Conference synopsis 20240805 - Flipbook - Page 108
SESSION H: Friday, 3.10pm-4.10pm (cont.)
CANCELLED H07 WORKING
MATHEMATICALLY WITH APSMO:
COMMUNICATION AND COLLABORATION
Subtheme: Pedagogy
Yvette Semler, APSMO
(Year 3 to Year 6)
This workshop will explore and demonstrate the value of
supporting students to become confident communicators,
through evaluating, explaining and justifying their
mathematical solutions. It will also provide insight into the
role that collaboration plays in promoting and supporting
the application of mathematical knowledge in different
contexts, requiring students to share, evaluate and select
from their collective skill set. Participants will explore teaching
and learning techniques designed to encourage and assist
students in constructing arguments and supporting reasoning.
In small groups, they will engage with a variety of challenging
and stimulating mathematical problems that necessitate the
application of mathematical reasoning.
Key takeaways:
1. A framework to develop tasks that promote and support
mathematical reasoning.
2. Teaching techniques that assist students to collaboratively
solve mathematical challenges.
3. A role-play experience of participating in (and solving) a
stimulating mathematical problem.
H08 THE AFFORDANCES AND
CONSTRAINTS OF DIGITAL AND NONDIGITAL MATHEMATICAL GAMES
Subtheme: Pedagogy
Toby Russo, Fitzroy North Primary School, James Russo,
Monash University
(F to Year 6)
Despite digital maths games being ubiquitous for at least
a generation, many primary school teachers continue to
prefer to use non-digital games to support mathematics
instruction. Is it that most of these teachers are Luddite’s who
oppose technology on principle, or do they have deeper,
pedagogically-based reasons for preferring non-digital
games?
In this workshop, we will explore the affordances and
constraints of each game mode and share our recent research
examining how and why teachers prefer to use either digital
or non-digital games. Teachers will have an opportunity to
play both digital and non-digital modes of games that are
functionally similar and reflect on whether they feel they have
the ‘balance right’ in their current practice.
Key takeaways:
1. Teachers will leave with knowledge of research, as well
as a personal experience, focussed on the affordances and
constraints of digital and non-digital maths games;
2. Teachers will have an opportunity to reflect on game
mechanics and be armed with several new games in their
teaching repertoire
H09 SMART (SPECIFIC, MEASURABLE,
ACHIEVABLE, RELEVANT AND TIMELY)
GOALS IN MATHEMATICS = STUDENTS’
SUCCESS
Subtheme: Wellbeing
Jennifer Sze, Faculty of Education, The University of
Melbourne
(F to Year 12)
In this presentation, I will be discussing the vital role
of engaging students in setting Specific, Measurable,
Achievable, Relevant and Timely (SMART) Goals. Goal
setting underpins the vital role of growth mindset as
advocated by Professor Jo Boaler. Boaler’s growth mindset
in mathematics is based on the idea that intelligence and
mathematical ability are not fixed traits. These traits can be
developed through careful intervention by teachers through
effort and supportive learning environment. Literature has
shown that growth mindset and setting goals in mathematics
empowers students to develop their abilities and to achieve
their fullest potential. Through these dialogues, teachers
wield language strategically, fostering active engagement
with learning objectives. As their teacher, I guided the
students in setting their precise daily learning objectives,
with the overarching goals of enriching their involvement
and confidence in mathematics. The goal-setting approach
bolster my students’ commitment to achievement-oriented
behaviour.
Key takeaways:
1. Growth mindset in mathematics is based on the idea that
intelligence and mathematical ability are not fixed traits.
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
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