Conference synopsis 20240805 - Flipbook - Page 88
SESSION F: Friday, 12.10pm-1.10pm (cont.)
Teachers will learn about different maths learning difficulties
and their impact on their students’ maths learning. They will
also gain insights into strategies to support their students,
such as the Concrete, Pictorial, Abstract (CPA) approach.
In addition to Singapore Maths pedagogy of using word
problems to teach their students point of needs.
Key takeaways:
1. Teachers will learn the overlapping nature of learning
difficulties. These include dyslexia, dyscalculia, dysgraphia,
dyspraxia and ADHD.
2. Teachers will learn the Concrete, Pictorial and Abstract
pedagogy to teach students with mathematics learning
difficulties.
3. Teachers will learn how to use the Bar Model to teach their
students to solve word problems.
F11 TWEAKING TASKS TO IMPACT
ENGAGEMENT AND LEARNING.
Subtheme: Curriculum
Yvonne Reilly, Sunshine College
(Year 5 to Year 10)
This session will describe how tasks have been shown to
effect student engagement and may help teachers better
understand how students respond to tasks. It will also give
teachers ideas on how to make small changes to secondary
textbook questions or worded problems, to maximise their
impact on student learning. This session will demonstrate
the importance of modelling, discourse and collaboration to
mathematics learning.
F12 SHIFTING STUDENT MINDSET TOWARD
CELEBRATING THE PROCESS, NOT THE
ANSWER.
Subtheme: Pedagogy
Mark Gleeson, Strathmore Secondary College
(Year 5 to Year 10)
Students anxious about mathematics, believe that maths is
inherently difficult, and that finding a perfect answer quickly
is the only measurement of success; they develop a negative
mindset. Too many students feel like ‘they will never be good
at mathematics’ or ‘can’t do maths.’ Workshop participants
will be given an overview of the development, application
and implementation of a framework used at VSSEC that
challenges students’ perceptions around mathematics. The
framework allows groups of students to collaboratively define
a given problem, translate into an algebraic expression,
compute using code, and reason and interpret their potential
solution. As students applied this framework, their mindset
started to shift toward ‘I’m not good at maths, but I know what
I can try next.’ Students supported each other to solve applied
problems. This framework and supporting resources will be
given to participating teachers to use in their own classrooms.
Key takeaways:
1. Empower students to shift toward a positive mindset in
mathematics.
2. Applied uses of Computational Thinking and Python in
applied problem solving.
3. Strategies to improve literacy in mathematics.
Remember: Please bring a laptop, examples of your own
applied problem solving questions, and a pen.
Key takeaways:
1. Small changes to tasks for better impact.
2. Understanding task effect on engagement.
F13 NEW CURRICULUM, NEW
OPPORTUNITIES
3. Leveraging modelling and discourse.
Subtheme: Curriculum
Michael Minas, Love Maths
(F to Year 8)
One of the most talked about issues in maths education at
the moment is the new version of the curriculum. What has
changed? How are different schools implementing the new
curriculum? What impact will this have on current practices
and documentation at your school? This session will highlight
the important opportunities that have been provided by the
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
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