Conference synopsis 20240805 - Flipbook - Page 61
C10 MATHS ON A MAT: THREE GENERATIONS C11 TOP 5 MUST HAVE MANIPULATIVES FOR
MIDDLE SCHOOL
Subtheme: Pedagogy
Matt Skoss, NT Dept of Education, Doug Williams, Black
Douglas Professional Services, Eleni Pilafas, Croydon
Hills Primary School
(F to Year 10)
Subtheme: Pedagogy
Nadia Abdelal, EM Maths Consulting
(Year 5 to Year 10)
•
10 x 5 grid.
If you were asked to choose five maths manipulatives for
your classroom, what would you choose? In this session, I will
introduce you to what my choices would be and show you
how I would use each of them to enhance student learning.
We will use games, guided tasks and open-ended activities
along with these tools; to support a more holistic approach
to student learning this still focuses on targeting student
outcomes.
•
Sorting Network.
Key takeaways:
Come and experience three generations share their
experiences in using the Maths Mat and Sorting Network Doug Williams, Matt Skoss and Eleni Pilafas.
This session is a hands-on exposure to a double-sided mat on
a large tarpaulin:
The Maths Mat will be used to model a range of
mathematical tasks, from Early Childhood to Year 10:
•
children to construct their own mathematical concepts.
•
kinaesthetic learning styles to be catered for.
•
multiple representations of ideas.
•
cooperative learning in a risk-taking atmosphere.
The Sorting Network, from Computer Science Unplugged,
models the sorting of data that is done millions of times every
second around the world, presented in a way that allows
students to compare whole numbers, fractions, decimals, etc.
We hope you will be inspired to make your own Maths Mat
and Sorting Network and continue the legacy.
Key takeaways:
1. Some memorable approaches to teach and assess a wide
range of mathematical concepts.
2. Photos to share with colleagues back at school.
3. An idea on how to make both mats back at school.
Remember: Come prepared to participate in some large
scale mathematical activities. Bring your phone to take
photos.
1. Mathematics manipulatives.
2. Hands-on learning.
3. Guided instruction.
C12 THE ROLE OF METACOGNITION IN
MATHEMATICAL PROBLEM SOLVING
Subtheme: Pedagogy
Dianne Siemon, RMIT University, Kathryn Arnold,
Auburn South Primary School
(Year 3 to Year 8)
Problem solving can and should be taught. This workshop
will explore the role of metacognition in shaping students’
approaches to mathematical problem solving, and what is
involved in helping students become proficient problem
solvers. It will also offer a research-based framework for
choosing and using a range of problems for the purpose of
developing the problem-solving capacity of all students in
Years 3 to 8.
Key takeaways:
1. Problem-solving, metacognition
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
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