• 2020 – Ph.D., University of Alberta                                                 
    2015 – M.Ed., University of Alberta                                                   
    2010 – B.Ed., University of the West Indies
    1995 – Teacher Certification, New Mexico State University & Dominica Teachers College


  • Dr. Christopher Charles is an Assistant Professor at the University of Manitoba, joining the faculty on July 12, 2021. He began his teaching career in 1990 on the island of Dominica. He spent 20 years teaching mathematics and physics at two secondary schools in Dominica. During these years, he served in various capacities such as Acting Principal, Deputy Principal, and Head of the Mathematics Departments. In 2010, Charles was assigned to the Ministry of Education in Dominica as a Numeracy Specialist and served in that capacity for three years. While a graduate student between 2016 and 2020, he taught mathematics education to pre-service teachers at the University of Alberta. In 2020/2021, he worked as a curriculum developer, creating resources to help teachers incorporate Indigenous perspectives in mathematics education.

    Dr. Charles co-authored a book chapter with Dr. Florence Glanfield entitled Mathematics Teacher Education in Canada: Emerging Possibilities in Engaging with Indigenous Perspectives. In M. A. Huntley, D. Thompson, & C. Suurtamm (Eds.), International Perspectives in Mathematics Teacher Education. Charlotte NC: Information Age Publishing, Inc. He also published in the Journal of the Mathematics Council of the Alberta Teacher Association, delta–K, and in the Caribbean Education Research Journal, CERJ. He is a current member of the CERJ Editorial Board and the Caribbean Certificate of Secondary Level Competence (CCSLC) mathematics Subject Panel.

Areas of Specialization

  • Mathematics Education
  • Curriculum and Instruction
  • Teacher Education

Research Interests

  • Inquiry-based teaching strategies
  • Learners generating examples as a teaching strategy
  • Teachers’ lived experiences with inquiry-based teaching strategies
  • Students’ lived experiences with inquiry-based teaching strategies