIT
  • Riberiro, M., Jakobsen, A., Ribeiro, A., Wassserman, N., Carrillo, J., Montes, M., Mamolo, A. (2016). Reflecting upon different perspectives on specialized advanced mathematical knowledge for teaching. International Congress on Mathematics Education, Hungary
  • Zazkis, R., & Mamolo, A. (2016). Extending horizons: A story of a teacher educator. International Group for the Psychology of Mathematics Education- North American Chapter. Arizona, USA
  • Zazkis, D. & Mamolo, A. (2016). Personification as a lens into relationships with mathematics. Research in Undergraduate Mathematics Education. Pittsburgh, USA
  • Hughes, J., Petrarca, D., Laffier, J., Mamolo, A., Le Sage, A. (2016). Critical Digital Literacies in a pre-service teacher education program. IAFOR. Hawaii, USA
  • Zazkis, R. & Mamolo (2016). Thinking “outside the circle”: On rectangular lakes and square units. Association of Mathematics Teacher Educators. Irvine, USA

For more publications and projects, visit Dr. Mamolo's profile on ResearchGate.

  • Mamolo, A. (2021). Transfer of Mathematical Knowledge for Teaching as elicited through scripted role-play. In (Eds.) J. Lobato & C. Hohensee, Transfer of Learning: Progressive Perspectives for Mathematics Education and Related Fields, Dordrechet: Springer
  • Hughes, J., Morrison, L., Mamolo, A., Laffier, J., & deCastel, S. (2019). Addressing bullying through critical making. British Journal of Educational Technology, 50(1), 309-325
  • Mamolo, A. (2018). Perceptions of social issues as contexts for secondary mathematics. Journal of Mathematical Behavior, 51, 28-40
  • Mamolo, A. & Taylor, P. (2018). Blue skies above the horizon. In Wasserman, N.H. (Ed.) Abstract Algebra and Secondary Mathematics Teacher Education (pp. 431-450). Dordrechet: Springer
  • Mamolo, A., Thomas, K., Frankfort, M. (2018). Exploring math through social justice problems. In (Eds.) A. Kajander, E. Chernoff, & J. Holm, Teaching and learning secondary school mathematics: Canadian perspectives in an international context (pp.377-392). Dordrechet: Springer
  • Zazkis, R. & Mamolo, A. (2018). From disturbance to task design, or a story of a rectangular lake. Journal of Mathematics Teacher Education, 21(5), 501-516
  • Mamolo, A. (2017). April and the infinitely many ping pong balls. For the Learning of Mathematics, 37(3), 2-8
  • Mamolo, A. (2017). Eyes, ears, and expectations: Scripting as a multi-lens tool. In (Eds.) R. Zazkis & P. Herbst, Scripting Approaches in Mathematics Education: Mathematical Dialogues in Research and Practice Dordrechet: Springer
  • Gadinidis, G., LeSage, A., Mamolo, A., & Namukasa, I. (2017). Re-designing K-12 teacher education: A focus on computational and mathematical thinking. In (Eds.) D. Petrarca & J. Kitchen, Initial teacher education in Ontario: The first year of four-semester teacher education programs. Ottawa: Canadian Association for Teacher Education
  • Zazkis, R. & Mamolo, A. (2016). On Numbers: Concepts, Operations, and Structure. In (Eds.) A. Gutierrez, P. Boero, & G. Leder, The Second Handbook of Research on the Psychology of Mathematics Education, (pp. 39-72). Rotterdam: Sense Publishers.
  • Chernoff, E., Mamolo, A., & Zazkis, R. (2016). Representativeness in probabilistic decisions: The case of a multiple choice exam. EURASIA Journal of Mathematics, Science & Technology Education, 12(4), 1009-31
  • Mamolo, A. & Pinto, L. (2015). Risks worth taking? Social risks and the mathematics teacher. The MontanaMathematics Enthusiast, 12(1-3), 85-94
  • Chernoff, E. & Mamolo, A. (2015). Unasked but answered: Comparing the relative probabilities of coin flip sequences (attributes). Canadian J. of Science, Mathematics, and Technology Education, 15(2), 186-202
  • Mamolo, A., Ruttenberg-Rozen, R., & Whiteley, W. (2015). Developing a network of and for geometry reasoning. ZDM Mathematics Education, 47(3), 483-496

Appointed to Editorial Panel
Journal for Research in Mathematics Education
Dr. Mamolo has been appointed to a three year term to the JRME editorial panel from 2020 - 2023. JRME is an official journal of the National Council of Teachers of Mathematics (NCTM), and is the premier research journal in mathematics education. JRME is devoted to the interests of teachers and researchers at all levels.

Appointed to Editorial Board
Journal of Mathematical Behavior
Dr. Mamolo has been appointed to a three-year term to the JMB editorial board from 2020 - 2023. JMB publishes research of the highest quality that expands understanding of how people build, retain, communicate, apply and comprehend mathematical ideas.

Appointed to Editorial Board
Canadian Journal of Science, Mathematics and Technology Education
Dr. Mamolo was appointed and has served on the CJSMTE editorial board since 2014. CJSTME is a leading international journal that publishes a variety of topics in the field of STEM education, including indigenous education, environmental education, activism, nature of science, research competencies, mathematical giftedness, informal education, citizenship education, and engineering education.

Elected to Board of Directors
For the Learning of Mathematics
Dr. Mamolo was appointed to a four-year term on the Board of Directors for FLM (2014-2018). The journal aims to stimulate reflection on mathematics education at all levels, and promote study of its practices and its theories: to generate productive discussion; to encourage enquiry and research; to promote criticism and evaluation of ideas and procedures current in the field.

Elected to the Executive Committee
Canadian Mathematics Education Study Group
Dr. Mamolo was appointed to a two-year term on the executive committee of the CMESG / GCEDM (2018-2020). The CMESG / GCEDM is a group of mathematicians and mathematics educators who meet annually to study the theories and practices of the teaching of mathematics, promote research and exchange ideas and information about all aspects of mathematics education in Canada, and to disseminate the results of its work.

Appointed to the Steering Committee
Fields Institute Mathematics Education Forum
Dr. Mamolo was appointed and has served Fields MathEd Forum steering committee since 2012, and served a two-year term as co-chair (2018-2020). The Fields MathEd Forum promotes discussion of issues in mathematics education at all levels, with special emphasis on education in the Province of Ontario. The Forum's mandate is to foster the development of new ideas, methodologies and materials with respect to possible changes that could improve education in mathematics, and to work for the implementation of such changes.

  • Problem and Inquiry Based Learning (EDUC 4703U)
    This course introduces an approach to teaching that focuses on the value of learning from real and meaningful activities. Students will learn to find and structure activities around the kind of ill-defined problems that face professionals in their work and they will learn to use these activities as the basis for promoting self-directed inquiry.
  • Mathematical Thinking and Doing IS (EDUC 1013U)
  • IS Mathematics I (ED-CURS 4140U)
  • IS Mathematics II (ED-CURS 4141U)
  • Foundations of Adult Learning (AEDT 1110U)
  • PJ Mathematics I (ED-CURS 4240U)
  • Research Methods in Education (EDUC 5002G)
  • Special Topics: Humanizing Mathematic (EDUC 5399G)
  • Special Topics: Beyond the Textbook – Rethinking Math Teaching and Learning (EDUC 5999G)
  • Special Topics: Math for Society – Equity, Equality, and Everything Between (EDUC 5399G)