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Egan Chernoff Acting Department Head, Educational Administration and Professor, Curriculum Studies

3029 Education


Dr. Egan J Chernoff (@MatthewMaddux) is a Professor of Mathematics Education, Department of Curriculum Studies and an Associate Member, Department of Educational Administration in the College of Education at the University of Saskatchewan (U of S). He is, also, an Associate Member, Department of Mathematics and Statistics in the College of Arts and Science at the U of S, and an Adjunct Professor, Faculty of Education at Simon Fraser University (SFU). Currently, Egan is the English/Mathematics editor of the Canadian Journal of Science, Mathematics and Technology Education, an associate editor of the Statistics Education Research Journal, and is the Book Reviews Editor of The Mathematics Enthusiast. He also is an editorial board member of Vector: Journal of the British Columbia Association of Mathematics Teachers and The Variable: An SMTS Periodical. Egan's research utilizes logical fallacies (e.g., the fallacy of composition, the appeal to ignorance and others) and particular theories, models and frameworks from the fields of mathematics education and cognitive psychology (e.g., attribute substitution) to account for prospective elementary, middle and high school math teachers' normatively incorrect, inconsistent and sometimes inexplicable responses to a variety of probabilistic tasks. He also makes efforts to popularize mathematics education. For example, he writes a column entitled “Math Ed Matters by MatthewMaddux” for The Variable, where he tells slightly bent, untold, true stories of mathematics teaching and learning. Egan was, but is becoming less and less of, an ardent user of social media for mathematics education (see, for example, his web log, MatthewMaddux Education). His digital curation of the mathematics education information he finds via the web has led him to be known as the Yahoo (in, of course, a web directory sense) of mathematics education.

Selected Publications

  • Chernoff, E. J. (2020). Lessons for Future Math Teachers: Essays on the Teaching and Learning of Mathematics. Apple Books. [ISBN: 9781777105402 • Apple ID: 1497562507] 
  • Chernoff, E. J. (2019). L’espace échantillonnal : un univers d’interprétations possibles. Dans V. Martin, M. Thibault et L. Theis (dir.), Enseigner les premiers concepts de probabilités : un monde de possibilités! (pp. 195-218). Presses de l’Université du Québec. 
  • Chernoff, E. J. & Sriraman, B. (2019). Heuritics and Biases. In S. Lerman (Ed.), Encyclopedia of mathematics education. Springer Reference. DOI: https://doi.org/10.1007/978-3-319-77487-9_100010-1
  • Chernoff, E. J. (2018). If Trump were an applicant to your mathematics education program, would you accept him? A response to Rodriguez, Kitchen and Harding. for the learning of mathematics: an international journal of mathematics education, 38(2), 27.
  • Batanero, C. & Chernoff, E. J. (Eds.) (2018). Teaching and Learning Stochastics: Advances in Probability Education Research [ICME-13 Monograph Series]. Berlin/Heidelberg: Springer Nature.
  • Chernoff, E. J. (2017, May/June). Subtraction: How the Hunted Became the Hunter [Math Ed Matters by MatthewMaddux]. The Variable: An SMTS Periodical, 2(3), 42-46. 
  • Chernoff, E. J. (2015, October 26th). Lines You Can Count On [The Jersey Issue]. The Hockey News, 69(05), 11. 
  • Chernoff, E. J., & Sriraman, B. (Eds.) (2014). Probabilistic Thinking: Presenting Plural Perspectives (Volume 7 of Advances in Mathematics Education Series). Berlin/Heidelberg: Springer Science. (748 pages.) 
  • Chernoff, E. J. (2012). Recognizing revisitation of the representativeness heuristic: an analysis of answer key attributes [Themed issue: Probability in Reasoning About Data and Risk]. ZDM - The International Journal on Mathematics Education, 44(7), 941-952. doi: 10.1007/s11858-012-0435-9
  • Russell, G. L., & Chernoff, E. J. (2011). Transforming mathematics education: applying new ideas or commodifying cultural knowledge. In L. R. Wiest & T. Lamberg (Eds.), Proceedings of the 33rd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 970-977). Reno, NV: University of Nevada, Reno. 
  • Chernoff, E. (Ed.) (2009). vinculum: Journal of the Saskatchewan Mathematics Teachers’ Society, 1(1). 44 pages. 
  • Zazkis, R., & Chernoff, E. (2008). What makes a counterexample exemplary? Educational Studies in Mathematics, 68(3), 195-208. doi: 10.1007/s10649-007-9110-4