2019 Session 2
11:25am - 12:20pm
Please check back closer to the day to confirm your workshop room
WS 2A: Multi-standard units with EOTC that reduce teacher workload! Lecture Theatre WG 403
Pretesh Kumar, Howick College
This year I implemented a seven credit unit combining AS91030 (1.5 Measurement) and AS91026 (1.1 Number) together.
In this workshop I will explain how and why we started this approach and what we’ve learnt from the experience. The two standards also involved a trip to Mitre 10 and Bunnings and I will share how this worked out too!
WS 2B: Scholarship at Macleans: What we do WF 313
Steve Buckley & Dan Edwards, Macleans College
In this workshop we will look at how we run our Scholarship programme at Macleans College and will look at some resources that we use. If time, we might also look through one or two questions in this year’s Scholarship Calculus exam.
WS 2C: Applying Variation Theory in teaching Mathematics and Statistics WF 314
Dr Nicola Petty, Creative Maths
As teachers we often make up examples on the fly. Sometimes this is successful but too often we get unintended consequences. We may also be missing out on opportunities for learning. Researchers claim “tasks that carefully display constrained variation are generally likely to result in progress in ways that unstructured sets of tasks do not, as long as learners are working within mathematically supportive learning environments.”
In this workshop Dr Nic will introduce and explore the ideas of variation theory with a compelling exercise. Then participants will work using the theory to create and explore sequences of examples in teaching mathematics and statistics, that provide opportunities for deeper learning while undertaking purposeful practice. Please note: this workshop will also be delivered at Statistics Day.
WS 2D: Enhancing Creativity through Puzzle-Based Learning WF 303
Dr Sergiy Klymchuk, Auckland University of Technology
The proposed workshop promotes the regular use of puzzles in the teaching and learning of STEM subjects. By a puzzle we mean here a non-routine problem that looks deceptively simple but has a surprising and counterintuitive solution. It is often presented in an entertaining way. The intention of this pedagogical strategy is to engage students' emotions and curiosity and also enhance their lateral thinking “outside the box”.
The expected benefits for students include improving creative problem-solving skills and also employability since innovative and creative thinking is a workplace requirement. Examples of the puzzles and their impact on the teaching and learning of mathematics, in particular calculus will be presented and discussed at the workshop.
WS 2E: Customising EP content to fully meet the needs of your learners WF 703
Ben Hilliam, Education Perfect. [please bring a device]
Education Perfect (EP) provides NZ's leading Maths content at a secondary level. However, even the best content will not fit every context. In this session Ben will explore how to curate and customise existing EP content, as well as create your own new content, to fully meet the needs of the learners in your class. This session is suitable for people who are able to at least set a Task on EP already, or, if they haven't used EP yet, have a high level of digital fluency.
Please bring a device
WS 2F: NCEA and Mathematics Internal Assessment, An introduction WF 713
Neil Marshall, National Assessment Leader NZQA
This workshop will support participants in gaining a sound understanding of best practice for the assessment of internally assessed standards. It willnbe aimed at new teachers of mathematics, either recently trained New Zealand teachers or overseas trained teachers who have recently arrived in New Zealand.
WS 2G: Mathematical Modelling: Grappling with open-ended problems WF 714
Peter Bier, The University of Auckland
For the last 10 years I have run a day-long mathematical modelling competition, where teams of senior secondary students from all over the country attempt to solve a real-world problem using mathematics. Each year's problem is short to state but challenging to tackle, e.g. "How much fuel is required for a manned mission to Mars?" The reports submitted by each team provide a snapshot of how students approach challenging, open-ended problems. This session will reflect on what makes a successful mathematical problem solver and strategies we can use to encourage students to become better problem solvers.
Please note: this workshop was delivered at this year’s NZAMT Conference.
WS 2H: Using GeoGebra in a Junior Maths Classroom WF 711
Michael Walden, Mt Albert Grammar School. [please bring a device]
This year I used GeoGebra successfully to introduce Geometric Reasoning to my Year 9 mixed-ability class. In this workshop I will show you how I did this and I will share other ways in which you can use GeoGebra in your Junior classes.
No knowledge of GeoGebra will be assumed as I will step you through how to use it (just like I did with my Year 9s).