| Keynote Address – Professor Dianne Siemon 9:15 – 10:15 |
| |
Access to multiplicative thinking largely explains why there is an 8 year range of mathematics achievement in the middle years of schooling. This keynote will examine the key ideas and strategies involved and explore how the Learning and Assessment Framework for Multiplicative Thinking might be used to address specific learning needs in this area. |
| SESSION A 10:45 am – 11:55 pm |
| A1 |
Partitioning – the key to building fraction knowledge and confidence. Di Siemon |
This workshop will explore a range of strategies and techniques found to be useful in developing fraction knowledge and confidence at this level. In particular it will explore the important role of partitioning in bridging the gap between informal and formal fraction ideas.
(Session full) |
| A2 |
Tea Towels and Tablecloths. Sharyn Livy.
Repeated (C1) |
Come fly away with me on my tablecloth! We will discover a magic land where we learn about Number, Space and Measurement. This will be a hands-on workshop with plenty of ideas for teachers to use with their primary students. (P-6)
(Session full) |
| A3 |
Using a Measurement Model To Develop Understanding About Fractions. Catherine Pearn |
Many researchers have noted how children’s whole number schemes can interfere with their effort to learn fractions. Students who appear to have successfully mastered routine algorithms for working with fractions may lack deep understanding of fractions – concepts, representations and use of number lines. This session will be ‘hands on’ and uses paper folding, Fraction Walls and number lines to develop an understanding of fractions using a measurement model.
(Session full) |
| A4 |
Introduction to CAS Calculators. Peter Fox |
This session will cover making the transition from Graphics calculator to CAS calculator, the mechanics of these two devices and developing ownership of mathematics through algebraic exploration. It will explore using algebra versus symbolic manipulation; what are your students doing? Participants will see how the introduction of a Computer Algebra System (CAS) impacts what and how mathematics is taught along with device navigation will be covered explicitly in this session. |
| A5 |
Developing a Culture of Working Mathematically. Michael Swanborough. Repeated (B5) |
Over the last few years, teachers at Flinders College have been redefining their mathematics curriculum to promote a culture of "working mathematically." This session will explore a variety of "hands-on" activities and the curriculum development process that has been used to enhance student learning.
(Session full) |
| SESSION B 1:00 pm – 2:10 pm |
| B1 |
Tools to identify mathematics learning needs in the middle years. Di Siemon |
This workshop will explore a range of tools to identify specific learning needs in Number in the middle years. In particular, it will focus on common misunderstandings in relation to place-value and decimal fractions, and how those needs might be met in the context of mixed ability classrooms. (Session full) |
| B2 |
Assessment. Ian Lowe. Repeated (C2) |
In this session we will look at methods of assessment other than tests. This includes gathering evidence for both Toolbox and Working Mathematically and making judgements relating to VELS levels for all VELS dimensions. The emphasis will be on assessment for improving learning, but also useful for reporting.
(Session full) |
| B3 |
Mathematics Intervention in the Early Years. Catherine Pearn |
A Mathematics Intervention program was established at Boroondara Park Primary School for children "at risk" of not succeeding with Year 1 mathematics. The results of testing will be discussed along with common difficulties identified. The presentation will highlight those strategies used in the intervention program that can be modified for classroom teachers to incorporate into their mathematics program.
(Session full) |
| B4 |
Developing a Unit of Work - CAS Calculators. Peter Fox |
In this session we will look at writing good questions. ‘Traditional’ text book questions are less relevant when students have access to a CAS. What sort of questions can we ask students that challenge understanding? Sample questions dealing with ‘surds’, Pythagoras, factorising and quadratic functions will be provided to help participants understand this change. Participants will also learn device navigation in this session, implicitly through the questions / material provided. |
| B5 |
Developing a Culture of Working Mathematically. Michael Swanborough. (Repeat of A5) |
Over the last few years, teachers at Flinders College have been redefining their mathematics curriculum to promote a culture of "working mathematically." This session will explore a variety of "hands-on" activities and the curriculum development process that has been used to enhance student learning. |
| B6 |
Inquiry and Extension (P – 6). Jennifer Bowden
(Repeat of C5) |
This workshop with look at an open-ended approach to mathematics. We will look at one concept and see how it can be developed to take students on an inquiry based, fun filled and challenging mathematical journey. We will discuss program enhancing strategies for gifted students and their incorporation into classroom programs. |
| SESSION C 2:15 pm – 3:25 |
| C1 |
Tea Towels and Tablecloths. Sharyn Livy. (Repeat of A2) |
Come fly away with me on my tablecloth! We will discover a magic land where we learn about Number, Space and Measurement. This will be a hands-on workshop with plenty of ideas for teachers to use with their primary students. (P-6)
(Session full) |
| C2 |
Assessment. Ian Lowe.(Repeat of B2) |
In this session we will look at methods of assessment other than tests. This includes gathering evidence for both Toolbox and Working Mathematically and making judgements relating to VELS levels for all VELS dimensions. The emphasis will be on assessment for improving learning, but also useful for reporting.
(Session full) |
| C3 |
Mathematical Misconceptions in the Middle Years. Catherine Pearn |
Recent research into the ways students learn mathematics has highlighted many misconceptions held by the students in the middle years of schooling. This presentation will focus on the differences in the types of strategies used and teaching strategies that can be used by classroom teachers to assist all students to achieve in mathematics.
(Session full)
|
| C4 |
Breaking Down the Barriers between Students and Fractions. Marina Savic |
This workshop is intended to break down the barriers between students and fractions. Often teachers will hear students say "I can’t do fractions", "I don’t understand fractions" or "Why do we have to learn all of these fractions – we only need to know ½, ¼ and ¾". Teachers of primary and secondary schools are encouraged to attend this workshop to learn different strategies to engage students and assist in improving their understanding of fractions in the real world. |
| C5 |
Inquiry and Extension (P – 6). Jennifer Bowden |
This workshop with look at an open-ended approach to mathematics. We will look at one concept and see how it can be developed to take students on an inquiry based, fun filled and challenging mathematical journey. We will discuss program enhancing strategies for gifted students and their incorporation into classroom programs.
(Session full) |
| SESSION D 3:30 pm – 4 pm |
|
Reenergising the clusters, teachers to work in cluster groups to reflect on past successes, share commonalities and create goals for the future. |
