Mathematics: Opening Doors Conf… · Conference Program 2016 8:30 Registration 9.00 - 10.00 Opening Keynote: Charles Lovitt Happy Healthy Cheerful Productive Classrooms 10:00 - 10:25

Mathematical Association of New South Wales

Mathematics:

Opening Doors

K - 8 Mathematics Conference

2016 Saturday 2nd April, Bankstown Sports Club

9:00am to 5:00pm

Welcome

2016 PAM Primary/Middle Years Conference Mathematics: Opening Doors

Welcome to the fifth annual mathematics conference presented by the PAM (Primary Association for Mathematics) committee of the Mathematical Association of NSW (MANSW). The 2016 conference will again incorporate both primary and middle years workshops, offering presentations with a K-8 focus. The theme for the conference - Mathematics: Opening Doors aims to promote thinking about the opportunities and possibilities opened up to our students through the learning of mathematics, preparing them for life in the 21st Century. The conference will provide an excellent opportunity for participants to partake in professional learning that will further develop their ability to engage their students in mathematical experiences that utilise thought-provoking and innovative ideas. The PAM committee would like to thank our keynote speakers, Charles Lovitt and Paul Swan, and all of our invited speakers for generously contributing their time. Thanks also go to exhibitors and our Gold sponsor, Modern Teaching Aids, for providing the opportunity for participants to explore all the latest resources and books. Along with our keynote presentations we have 28 sessions to choose from across four time slots. They cover a wide variety of topics and all years from Kindergarten through to Year 8. Along with choosing sessions targeted at your current year group, consider attending alternative sessions to find out more about what happens at other stages of mathematical learning and develop your understanding of the syllabus continuum. Much planning and work is involved when organising any conference. We would like to thank the PAM committee and the MANSW administrative and professional staff for their contributions and support. PAM has an ongoing commitment to deliver high quality professional development for primary and middle years teachers and we welcome your feedback and suggestions for future professional development. We also encourage all members to access the MANSW website (www.mansw.nsw.edu.au) and join one or both of our Facebook pages: https://www.facebook.com/groups/PAMaths/ and https://www.facebook.com/groups/MANSW/, for up to date information on other primary and secondary professional development sessions that are planned across the school year. We hope you enjoy the conference! Maria Quigley Conference Convenor

Conference Program 2016 8:30

Registration

9.00 - 10.00

Opening Keynote: Charles Lovitt

Happy Healthy Cheerful Productive Classrooms 10:00 -10:25

Morning Tea

Rooms

Birdwood Boggabilla Mirambeena Flinders Gillawarna Lansdowne Hume

10:25 - 11:25

Session 1

Games: Just trivial pursuits

Paul Swan 2 - 8

Engaging with the proficiencies through problem solving and

investigations Catherine Attard

& Elise Attard 2 - 6

Drawing mathematics Jenni Way

K - 3

Consumer and financial teaching resources for teaching mathematics

Colleen Blancato K - 8

Rich tasks in statistics and probability

Lorraine Day 5 - 8

Open tasks for reasoning

Katherin Cartwright K - 2

Striving for real understanding in

mathematics Lynne Openshaw

5 - 8

11:35 - 12:35

Session 2

Differentiation strategies

Charles Lovitt K - 6

When splitting goes bad!

Peter Gould 1 - 4

Inquiry-based learning in middle years mathematics

Judy Anderson 5 - 8

The mathematics in music

Michelle Tregoning, Rhys Hill & Vi Nguyen

3 - 6

Fold it, crease it, shape it

Maree Skillen 5 - 8

Opening the door on triangular numbers

Heather McMaster & Kimberley McMartin

5 - 8

Building a growth mindset in mathematics

Kristen Tripet K - 8

12:35 -1:30

Lunch

1:30 - 2:30

Session 3

Purposeful play Paul Swan

K - 2

Engaging children with mathematics through

Financial Literacy education

Catherine Attard & Matt Thompson

3 - 6

Stretching reasoning in Stage 4

Peter Gould 7 - 8

+6 Extension

The importance of conversation in the

mathematics classroom Darius Samojlowicz

3 - 8

These are a few of my favourite things Marion Assagaier

K - 4

Working mathematically through

the use of puzzles and open-ended questions

Maria Quigley 2 - 8

Maths enrichment activities

Matt Skoss 4 - 8

2:40 - 3:40

Session 4

The rise and rise of inquiry approaches to learning mathematics

Charles Lovitt K - 8

Tips for using technology in the

mathematics classroom Catherine Attard

3 - 6

Hook, line and Mathemaddicted:

Hooking students into mathematics Rebecca Ryan

K - 6

Accessing algebraic concepts through the

proficiency strands Lorraine Day

4 - 8

Number lines: Opening or closing 'conceptual

doors'? Jenni Way

1 - 6

Open the door to Wonderland Rick Stevens

5 - 6

A five focus questions approach to teaching

mathematics: Opening the mathematics door

to all. John Ley

4 - 8

3:40 - 4:00

Afternoon Tea

4:00 -5:00

Closing Keynote: Paul Swan Reasoning: What is it? - How do we develop it in our students?

5.00 Prize Draw

OPENING KEYNOTE 9:00am - 10:00am

Happy Healthy Cheerful Productive Classrooms Charles Lovitt The Theatre

Happy: Learning should be an enjoyable experience! Healthy: Means educationally healthy – we have choices. We should make the choices that we can justify as effective teaching. Cheerful: Happy deserves to be in the title twice. Productive: The students all have to learn something and we are accountable. What are the ingredients that go to make up the sort of rich, healthy learning environment we can all be proud of? How can we monitor or adapt existing lessons to include these features and qualities? What sorts of unit planning structures can keep all of these in balance?

SESSION 1 10:25am - 11:25am

Games: Just trivial pursuits 2 - 8

Paul Swan Birdwood In this session Paul will share some ideas for gaining the most from playing a game. Ideas will be provided to ensure that the students are challenged at the appropriate level when playing games.

Engaging with the proficiencies through problem solving and investigations 2 - 6

Catherine Attard & Elise Attard Boggabilla Western Sydney University & Artarmon Public School The proficiencies are a critical element of the curriculum and should be a focus in every mathematics lesson. In this hands-on workshop participants will engage with a range of strategies for using a problem-solving and investigation based approach in the primary classroom. Several tasks will be explored along with their potential for differentiation, engagement and opportunities for assessment.

Drawing mathematics K - 3

Jenni Way Mirambeena

The University of Sydney Why do we ask children to draw in mathematics? What can children’s drawings tell us about their conceptual development? How do we support the transition from ‘pictures’ to mathematical diagrams? These questions will be explored through drawing, interpreting children’s drawing and discussing research findings.

SESSION 1 continued 10:25am - 11:25am

Consumer and financial teaching resources for teaching mathematics

K - 8

Colleen Blancato Flinders NSW Department of Education This workshop will: raise awareness of consumer & financial literacy education and its importance; show teachers what is in it for them professionally and personally; introduce the MoneySmart Teaching website and all the resources available, including units of work, digital activities and videos; introduce the MoneySmart Schools concept. All of the teaching resources are aligned to the NSW syllabus for the Australian curriculum in Mathematics, Science and English. All participants will receive a USB of the teaching resources.

Rich Tasks in Statistics and Probability

5 - 8

Lorraine Day Gillawarna University of Notre Dame The Australian Curriculum: Mathematics states that “students should represent, summarise and interpret data and undertake purposeful investigations involving the collection and interpretation of data, assess likelihood and assign probabilities using both experimental and theoretical approaches”. Tasks which lead to rich mathematical activity and have the Proficiency Strands embedded, encourage students to identify the links between statistics and probability and investigate these links. Meaningful contexts allow students to situate their learning and make meaning from the data.

Open tasks for reasoning K - 2

Katherin Cartwright Lansdowne NSW Department of Education

This session will show how open-ended problem solving tasks can be utilised to promote and encourage reasoning in the classroom. Participants will look at a number of addition and subtraction hands on tasks and how to record students' reasoning.

Striving for real understanding in mathematics 5 - 8

Lynne Openshaw Hume St Joseph’s College Common errors and misunderstanding arising from misinformed logic. Replacing "quick short cuts and rules" with a solid foundation.

_______________________________________________________________

SESSION 2 11:35am - 12:35pm

Differentiation strategies K - 6

Charles Lovitt Birdwood One of the big juggling acts in creating a Rich Healthy and Balanced Maths curriculum is to pay serious attention to the diversity of interest and ability levels that exist in every classroom – often called ‘the-7-year-gap’. Teachers across Australia have been wrestling with this issue for many years and have created a significant array of innovative, exciting, practical strategies and resources in this area. The workshop will showcase many of these in the most practical and useable form for teachers to use in their own classrooms.

When splitting goes bad! 1 - 4 Peter Gould Boggabilla NSW Department of Education The syllabus refers to both the 'jump strategy' and the 'split strategy' in Stages 1 & 2. Students who habitually use the split strategy are prone to errors in subtractions requiring regrouping or trading. This session will address two questions: How common is this problem and what can we do to overcome it?

Inquiry-based learning in middle years mathematics

5 - 8

Judy Anderson Mirambeena The University of Sydney Inquiry-based learning includes student-centered teaching approaches such as teaching through problem solving, modeling real-world situations and open ended investigations. These approaches support the development of all of the Working Mathematically components and they can vary in the level of structure or support provided by the teacher. Examples of inquiry-based learning tasks will be presented with opportunities for teachers to evaluate and critique the approaches.

The mathematics in music

3 - 6

Michelle Tregoning, Rhys Hill and Vi Nguyen Flinders

Laguna Street Public School Have you ever wondered how music and maths are related? Have you ever wondered how you could integrate both learning areas to encourage active participation and improved learning outcomes for students? This hands-on session will ask participants to join in a range of musical activities designed to support learning in the creative arts, reasoning, problem solving, fractions and patterns and algebra.

SESSION 2 continued 11:35am - 12:35pm

Fold it, crease it, shape it

5 - 8

Maree Skillen Gillawarna University of Technology Sydney: Insearch This hands-on workshop will provide active mathematical experiences for participants to engage with geometrical concepts and ideas in exciting, fun, thought provoking and creative ways. Participants will have the opportunity to explore, question and take away simple ideas to build an experiential base necessary for further learning in the 21st century mathematics classroom. Participants attending this workshop are asked to bring a set of safety scissors, ruler and pencils.

Opening the door on triangular numbers

5 - 8

Heather McMaster & Kimberley McMartin Lansdowne The University of Sydney Triangular numbers can provide students with a wealth of opportunities to develop their problem solving skills and at the same time, learn valuable content knowledge for future problem solving. In this session we will report on a teaching sequence we developed and trialed in a composite Year 5/6 classroom. The teaching involved exploratory hands-on experiences catering for all students through the use of various enabling prompts, extension questions and class discussion. Careful sequencing of the activities helped students move from concrete geometric representations to an understanding of the numerical properties of triangular numbers, thereby enabling them to recognise triangular numbers in more abstract problem solving situations.

Building a growth mindset in mathematics K - 8

Kristen Tripet Hume Academy of Science Is our mathematical ability fixed or is it like a muscle that can grow through effort? The way we view mathematical ability has a profound influence on the way we approach the teaching of maths and the role we encourage students to adopt as learners. This workshop will explore how classroom structures and culture can promote a growth mindset and drive learning forward.

SESSION 3 1:30pm - 2:30pm

Purposeful play

K - 2

Paul Swan Birdwood Play is a legitimate aspect of early Childhood Education. In this session teachers will be given the opportunity to ‘play’ in such a way that the mathematics behind the play comes to the fore.

Engaging children with mathematics through Financial Literacy education

3 - 6

Catherine Attard & Matt Thompson Boggabilla Western Sydney University & Austral Public School Teaching children good consumer and financial habits are some of the most valuable skills we can give them. The “Financial Literacy Project” run by Associate Professor Catherine Attard from Western Sydney University was developed to investigate the effectiveness of using financial literacy education to increase student engagement with mathematics. This session will explore the concepts of financial literacy education, engagement with mathematics and the importance of ensuring that mathematics is taught for an authentic and real life purpose.

Stretching reasoning in Stage 4

7 - 8 +6 Extension

Peter Gould Mirambeena NSW Department of Education How can you encourage students to provide backing for their reasoning? This session will look at a number of familiar and one or two new mathematics tasks that will challenge Stage 4 students?

The importance of conversation in the mathematics classroom

3 - 8

Darius Samojlowicz Flinders

MANSW Professional Learning Consultant The Working Mathematically Strand underpins the NSW Syllabus for the Australian Curriculum Mathematics K-10. The objective is for students to develop an understanding and fluency in mathematics through inquiry, exploring and connecting mathematical concepts, choosing and applying problem-solving skills and mathematical techniques, communication and reasoning. Underpinning this objective is the ability to describe mathematical situations using everyday language and mathematical terminology. This workshop explores the importance of conversation in the maths classroom.

SESSION 3 continued 1:30pm - 2:30pm

These are a few of my favourite things

K - 4

Marion Assagaier Gillawarna Lurnea Public School Games can motivate students, capture their interest, and are a great way to get in that paper and pencil practice. Using games to support student’s maths learning has long been a part of my classroom practice. This workshop will highlight some of my favourite activities.

Working mathematically through the use of puzzles and open-ended questions

2 - 8

Maria Quigley Lansdowne The University of Sydney

Solving number puzzles and trying open-ended questions are great ways of putting students' mathematical knowledge and understanding into practice while further strengthening their number skills. They are also engaging and readily differentiable, catering for a wide variety of ability levels within a class. Both puzzles and open-ended questions can also be challenging, providing students with the motivation to further develop their reasoning and problem solving skills. This hands-on workshop will include Kenkens, Futoshikis, Fubukis and more.

Maths enrichment activities 4 - 8

Matt Skoss Hume

The Australian Association of Mathematics Teachers (AAMT) Explore a range of enrichment tasks that challenge students’ mathematical thinking, making use of a range of easy to use resources. Tasks will be drawn from those used at Maths Enrichment Camps in Central Australia and the Top End. Activities presented will be highly interactive in nature, and some would make great tasks for school open nights and fairs. Bring your smart phone and Twitter account … there will be ’stuff’ to photograph and share.

SESSION 4 2:40pm - 3:40pm

The rise and rise of inquiry approaches to learning mathematics K - 8 Charles Lovitt Birdwood Arguably the biggest growth area in the world of maths education! The steady shift from a closed, textbook rote learning view of the world towards a more open-ended, inquiry, investigative approach. We would not make this shift if we did not have very good reasons for doing so. Teachers have now created a small mountain of practical ‘inquiry’ classroom examples (which the session will explore) and how these fit into a balanced, coherent, organized, justifiable, assessable curriculum.

Tips for using technology in the mathematics classroom

3 - 6

Catherine Attard Boggabilla Western Sydney University How do you use technology in your mathematics lesson? Is the use of technology enhancing learning and teaching? Today’s classrooms are incorporating a much wider and flexible range of technological tools than ever before. In this workshop participants will explore a range of useful frameworks for planning, as well as a range of ideas and tips for the effective use of technology in the primary classroom. BYO device, and if possible, have these apps downloaded: NearPod, iClass Shapes, Adobe Voice, Pic Collage, Pick-a-path.

Hook, line and Mathemaddicted: Hooking students into mathematics K - 8 Rebecca Ryan Mirambeena Cabramatta West Public School All too regularly mathematics becomes an area of learning that students love to hate. During this session creative strategies to hook students into their mathematics learning will be shared. From tantilising technologies through to the power of narrative, this session will reveal how one school gets students from Kindy to Year 8 excited about maths!

Accessing algebraic concepts through the proficiency strands

4 - 8

Lorraine Day Flinders University of Notre Dame This workshop will investigate a range of tasks that use a problem solving approach for students to access deep understanding of algebraic concepts through reasoning and communication that will lead to greater fluency.

SESSION 4 continued 2:40pm - 3:40pm

Number lines: Opening or closing ‘conceptual doors’? 1 - 6 Jenni Way Gillawarna The University of Sydney This session aims to increase awareness of the different types of number lines recommended in the syllabus, and of the conceptual complexity of these mathematical diagrams. The difficulties that children encounter will be highlighted, and some teaching strategies discussed.

Open the door to Wonderland 5 - 6 Rick Stevens Lansdowne Loquat Valley Anglican School Explore some Lewis Carroll maths and much more as we delve into the wonderland of numbers - intriguing, challenging and sometimes bizarre!

A five focus question approach to teaching mathematics: Opening the mathematics door to all 4 - 8

John Ley Hume Western Sydney University

The five focus question approach was used by the presenter during 30 years of secondary mathematics teaching and is the topic of his PhD research. This method enables mathematical content to be taught, retaught, revised and extended efficiently through the use of 5 questions at the commencement of every lesson that will improve students’ depth of understanding of content and enable time for skill and concept development and constant revision. During the five questions the teacher engages with each student on an individual basis collecting data on student understanding, providing feedback to students and using this information to develop future questions tailoring the learning to the needs of individual students and the entire class. While used in secondary the approach is directly transferable to the Primary classroom.

CLOSING KEYNOTE 4:00pm - 5:00pm

Reasoning: What is it? - How do we develop it in our students? Paul Swan The Theatre

In this lecture Paul will use a task to illustrate the links between the other proficiency strands, understanding, fluency, problem solving and communication. Participants will be involved in reasoning, talking, describing and discussing mathematics and will take away some simple but effective ideas for embedding reasoning in their classes.

PRIZES

The conference will conclude with the winning of prizes by some lucky participants. The prizes have been donated by our very generous sponsors and exhibitors.

Conference sponsors:

Map of Venue

Level 1

Level 2

Birdwood

Boggabilla

Mirambeena Flinders Gillawarna Lansdowne Hume

Exhibitors & Food

Registration

The Theatre

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