Programme 

• 1A: The many roles of storytelling in mathematics teaching and learning            
  Caroline Yoon – The University of Auckland

Stories appeal to our emotions. They have a beginning (that creates an expectation), a middle (that complicates it), and an end (that resolves it). Teaching is a kind of storytelling, and in this workshop, we will explore how stories can be used in mathematics teaching and learning - to motivate, demonstrate, engage, heal, and reward. I will share some mathematical stories, and invite participants to share some of their own.

• 1B: Atomisation and the use of examples and non-examples in explicit teaching            
  Malcolm Barr  – St John’s College, Hamilton

Atomisation involves breaking down complex routines into smaller, teachable components called atoms. The atoms can be categorized into categories, comparatives, transformations, and facts. The goal is to make every component of a routine familiar to students so that they can focus on how the components fit together. Atomisation allows for more effective and efficient teaching of mathematics.

We will look at how we can use Atomisation in our teaching, the critical importance of well planned examples and the even bigger importance of non-examples in creating boundary conditions to help students fully understand concepts.This workshop will give you concrete skills you can use in your classroom tomorrow.

• 1C: Developing mathematical modelling competencies in school students          
  Roelant Dewerse – Titirangi Rudolf Steiner School and 2024 Kalman Teacher Fellow

Mathematical modelling brings together authentic problematic situations and mathematical thinking. This workshop will summarise two approaches to developing modelling competencies in students, and give some examples of what these might look like in intermediate and high school contexts. 

Note: if you are interested in mathematical modelling, you are welcome to attend workshops 1C and 2D.

• 1D: Hands-on activities in the mathematics classroom
  Nicolette Rattenbury – The University of Auckland

In this workshop Nicolette will share some fun activities and investigations of mathematical theorems that can be explored in the maths classroom, particularly when students and teachers may want a break from the structured curriculum for a while.

• 1E: Basic facts games for Year 6 to 9 classes
  Andrea Clark – St Ignatius of Loyola Catholic College

These are oldies but goodies. We will play and discuss five games that can be played day after day, that practice and reinforce basic facts. Games can form part of your start of lesson routine - when the students see the game on the board they settle and manage to find a pencil very quickly! We will also discuss how these games cater for students who struggle with basic facts, and for those who have them mastered.

• 1F: Integrating Mātauranga Māori in Math: Our Journey   

Susan Jackson – Diocesan School for Girls

Join me as I share our six-year journey of integrating Mātauranga Māori into our math curriculum. Though we spent time focusing on cultural contextualisation, through the process, we instead ended up embedding traditional Māori perspectives like whanaungatanga, whakapapa, and ngå mihi into our teaching practice.

• 1G: Scholarship Calculus 2024        

Michael Walden – Mt Albert Grammar School

In this workshop, we will take a quick look at the Scholarship Calculus exam sat by students the day before. We will explore some of the problems and discuss strategies to solve them. 

• 1H: Pacific Academy - An outreach programme focusing on the preparedness through NCEA externals
  Katalina Ma – The University of Auckland

In this workshop you will learn more about our programme which supports Māori and Pasifika senior students doing math and science externals and how the use of data confirms and assists with understanding why it is important.

• 1I: Engineering Success   

Ngaire Mackle and Lauren Walles – Rangitoto College

The relationships a teacher has with each of their students is integral to their success in learning Mathematics. We will discuss concepts such as course structure, priority learners and change management, as well as specific strategies to implement in your Mathematics classroom to help engineer success for some of your reluctant/less capable/less confident learners.

• 3A: Changing how we teach Maths from year 0 to 13 – a collaborative Kāhui Ako approach         
  Thur Borren – Pakuranga College

It is a challenge to find meaningful ways to collaborate in Mathematics across such a broad pathway. We were able to successfully manage this through a number of different approaches in what we teach, how we teach and a process of improvement to drive change. In this session we will look at different means to do this with a summary of our approaches, some tasks, investigations and processes to make and sustain change in how we teach Mathematics. This will be an interactive session with the chance to ask questions at the end.

• 3B:  Assessing the new NCEA Level One Maths: AS1.2 and AS1.4

Rachel Cookson – NCEA Implementation Facilitator, Ministry of Education

In this workshop, Rachel will present on the new NCEA Level One Maths standards, highlighting the similarities and different approaches to the teaching and assessment of them. We will explore the mathematics covered the achievements standards 91945 (1.2) and 91947 (1.4), along with how teaching and learning programmes can support learners to develop a strong mathematical foundation that allows them to interpret and solve problems efficiently and strategically.

• 3C: Developing the Women in Engineering Academy               
  Ashleigh Fox – Women in Engineering Project Manager – The University of Auckland

The Women in Engineering (WIE) team have a refreshed vision: to nurture an inclusive community for aspiring future women engineers, supporting them to make informed careers decisions so they can thrive in their chosen field. To achieve this, we are developing an Engineering Academy for women high school students to join us on a journey to become inspired, build their STEM confidence and support their journey towards studying engineering. We could not develop this initiative without the insights and support of teachers and careers advisors across Aotearoa, so this workshop is a chance for you to find out more and share your suggestions, feedback and ideas to help us make this initiative succeed. Afterwards, there will also be the opportunity for any interested teachers to continue working collaboratively with us as we implement the academy.

• 3D: A massive resource share from an experienced maths teacher!
  Tyler Benson – Hutt Valley High School

Never make another resource from scratch again! In this workshop Tyler will be sharing with you over 10 different websites that he uses every year when making resources. He will show you how he uses them to create worksheets in under 30 seconds, as well as how to run games and competitions that always work. The resources are particularly good for years 9-11, but have been used at every year level. Bring a device, and get ready to bookmark a ton of handy websites. You will leave the session with literally infinite worksheets. Great for teachers early in their career or teachers who want to stop searching for that "really good worksheet I used that one time…"

• 3E: Empowering Numeracy Success: Howick College’s Path to Corequisite Achievement
  Baljeet Saini & Helen Henkin – Howick College

Discover Howick College’s structured approach to helping students meet the numeracy co-requisite. This session outlines the four-phase process of our journey: appointing a Numeracy Project Lead, professional learning within the maths department, fostering a school-wide commitment to numeracy across all subjects, and extending support through our Kāhui Ako to Year 7 and 8 teachers. Join us to learn about both the logistical and philosophical approaches that built a cohesive, supportive environment for numeracy success.

• 3F: Mathematical Investigations      

Dr Gillian Frankcom – The University of Auckland

Mathematical Investigations are typically happening once students pose questions themselves. Usually there is a starter activity, probably low floor, high ceiling, which all the class start and having answered the original question, they then think about what if...they added a number, tried it with odd numbers, or extend it in some way. This obviously puts teachers under pressure, as their students could be going somewhere the teacher is not confident about. This workshop will be about teachers trying some investigations and seeing how far we get!

• 3G: Teacher Desmos – My favourite activities           

Michael Walden – Mt Albert Grammar School

In this workshop, Michael will introduce some of his favourite Teacher Desmos activities and share his experiences in using them with his students. 

If you’ve never used Teacher Desmos, then you’re well and truly missing out!

• 3H: Experiences of teaching at an online school   

Jack Su – Crimson Global Academy

Since the lockdowns in COVID-19, online schooling has been an experience that many of us would rather choose to forget. Choosing instead to embrace online education, I wish to share some of my experiences, what an “ideal” online learning environment could look like, and how some of this experience can be used as part of a “traditional” classroom.

• 3I: Things to do the Last Week of Term! 

Carl Fourie – Macleans College

Join us for some fun Maths activities, that can be used irrespective of the year level you are teaching. These activities range from Numeracy to Geometry and include tactile and mental Mathematics that help focus students.