Conference synopsis 20240805 - Flipbook - Page 43
A14 BECOMING THE MACHINE: AN
EXPERIENTIAL GUIDE TO ALGORITHMIC
THINKING
of mathematics. Join us on this journey of discovery and
empowerment as we unlock the boundless potential of
primary mathematics education.
Subtheme: Pedagogy
Key takeaways:
Dean Carmody, Catherine McAuley College, James
Russo, Monash University, Jane Hubbard, Monash
University
(F to Year 8)
1. Teachers will uncover their beliefs about children as
learners.
Teachers often view digital and non-digital tools as alternative
means of supporting mathematics learning. However, as
a teacher, you may have wondered whether the two can
in fact be complementary; whether sensory and visceral
non-digital experiences can help to give meaning to what
might otherwise be alien and disconnected concepts
associated with digital technology. In this workshop, we
explore how algorithmic thinking can be introduced
through exploring seemingly simply designed analogue
function machines. Through allowing students to physically
‘perform computation’, such experiences can facilitate the
development of a deeper appreciation and fascination for
how digital systems work.
3. Teachers will reflect on how they can reimage mathematics
education for all learners.
Key takeaways:
1. A tactile, tangible experience of executing an algorithm
inside a ‘human computer’.
2. Access to templates and designs that will allow teachers to
recreate these experiences in their own classrooms.
CANCELLED A15 REIMAGINING PRIMARY
MATHEMATICS EDUCATION
Subtheme: Pedagogy
2. Teachers will delve into the reciprocity of beliefs and
practice.
A16 UNTANGLING ‘MATHS’ AND
‘CALCULATING’
Subtheme: Curriculum
Em Thompson, Monash University, School of
Mathematics
(Year 5 to Year 12)
For many people, ‘maths’ is synonymous with ‘calculating’.
The facts and procedures taught in school have been known
for hundreds and thousands of years, making it reasonable to
believe that maths is ‘done’; that we know all there is to know,
and the answer will always be in the back of the textbook (or
just a Google away!). But maths is alive and well, with new
facts and procedures being proven every day. In this talk, I will
give a peek into some of the extremely accessible aspects of
my research in knot theory, including some potential activities
to take back to the classroom. The emphasis will be on maths
that might not feel like maths, highlighting a puzzly, creative
and not-so-calculation-heavy side of maths that many people
never get to meet.
Di Liddell, The Mathematical Association of Victoria
(F to Year 8)
Key takeaways:
In this professional learning session, primary mathematics
educators are invited to delve deeply into their foundational
beliefs about how they perceive children as learners. By
examining the reciprocal relationship between these
beliefs and the pedagogical practices they draw upon
in their classroom practice, participants will uncover
rich opportunities for fostering mathematical growth
and understanding in their students. Through reflective
dialogue and collaborative exploration, educators will
uncover how they can reimagine mathematics education
by reconceptualising how they perceive children as learners
2. Potential activities to take back to the classroom.
1. A basic introduction to the mathematics of knots.
3. A fresh perspective on what makes something ‘maths’.
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
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