Math instructor receives national recognition
Posted: May 20, 2016 6:00 a.m.
Patrick Maidorn (r), math instructor at the U of R, with Martin Barlow, Director of the Pacific Institute for the Mathematical Sciences. Photo courtesy of Ruth Situma

Patrick Maidorn has been selected winner of the 2016 Pacific Institute for the Mathematical Sciences Education Prize.
Maidorn, an instructor in the Department of Mathematics and Statistics, is recognized for his hard work in mathematics education and outreach. He received the award May 13 at an event in Vancouver, B.C. hosted by the Institute.
Maidorn has been instrumental in organizing mathematics competitions, math camps and schools visits.
He was a lead writer for the Saskatchewan Math Challenge and was involved in bringing the international Mathematical Kangaroo contest to Regina. The contest is an opportunity for elementary and high school students to see how they compare against those from other parts of Canada.
Maidorn is also involved in the Problem Solving Workshops, hosted by the Math Department. This free service is open to math students from grades 7 to 10 who want to boost their math skills.
“I am gratified to see a person who quietly goes about his business receiving external recognition for the outstanding nature of his contributions,” says Dr. Douglas Farenick, head of the Department of Mathematics and Statistics. “Patrick is not the type of person who seeks accolades for his work, and so this award puts him in an unaccustomed limelight.”
Maidorn has mathematics degrees from the Universities of Guelph and Waterloo and has worked at the U of R since 1997.
“Patrick Maidorn has been exceptionally active in promoting understanding and interest in mathematics, at all levels from high school to university,” says Martin Barlow, Interim Director of the Pacific Institute for The Mathematical Sciences.
The Education Prize is awarded annually at a conference that brings together mathematicians, math educators and school teachers from all levels with the goal of narrowing the gap between mathematicians and teachers of mathematics.
Related