2019 Session 3
1:05pm - 2:00pm
Please check back closer to the day to confirm your workshop room
WS 3A: Reimagining Level 3 Maths and Calculus Lecture Theatre WG 403
Julia Novak, The University of Auckland
The practice of mathematics has gone through many changes in the last 30 years. Yet the NZ Level 3 Mathematics curriculum has not changeD much. Should it? Does the current Level 3 Mathematics meet the needs of the users? What could the future of Level 3 Mathematics be?
Please note: this workshop was delivered at this year’s NZAMT Conference.
WS 3B: Learning Maths as an English Language learner WF 313
Kim Locke, The University of Auckland
Cultural diversity within the maths classroom enriches the learning environment, but it also poses communicative challenges. Research has shown that, with appropriate support from the teacher, English language learners (ELLs) can engage in communication in a way that enables them both to learn mathematics and to participate in mathematical discussions. In this presentation, I provide some simple but effective techniques that have been shown to enhance communication in multilingual maths classrooms.
WS 3C: Create a new Assessment Activity WF 713
Neil Marshall, National Assessment Leader NZQA. [please bring a device]
In this session we will look at creating an internal assessment task from scratch. Bring along one embryonic idea for an assessment activity for either AS91575 (3.3 Trigonometry) or AS91573 (3.1 Conics) and we will work together to create suitable tasks to assess these standards.
This workshop is suitable for experienced teachers of Mathematics.
WS 3D: Aesthetics in Mathematics WF 314
Liang Qiu, Baradene College
Is Maths beautiful? What is beautiful about maths? (Not calculations and formulae?)
Mathematical study consists of three levels of thinking: basic skills, lateral thinking and creative thinking. What plays the most important role in helping students to gain conceptual understanding and to develop creative thinking? In this workshop I will explore the beauty of Mathematics and the Aesthetics approach to the Mathematical concepts. I will also share some key strategies for developing students’ conceptual understanding.
Please join me and experience a fun, enjoyable and exciting journey of the mathematical world.
WS 3E: Teaching and Assessing with Desmos WF 303
Simon Bentham & Greydon Little, Orewa College.
Desmos is currently widely used in many countries and is gaining popularity in New Zealand schools. It has the power to make any learning from year 9-13 intuitive and provides an environment for students and teachers to graphically represent mathematical problems. This year we used it to teach and assess the Level 2 Graphs Achievement Standard.
This session will look at the use of Desmos in the classroom as a method of instruction and discovery as well as the opportunities it provides for assessing using this tool. Participants will be introduced to the Teacher resources available in Desmos and we will look at nuances of assessing using this tool
Please bring a device
WS 3F: South Auckland Mathematics Challenge (SAMC) WF 714
Josephina Ah Sam & Katalina Ma, The University of Auckland / Mangere College
Our workshop shares the journey we took with 7 South Auckland schools towards an increased engagement and improved preparation towards Mathex 2019. We wanted to provide an opportunity for both students and teachers to establish and nurture networks through a mathematics competition.
In this talanoa we want to share our experiences with you, discuss how SAMC could grow to incorporate more schools and how mathematics competitions could work in other areas.
WS 3G: Using GeoGebra in a Senior Maths Classroom WF 711
Michael Walden, Mt Albert Grammar School. [please bring a device]
Every year I use GeoGebra with my Scholarship Calculus class in a variety of contexts – to solve optimisation problems, to investigate loci and to visualise 3D situations to name just a few. In this workshop I will share some ways in which you can use GeoGebra in your Senior classes to improve the understanding of your students.
Basic GeoGebra skills (or computer savviness) is recommended because of the nature of the problems we will be solving.