Programme
Tuesday 5th December 2023
Registerations have closed through the form email is an alternative
The general plan for the day
8.15 am Registration opens
8:55 am: Welcome and Keynote
10am: Morning tea
10:30am: Workshop 1
11:35am Workshop 2
1:15pm Keynote:
2:10pm Workshop 3
Morning Keynote:
Subash Chandar K
AKA @infinityplusone
Infinite lessons learnt, One perspective shifted.
As we journey into the new realm of mathematics, I'm excited to share the invaluable lessons learnt from students in both physical and virtual classrooms, insights gained as a colleague and Head of Department, and, most importantly as a lifelong learner.
Join me in uncovering the narrative of my shift from the traditional 'sage on the stage' to an advocate for collaborative learning, standing side by side with my students. Discover the driving force and passion that fuel my work as infinityplusone.
In the ever-evolving landscape of education, we'll explore strategies to transform challenges into opportunities presented by the new curriculum. Let's collectively address the dynamic nature of education and embrace the possibilities it holds.
Subash, a dedicated Learning Designer at Ormiston Junior College, is driven by a mission to inspire the next generation of creators and innovators. Motivated by his students' enthusiasm, he consistently challenges his teaching methodologies, positioning himself at the forefront of future-focused education.
In his pursuit of excellence, Subash tailors meaningful tasks to diverse learning styles, aiming to heighten student engagement and equip them for future challenges. Recognized for his outstanding contributions, he has received prestigious awards, including the National Excellence in Teaching Awards (2018), the Margaret and John Kalman Charitable Trust Mathematics Teaching Prize (2017), and the Jim Campbell Award for Teaching Excellence in Mathematics (2017). Notably, Subash is a two-time recipient of the Ernest Duncan Award in 2017 and 2020.
Beyond the classroom, Subash extends his impact through his YouTube channel, infinityplusone. Here, he passionately shares his love for education and supports thousands of NCEA students in navigating their NCEA Maths exams.
Afternoon Keynote:
Mike Thomas
The Learning and Teaching of Calculus : Ideas, Insights and Activities
Mike's Talk will be in relation to his work in co-authoring the recently published book of the same title. He will be sharing some of those ideas, insights and activities, with the aim of stimulating thinking about calculus concepts and approaches to teaching them.
Mike Thomas is an Emeritus Professor of Mathematics Education in the Mathematics Department at Auckland University. He taught secondary mathematics for 21 years before a research career resulting in over 220 refereed research publications, encompassing the nature of advanced mathematical thinking, the role of representations in versatile learning of mathematics and the use of digital technology in learning mathematics at both school and university. He was the 2015 Bevan Werry speaker and has presented numerous research seminars around the world. He has given two invited lectures at ICME (2004 and 2016), led the survey team for ICME12 on mathematical difficulties in the transition from school to university and was a member of ICME14 survey team on research on university mathematics education.
Workshop 1 options
1A Playing games for Mathematics Learner Identities
Lisa Darragh - University of Auckland
In this workshop we will play a couple of maths games and consider the implicit messages these games give about what it means to be a learner of mathematics. I will invite workshop attendees to critically re-think the games and other activities they do in their own classrooms in light of such messages.
Lisa Darragh is a senior lecturer in mathematics education at the University of Auckland. She teaches undergraduates in initial teacher education and on postgraduate courses. Her research interests include student learner identity, digital platforms for learning mathematics, and socio-political issues in mathematics education.
1B: What makes a good problem solver? NZ Engineer Science Competition
Peter Bier - University of Auckland
For more than a decade 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 (Fermi Problems!).
Peter Bier is an award-winning mathematical modelling teacher from the University of Auckland, well known for spicing up his teaching with juggling and unicycling. He coordinates the MAX programme, which provides the opportunity for secondary students to take a first-year university mathematics course, while still at school. He also runs the NZ Engineering Science Competition, a day-long mathematical modelling event for senior secondary students.
1C: Developing Foundational Numeracy - Remote
Phil Trusdale - MOE
Join Phil Truesdale, Learning Area Lead - Numeracy in this interactive workshop about how our learners can be supported to be foundationally numerate. Phil will share how strategies he used in his own practice connect to US32406: Use mathematics and statistics to meet the numeracy demands of a range of situations and how this leads to success in the assessment of numeracy - and most importantly, success for our learners beyond school.
Phil has recently joined the Ministry of Education as Learning Area Lead - Numeracy. Prior to this, he was a Head of Department at Papanui High School in Christchurch, held roles on NZAMT's Executive Committee and provided advice to a range of Ministry initiatives from the perspective of a practising teacher.
1D: Implementing Mātauranga Māori
Susan Jackson - Diocesan School for Girls
In 2018, the Diocesan Math department started on our journey of Mātauranga Māori. With help from guest speakers, we unpacked the meaning of Mātauranga and Te Ao Māori. We then as a faculty, engaged in a lot of different activities to help us feel confident and competent to, when we were ready, create authentic Mātauranga Māori lessons. In 2023, we are still going strong, still learning, still happy to share what we have been doing so that others may come away feeling confident about Mātauranga Māori as well.
Ko Hikurangi te Maunga, Ko Waiapu te Awa. Susan is the HOF Mathematics at Diocesan Girls school here in Auckland. She likes teaching, learning and helping others.
1E: Things I have learnt from Teaching Scholarship Calculus
Carl Fourier - Macleans College
This was my first year of teaching this course. My students have taught me about as much as I have tried to teach them! I have learnt not just content, but also some important skills and concepts. Please join me as I share these with you!
Carl has taught Mathematics for 30 hears in South Africa before immigrating to New Zealand. In Sout Africa, he was a national examiner for 10 years, an author for a series of Mathematics textbooks, and headed up Mathematics faculties at three schools. He is currently teaching Scholarship Calculus, and Cambridge Further Mathematics at Macleans College.
1F: Exploring Materials to Support the Refreshed Curriculum
Pip Arnold - Karekare Education
In this workshop Pip will share some materials that have been created to support the refreshed mathematics and statistics curriculum. The materials are in draft, due for release in term 1 2024.
1G: Planning and Piloting of the New NCEA Level 1
Francis Leslie-Ellis - Inglewood High School
This presentation will run through the changes we made to our teaching programme as a pilot school of the new L1 NCEA mathematics and statistics course. There will be some discussion on assessments and how they ran and what is possible. Where possible, I will try and engage with thought provoking statements and hopefully afterwards attendees will feel more comfortable with what is expected in 2024 and beyond.
Francis has had 25 years experience teaching mathematics and statistics in NZ. He currently teachers at Inglewood High School in Taranaki. He is secretary of NZAMT and has been involved in the writing of the new NCEA standards. He has piloted the new NCEA Level 1 standards in 2023.
Workshop 2 options
2A: "Girl Maths!" Educational opportunities and risks in this Tik Tok phenomenon
Lisa Darragh - University of Auckland
We will unpack the Tik Tok phenomenon that is "Girl Maths" and consider the educational opportunities of embracing youth culture such as Tik Tok in mathematical activities. We will also consider the risks in doing so. This workshop involves doing a little bit of (girl) maths, and using a little bit of theory to think about our teaching as we use the concepts of student learner identity and culturally relevant pedagogy to consider the phenomenon of "Girl Maths"
Lisa Darragh is a senior lecturer in mathematics education at the University of Auckland. She teaches undergraduates in initial teacher education and on postgraduate courses. Her research interests include student learner identity, digital platforms for learning mathematics, and socio-political issues in mathematics education.
2B: The Mathematics of Juggling
Peter Bier - University of Auckland
This hands-on workshop will introduce you to the art of juggling, as well as the mathematics used to describe and generate new juggling patterns. It will also provide ideas on how you can use juggling to create a more memorable learning experience. Be prepared to be entertained and a little challenged too, experiencing what it is like to be a student again, by exploring some mathematical problems and learning to juggle 3 balls.
Peter Bier is an award-winning mathematical modelling teacher from the University of Auckland, well known for spicing up his teaching with juggling and unicycling. He coordinates the MAX programme, which provides the opportunity for secondary students to take a first-year university mathematics course, while still at school. He also runs the NZ Engineering Science Competition, a day-long mathematical modelling event for senior secondary students.
2C: Resources for planning next years maths courses - Remote
Mark Hooper - MOE
Mark will focus on the resources that are available to help further plan and deliver an effective teaching, learning and assessment programme in 2024. There will be plenty of time for questions and feedback. Mark will be joining us through video conference from Dunedin. An AMA committee member will be facilitating the session so the session has a workshop feel, but with Mark's high level MoE knowledge to guide us and answer questions.
2D: Bridging the gap between high school and university study
Ashleigh Fox and Kelly Moodie - University of Auckland
We are hearing a lot about how school students are not prepared for university study, even if they have passed their NCEA exams and have the pre-requisites for their courses, and for Engineering, this is particularly noticeable in their core maths and calculus understanding. We also hear from teachers who want to know how they can better support their students' preparation for tertiary study, and what core skills and content they could teach their students beyond (or through) what the NCEA standards require. This workshop is aimed at bringing teachers and Engineering academics together for a discussion around the skills and content that would be valuable for students to know, and how both groups might be able to support each other in the future, with a view to ensuring students have the best chance of success in their chosen career path.
Ashleigh manages a project in the Faculty of Engineering to encourage more women into STEM, and inspire them to consider Engineering as a career path. This includes initiatives such as the Y11 Holiday Camp, virtual and in-person Study Mentoring and NCEA exam revision, schools outreach, teacher engagement, and a range of networking events through the year.
As the WEN Adviser, Kelly is focused on the participation, retention and success of female engineering students. She works closely with the Women in Engineering Network of current students and industry sponsors, and engages with schools to raise the profile of Engineering as a career choice for girls.
2E: NCEA Level 1 course planning; unstreamed, themed and assessment in the flow
Sally van Praag - Albany Senior High School
Level 1 mathematics and statistics at Albany Senior HS weaves the core strands together offering students the opportunity to work together to solve problems in relevant contexts as they develop their thinking skills while building specialist knowledge in mathematics and statistics. This presentation has elements for a recent #AMAONLINE - Viewers of that presentation may still find value in this person workshop.
Sally is HOD of Maths at Albany Senior High School.
2F: Elevating Mathematics Teaching: Inspiring Success with Effective Strategies
Tom Lin - Epsom Girls' Grammar School
Do you ever wonder about the impact you're making in your classroom? Can we truly measure the depth of our students' learning experience? Join us for an interactive workshop where we delve into these questions. "Elevating Mathematics Teaching" utilises Robert Dilts' neurological level of change as a guiding framework. This interactive session is designed to explore innovative ideas and strategies, empowering you to enhance your students' mathematical capabilities and identities.
By the workshop's end, you'll be equipped with practical tools and fresh insights to elevate your teaching practice, ensuring a more profound impact on your akonga. This may be an opportunity to take your teaching to new heights and make a lasting difference in your classroom.
Tom is a teacher at Epsom Girls Grammar School. He is also an in-school leader for Auckland Central Community of Schools, focusing on learner agency. He was a recipient of the Kalman Mathematics Teacher Fellowship.
2G: Connected Curriculum
Edwin Small - MOE
This session looks at connecting the Big Ideas and Significant Learning in Mathematics & Statistics with those in other subjects to provide a rich learning experience for akonga. A case study approach will provide teachers with tangible examples of these connections and demonstrating how assessment can naturally fall out of this collaboration.
Edwin is an experienced secondary mathematics teacher. He has recently joined the Ministry of education as an NCEA implementation facilitator (NiF).This role is to support schools through the NCEA changes in Mathematics and Statistics. Edwin's region is Te Tai Tokerau, North Island and is based in Kaitaia.
Workshop 3 options
3A: Virtual Manipulatives - from teacher demo to student toolkit
Jared Hockly - Western Springs College
This workshop will look at the use of Virtual Manipulatives (think digital counters, Cuiseniare rods, Algebra tiles ...) to help students learn. In particular we will use the online tool Polypad. We will explore a range of ways the Virtual Manipulative can help explain important mathematical ideas. Touching on a little educational research we will look at evolving a digital tool like this from a way a teacher can explain ideas to tool that will students use to help them think. The workshop will be to structured to cater for teachers brand new to this type of tool, up to teacher with moderate skill level. This is a repeat of a workshop run ta this years NZAMT conference.
Teacher (and HOD) of mathematics at Western Springs College - Ngā Puna o Waiōrea. Teaching in a Innovative Learning Environment with an interest in the use of technology in mathematics education. Recently finished a Masters in Professional studies in mathematics education.
3B: Cognitive Load Theory - Practical tips for the classroom
Malcom Barr - St. John's College (Hamilton)
Have you ever wondered why your students miss the last (easy) step in solving a problem? Or why they can do all of the steps of a task individually but can never put them all together? Cognitive Load Theory can explain why this happens. In this workshop I will share with you what Cognitive Load Theory is, how it has informed my teaching, and some concrete tips for using it in your classroom.
I am currently Head of Faculty, Mathematics at St John's College, Hamilton. I began teaching nearly 20 years ago as a Digital Technology teacher with maths on the side, and left the profession after 5 years suffering the common burnout of young teachers. After a time to reflect, I returned to teaching reinvigorated and focused on Maths.
I now focus on my teaching practice with specific reference to research to ensure what I am doing can produce the best outcomes for my students.
3C: Refreshed Mathematics & Statistics Curriculum
Julia Crawford - Cognition Education
Explore the refreshed mathematics and statistics curriculum while making links to Te Mātaiaho, the Common Practice Model and NCEA Numeracy. Using the idea of 'practices' we will consider some maths activities and resources that are ready to use in your classroom.
Julia is an experienced Mathematics and Statistics teacher with a passion for supporting teachers to make learning engaging and relevant for all. Julia is an accredited PLD facilitator with Cognition Education. She has expertise in improving pedagogy in mathematics and statistics, designing school wide programs with a focus on the transition between primary and secondary school, statistics teaching and learning, and NCEA assessment. Julia was a member of the Common Practice Model Contributors Group.
3D: Financial Literacy in Junior Mathematics
Claire Bailey - Retirement Commission
Are you interested in teaching financial capability to year 9 & 10 students in Mathematics? Sorted in Schools offers free resources for New Zealand schools which are aligned to the NZ curriculum. In this presentation, I will discuss the importance of financial capability education and give you an overview of the Sorted in Schools programme. I will introduce you to some free resources which you can start using in your classroom right away. The resources will cover topics such as investing, taxation, saving and managing money.
3E: Measurement exemplars for seamless transitions
Pip Arnold + Nala Mataraj - AMA
In this workshop participants will look at the progressions in measurement from year 7-8 through to year 11. A number of teaching and learning activities will be used to support developing deeper understanding on what, where and how of the refreshed curriculum.
3F: Using Desmos to explore mathematical properties
Heather Ricketts - AUT
For students who struggle with equations I have created some Desmos activities to help model mathematical relationships and discover properties of linear, quadratic, exponential and simultaneous equations along with trigonometric functions. Students engage readily and questions can be asked that guide an exploration of the properties of these equations and functions.
Heather is a lecturer in the School of Engineering, Computing and Mathematical Sciences, at AUT. She teaches statistics, problem solving and algebra in the Foundation programme.
3G: Body-based mathematics
Caroline Yoon & Robyn Gandell- University of Auckland & Unitec
Workshop description to come, check back shortly
How is mathematics related to our bodies and the way they move? This workshop explores historical and psychological connections between mathematics and our bodies. We will take a look at examples of classroom practices that deliberately involve bodily movement in mathematics teaching and learning and will try a few activities ourselves!
Caroline Yoon is an Associate Professor in Mathematics Education at the University of Auckland. She is currently working on a collection of stories and essays that follows the mathematical experiences of a fictional family while the child attends primary school. She is interested in ways to support creativity in the mathematical experience.
Robyn is a senior lecturer at Unitec Institute of Technology and was awarded her doctorate, investigating movement in students’ mathematical problem solving, from the University of Auckland in 2023. She has taught dance and mathematics at secondary school, was a physiotherapist for several years and has always danced. In her current role, Robyn teaches and is Curriculum Lead for mathematics in the foundation/ bridging programmes.