Embedded Files
https://bit.ly/NZonetwothree
How do we cater for diverse levels within an activity.
This workshop explored some classroom ready activities that allow everyone to get started and offered pathways to extend the more curious mathemtician
"Today is your day, You are off to great places, off and away ... and will you succeed? yes you will indeed. 98 and 3/4 percent guaranteed" Dr Suess
Networks of Expertise
Networks of Expertise
July 2021
Co-presented with Marie Hirst
This was a workshop for teachers of students in Years 6 to 10, where we explored the concept of proportional thinking, equivalence, rates and ratios.
AMAonline
AMAonline
June 2021
While we find it valuable to connect with our global community, we often forget to look at what we have in our own backyard. In this session we took a tour through nzmaths and discovered some hidden gems along the way.
AMA HOD day
AMA HOD day
May 2021
Mentoring is more than cheerleading
Many teachers are left to figure out how to mentor beginning teachers on their own. If you feel like mentoring in your department is a bit hit and miss as things occur or more like the kitchen sink approach then this might be the workshop for you.
We shared mentoring experiences and looked at educative mentoring practices to support beginning teachers and mentors through the article Mentoring is more than cheerleading Looking at Educative Mentoring Practices Through Mentors’ Eyes (R. N. Stanulis et. al. 2018)
With Networks of Expertise & NZAMT
With Networks of Expertise & NZAMT
March / April 2021
Algebraic thinking plays an important part in the mathematics curriculum starting from curriculum level 1, however it often creates anxiety for learners.
This preliminary full day workshop focussed on years 6 to 10 where we looked at the learning progressions and engaged in practical activities which could be used back in the classroom.
Follow up online session : Relighting the algebra fire
How many rectangles can you draw? Which has the largest area? Which ones have the same perimeter? In this workshop we will explore how the rectangle can be used to answer these questions and build connections across the strands and mathematical reasoning across the years. We will look at estiamtion, patterns, factors and multiples, tables of values, graphs and generalisations
In this practical hands-on workshop we will #noticeandwonder as we explore odd and even numbers to convince ourselves as to whether this statement is true or not. Through multiple representations of this low floor activity we will discover how we can encourage our students to become curious about, and make sense of the maths concepts embedded in the statement. We will also look at how our approach can be applied to other tasks.
November 2020
NZmaths has undergone an update since this presentation - check here for a more recent version of this
nzmaths is an often underutilised resource for Secondary teachers.
In this workshop we took a tour of nzmaths and found some of the treasures that are buried inside.
Thames High School case study with 8 integrated unit instructions
Probability often slips to the bottom of the priority list or is squeezed in after exams in term 4 but not in this workshop.
We explored the key probability concepts in the activities and the probability progression in years 7 to 10 as we explored activities that build students' understanding of chance, risk, and randomness.
Session Slides & Other Resources
Curriculum progress tools & The big ideas for probability
My 2018 Stats day workshop was also on probability see below
#AMAonline
#AMAonline
July 2020
What, Why, How, Myths & Misconceptions
Watch the recording here and download the slides here
Additional resourcesfor RAP from Learn Alberta and the example of using concept circles in algebra
#AMAonline
#AMAonline
June 2020
After being thrown out of our comfort zones and hurled into the world of online learning, what are the opportunities for us to incorporate some of the digital tools and strategies we used over lockdown in our everyday practice to help students make sense of mathematics concept now that we can work in a planned and considered way. Robyn will share some of her learning and the learning of others to build engagement and sense making in the mathematics classroom.
Watch the recording here
Primary Maths Association Seminar Day
Primary Maths Association Seminar Day
March 2020
A good story has a beginning middle and end as does a great maths lesson. In this practical workshop we investigated ways to adapt a task to meet the needs of a diverse class. We looked at how can we both “lower the floor” and also make it more complex. In the process we explored ways to spark curiosity, empower student voice using #noticeandwonder, develop reasoning through estimation and build sense making.
AMA Statistics Day
AMA Statistics Day
November 2019
With the explosion of data, interpreting statistics has emerged as an important skill to have.
This workshop was for teachers who are new to the teaching of statistics or looking for a refresher.
We engaged in activities that develop statistical thinking in Years 7 –10 and begin their journey of looking at how we collect and describe what data shows and tells us.
"Statistical thinking will one day be as necessary for efficient citizenship as the ability to read and write." – H.G. Wells
This workshop was for teachers who are new to the teaching of statistics or looking for a refresher.
We engaged in activities that develop statistical thinking in Years 7 –10 and begin their journey of looking at how we collect and describe what data shows and tells us.
Helping students find their voice is something that needs to be promoted and established in the classroom.
How can we make sure the talk is mathematically purposeful?
This workshop we will explore ways to strengthen students’ ability to explain, justify, and reason to become active, engaged members of the classroom community
nzamt 16
nzamt 16
Wellington October 2019
When students become active doers rather than passive consumers of mathematics the greatest gains of their mathematical and statistical thinking can be realized.
The process of sense-making truly begins when we create questioning, curious classrooms full of students' own thoughts and ideas
"Spreadsheets build an ideal bridge between arithmetic and algebra and allow the student free movement between the two worlds. Students look for patterns, construct algebraic expressions, generalize concepts, justify conjectures, and establish the equivalence of two models as intrinsic and meaningful needs rather than as arbitrary requirements posed by the teacher."
Alex Friedlander, "An Excellent Bridge to Algebra" (Mathematics Teacher, 1998, 91(50), 382-383)
July 2019
How can we integrate number with the other strands?
How do I make my activities richer?
How do I get all students involved?
In this hands on workshop we will explore activities that promote connections and deeper understanding of mathematical concepts.
July 2019
Helping students find their voice is something that needs to be promoted and established in the classroom.
How can we make sure the talk is mathematically purposeful?
This workshop we will explore ways to strengthen students’ ability to explain, justify, and reason to become active, engaged members of the classroom community
Statistics teachers day 2018
Statistics teachers day 2018
In this workshop we explored probability concepts through problems, starting with an experiment and progressing to the theoretical. We looked at ways to engage students in the PPDAC cycle as a way to encourage thinking about solving problems rather than calculating answers.
NZAMT 15
NZAMT 15
Christchurch
Digital tools for the classroom
Digital tools for the classroom
2018
These tools were shared in a series of short sessions with teachers in a NZ secondary school
AMA 2017 with Barb Wallis
Bay of Plenty Maths Association
Bay of Plenty Maths Association
To engage students in productive mathematical conversations, teachers must plan, initiate and orchestrate discourse in ways that encourage student learning
NZAMT 14
NZAMT 14
Auckland
How many rectangles can you draw? Which has the largest area? Which ones have the same perimeter? In this workshop we will explore how the rectangle can be used to answer these questions and build connections across the strands and mathematical reasoning across the years. We will look at estiamtion, patterns, factors and multiples, tables of values, graphs and generalisations
In this practical hands-on workshop we will #noticeandwonder as we explore odd and even numbers to convince ourselves as to whether this statement is true or not. Through multiple representations of this low floor activity we will discover how we can encourage our students to become curious about, and make sense of the maths concepts embedded in the statement. We will also look at how our approach can be applied to other tasks.
Google Sites
Report abuse