Calvin Irons and Brian Tickle
(lower / middle / upper primary)  |
Deep knowledge and skills is one of the focal points of the Australian Curriculum: Mathematics. To achieve this goal, there is a need to rethink the sequence that we have traditionally followed and reconsider the emphasis we have previously given to many topics within mathematics. This presentation will describe how to develop deep knowledge and skills in those topics that the new curriculum identifies as crucial. It will also explain the implications for adjusting teaching sequences to achieve these aims. Many practical examples will be given across the content and proficiency strands of the curriculum.
Session A
Jill Fox
| (lower / middle / upper primary) |
Abstract to follow.
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Anita Chin
(lower / middle / upper primary) THIS PRESENTATION IS FULL |
This hands-on workshop will explore how to use open-ended questions to differentiate instruction and assess deep understandings of number concepts. Simple visual models, current technology and appropriate mathematical language will be used to develop a deep understanding of concepts for the full range of students. Teaching sequences for key topics that build on prior learning will be modelled through a range of practical activities that all students can access. Strategies to assist with observational assessment and learning experiences that allow students to demonstrate what they know – and what they can do with what they know – will also be shown.
Judy Hartnett
| (lower / middle / upper primary) |
This session will work through identification of some of the deep knowledge and skills from the Measurement strand and will propose ways to include these as the focus of lessons and units of work.
Michelle Tregoning
(lower / middle / upper primary) THIS PRESENTATION IS FULL |
In the upcoming national curriculum, problem solving is removed from under the umbrella of working mathematically to become one of the four proficiency strands. The very nature of problem solving is that the problem should initially be difficult to answer. But how do you help students whose eyes glaze at the mention of word problems because they have no idea where or how to start? This workshop will show you how you can use Newman's Error Analysis to diagnose areas of need for individual students and how you can support the development of a range of strategies that students can use to access, understand and successfully solve mathematical problems.
| (middle / upper primary) |
Do your students think that a prism is where criminals live? While getting students to memorise the correct geometric terms can be difficult enough, getting the right picture for the name is harder (and more important) than you might think. In this hands-on workshop, participants will explore some fundamental concepts of 3D objects and investigate some special categories of objects.
Kelvin Sparks
| (middle / upper primary) |
By learning to take measurements and process data appropriately students learn more about the world and gain deep insights into the power and purpose of mathematics. The world is an exciting place for children to explore and mathematics is an essential tool for that inquiry but sometimes learning occurs beyond traditional subject boundaries. This workshop will examine in detail the role of mathematics as an inquiry tool in the context of two specific units of study.
(middle / upper primary / lower secondary)
Fractions is probably the most difficult topic to teach and to learn in the middle years, but it doesn’t have to be that way. This workshop will explore the big ideas of fractions, and look at some very helpful assessment tasks for gauging what students know and can do in this area. There will be a focus on a range of powerful classroom activities that build confidence and capability with fractions – and chocolate will be eaten in the interests of science!
Hall Jackson
(lower / middle / upper primary)
Learn a range of technology skills you can apply to your interactive whiteboard. Examine teaching strategies to engage and monitor students including peer instruction,the creation of an e-portfolio using ORIGO's online resources, and the use of NAPLAN tests. The session will also demonstrate pre-prepared lesson plans, impromptu teaching approaches, and using IWBs without using a projector.
Session B
Rosemary Irons
| (prep / lower primary) |
Learning about number is natural for children as they work with resources, draw pictures and recognise symbols in a mathematics-rich environment. The learning environment includes a range of number representations such as different arrangements of quantity, five- and ten-frame organisers and number tracks. These models help young children develop a strong conceptual understanding of number that enables them to represent number in meaningful ways and builds upon the joy of working with numbers.
Doug Clarke
(prep / lower primary)
Some activities really grab students; they are engaging, exciting and worthwhile. They are also powerful assessment tools for the teacher observing children as they work. This hands-on workshop will investigate five such activities, describe each in action in the classroom, and examine the important mathematics that underpins them.
Ann Downton
(lower primary)
What is problem posing? Is it the same as problem solving? Problem posing can be used to promote deeper mathematical thinking. In the context of the Australian Curriculum, problem posing can be seen as an approach to teaching and a method of inquiry for the 'problem solving' and 'reasoning' proficiency strands. This session will explore problem posing for Years K to 2 through a range of activities.
Judy Hartnett
| (lower / middle / upper primary) |
This session will show how the use of deep knowledge and skills can assist the focus and clarification of assessment criteria and will use the Measurement strand for examples. This session builds on ideas from the presenter's other session but also stands alone as a workshop.
| (middle / upper primary) |
If you find yourself fishing for ideas to develop deep understanding about angles, this session may be just what you need. Many classroom activities about angles involve undefined expressions, unexplained rules and unfriendly protractors. This session will engage participants in hands-on activities designed to clarify, develop and strengthen the concept of angle.
Kelvin Sparks
(middle / upper primary) THIS PRESENTATION IS FULL |
Historically, number and algebra have been viewed as procedural knowledge in mathematics. However, this has been at the expense of students’ conceptual understanding. This session shows how to avoid this dilemma through inquiry-based learning. In an inquiry approach, teachers plan collaboratively to identify the enduring understandings involved in each mathematical topic. In this way, they can guide their students to ask questions, think critically about the mathematical skills they are learning, and thus develop deeper and more durable understanding.
Mal Shield
| (lower secondary) |
This session will ask what it means for students to have a deep understanding of mathematics, then focus on ways of designing programs and lessons that provide opportunities for students to build deep understanding. A planning framework will be discussed and participants will engage in a planning task for a specific mathematical topic. Relevant teaching strategies, including a focus on language, will also be explored.
Gerard Tuffield
| (lower / middle / upper primary) |
This product presentation will demonstrate ORIGO Education’s new online mathematics program that includes differentiated teaching modules and lessons plans and incorporates interactive teaching tools, games for reinforcing strategies, ready-to-project lesson illustrations, digital tools for bringing ‘Big Books’ to life, a glossary of mathematical terms, and professional development videos.
Session C
Jill Fox
(prep / lower primary)
Abstract to follow.
Rosemary Irons
| (lower primary) |
Measurement and geometrical concepts requires specific vocabulary that is often new and unfamiliar to young students. Language and supporting experiences that children encounter in their day-to-day life at home and school will be reviewed and relevant measurement and geometry activities will be highlighted. As we guide learning by modelling appropriate language and creating interesting learning experiences, we also enhance mathematical concept development.
Anita Chin
| (lower / middle / upper primary) |
The forthcoming Australian Curriculum encourages a depth of understanding and an interconnectedness of mathematical concepts. However, many students lack the pre-requisite skills required to understand and apply early number concepts to the algebraic and multiplicative thinking required in later years. This hands-on workshop will examine developmental sequences for some key topics that present challenges for students: fractions, decimals and place value. Practical ideas for increasing student engagement will be modelled.
Ann Downton
(middle / upper primary)
Multiplication and division are important concepts in the primary years. How do we develop deep understanding of these key ideas? Providing opportunities for children to build up and share a range of efficient strategies for different problem types can make teaching these topics highly enjoyable, challenging and successful in Years 2 to 4. This session will explore some practical ideas for supporting the development of multiplicative thinking.
Michelle Tregoning
| (lower / middle / upper primary) |
Calvin Irons
(middle / upper primary) THIS PRESENTATION IS FULL |
There is a huge range of number puzzles that can be used to generate interest in mathematics and promote the application of mental calculation strategies. From strange tales about the magic square that date back more than 2000 years to the modern day Sudoku, there are many examples of weird and wonderful puzzles that stimulate and build reasoning powers involving number. This hands-on session will explore a few of those curiosities.
Mal Shield
| (lower secondary) |
With the Australian curriculum emphasising “rigorous, in-depth study, preferring depth to breadth”, teachers must have an appreciation of what this means for the understanding of specific mathematics concepts. This session will explore the notion of understanding in terms of key mathematical structures and connections. A number of core topics will be examined, as will their key structural ideas and the ways in which focusing on these – and their connections with other mathematical ideas – can lead to a deeper understanding of mathematics for students. The session will demonstrate how deep understanding of a small number of key ideas can enable the solution of problems in a range of contexts.
Peter Niass
(lower secondary)
Learn a range of technology skills you can apply to your interactive whiteboard. Examine teaching strategies to engage and monitor students including peer instruction, the creation of an e-portfolio using ORIGO's online resources, and the use of NAPLAN tests. The session will also demonstrate pre-prepared lesson plans, impromptu teaching approaches, and using IWBs without using a projector.
Closing Keynote
Brian Tickle
| |
Several primary mathematics syllabuses in Australia acknowledge that students benefit greatly when they are encouraged to engage in rich dialogue about mathematical concepts, situations and problem-solving strategies. This session features students' responses and work samples that show what can happen when students are given the roles and responsibilities of the teacher.
For more information phone 1300 674 461 or email the PD Coordinator.
