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
Peter Stowasser| (lower / middle primary) |
In the draft national mathematics curriculum ACARA has acknowledged that there is a need to increase the emphasis placed on the Probability and Statistics strands. Statistics is a relatively new subject for most teachers. Many have not had the opportunity to develop sound knowledge of the principles and concepts underlying the practices that they’re now called upon to teach. This session will identify what it means to think statistically and will offer examples of how to develop statistical fluency for lower to middle primary years.
(lower / middle / upper primary) *THIS PRESENTATION IS FULL – 11 JUNE* |
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.
(lower / middle / upper primary) **THIS PRESENTATION IS FULL – 17 MAY** |
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.
Michelle Tregoning
(lower / middle / upper primary) *THIS PRESENTATION IS FULL – 11 JUNE* |
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.
Marj Horne
(lower / middle / upper primary)
This session will explore some of the deep knowledge, skills and key ideas from the Number and Algebra strand through practical classroom activities. The development of key ideas will be explored and there will be discussion about some of the misconceptions that may arise.
Allan Turton
| (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.
(middle / upper primary)
This workshop will provide teachers with effective techniques and a sequence for teaching fractions. Classroom-ready hands-on examples and sample lesson plans will be provided. During the workshop participants will examine the five fraction constructs, look at practical and engaging ways of addressing some of them, and trial techniques that allow students to understand the concepts of fractions, decimals and percentages. Teachers will leave with new strategies to help students to make sense of fractions.
Session B
Rosemary Irons
(prep/ lower primary) **THIS PRESENTATION IS FULL – 31 MAY** |
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.
Judy Hartnett
(lower / middle / upper primary) *THIS PRESENTATION IS FULL – 11 JUNE* |
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.
George Anderberg
(lower / middle / upper primary)
This workshop looks at ways to develop a student’s deep understanding of Algebra by giving teachers of all primary grades an understanding of where students are going and where they are coming from. ACARA has recognised the connection between number and algebra and the necessity for students to develop a sense of number, order, sequence and pattern from age 5. Therefore it is important for all teachers to have an understanding of how Algebra is taught at all levels, no matter which grade they are currently teaching. Teachers will gain better understanding and some different ideas for teaching this most interesting strand.
Calvin Irons
(middle / upper primary) *THIS PRESENTATION IS FULL – 11 JUNE* |
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 2–4. This session will explore some practical ideas for supporting children’s development of multiplicative thinking.
Judy Anderson
| (upper primary) |
To develop deep understanding of important mathematical concepts, students need a range of experiences which focus on the same fundamental ideas. During this workshop, teachers will experience a range of tasks designed to build deep understanding of prime and composite numbers as well as factors and multiples. Discussions will focus on designing extended units of work for deep number knowledge.
Marj Horne
(upper primary)
This session will explore practical classroom activities and their connections to critical aspects of deep understanding in the domain of number. Common misconceptions and the big ideas in fractions and decimals will be discussed.
| (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
Rosemary Irons
(lower primary) *THIS PRESENTATION IS FULL – 11 JUNE* |
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) **THIS PRESENTATION IS FULL – 31 MAY** |
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.
Michelle Tregoning
(lower / middle / upper primary) **THIS PRESENTATION IS FULL – 31 MAY** |
| (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.
Peter Stowasser
| (middle / upper primary) |
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.
Judy Anderson
(upper primary) *THIS PRESENTATION IS FULL – 11 JUNE* |
Problem Solving and Reasoning are two of the Proficiency strands in the Australian Curriculum: Mathematics. Open-ended questions and investigations provide non-threatening opportunities for students to engage in problem solving and reasoning. Several examples will be considered during the workshop.
Back to topPeter Niass
(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.
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.
