NZAMT Conference 15

3^{rd}-6^{th} October, 2017

Christchurch, New Zealand

3

Christchurch, New Zealand

Thank you for coming to NZAMT 2017. To access the workshop presentations and resources click here

Dan Meyer, USA

The free Desmos Activity Builder allows teachers to create interesting and educational math experiences for secondary students on digital devices. We’ll learn how to use existing lessons from the Desmos user community, how to adapt your existing worksheets, and how to create our own lessons from scratch.

Dan Meyer taught high school math to students who didn't like high school math. He has advocated for better math instruction on CNN, Good Morning America, Everyday with Rachel Ray, and TED.com. He earned his doctorate from Stanford University in math education and is the Chief Academic Officer at Desmos where he explores the future of math textbooks. He speaks internationally and was named one of Tech & Learning's 30 Leaders of the Future. He lives in Mountain View, CA.

Marion Small, Canada

Sometimes students are streamed for mathematics and sometimes not. But in any classroom, there is always a spread of student readiness for the mathematics we offer. For that reason alone, it is important to use more open-ended questions that aim at a broader audience. But there is an added bonus. Not only do open-ended questions help us differentiate, they also provide much richer and more multi-layered understanding of mathematics for all students, from the weakest to the strongest. Lots and lots of examples you can use immediately will be provided, as will strategies to create your own.

Marian Small, the former Dean of Education at the University of New Brunswick in Canada, writes and speaks about K-12 math around the world. Her focus is on teacher questioning to get at the important math, to include all students, and to focus on critical thinking and creativity.

Some resources she has written include Making Math Meaningful for Canadian Students: K-8, Big Ideas from Dr. Small (at several levels), Good Questions: A Great Way to Differentiate Math Instruction, More Good Questions: A Great Way to Differentiate Secondary Math Instruction, Eyes on Math, Gap Closing (for the Ministry of Education in Ontario), Leaps and Bounds toward Math Understanding (at several levels), Uncomplicating Fractions, Uncomplicating Algebra, Building Proportional Reasoning, Open Questions for the Three-Part Lesson (at several levels), and is currently authoring MathUp, a new digital teaching resource.

Robin Averill, NZ

In this interactive and invigorating workshop we will examine effective mathematics teaching using three frameworks for culturally responsive practice (Tatāiako, values form the Pasifika Education Plan, and the whare tapa wha). We will do this by having fun exploring together a range of rich mathematical activities suitable for curriculum levels 3-7. Nau mai, haere mai!

Robin is Associate Dean (Teacher Education) at Victoria University of Wellington, Te Whare Wānanga o Te Ūpoko o Te Ika a Māui. Robin has worked extensively in primary and secondary mathematics teacher education and contributed to many mathematics books and resources. Robin’s research in culturally responsive teaching and equitable learning opportunities is grounded in teachers’ and students’ views and practice. Robin believes that excellent mathematics teaching develops all students’ learning, and their curiosity and thirst for more.

Chris Franklin, USA

Wouldn't it be wonderful if every student who graduated secondary school understands, "What it means to be two standard deviations away from the mean?"" Our teaching experience demonstrates that students more often than not can't conceptualize what the standard deviation is measuring; instead, the students are too focused on getting the number, full stop! This workshop will share interactively how conceptual understanding of the standard deviation is being promoted across grade levels in the US.

Chris Franklin, USA

In the US, students and teachers are expected to use eight mathematical practices that help them with the habits of mind necessary to acquire and apply mathematical knowledge. These also guide teachers lesson planning and formative assessment, and when viewed through a statistical lens they can reinforce well formed statistical thinking. In this workshop we'll explore how the mathematical practices could be used within NZ classrooms to promote sounds habits of mind for both mathematical and statistical reasoning.

Anthony Harradine

Sounds hard, hey!

Well it is not, and it might just be the answer to some of your prayers.

If you can add-up, take-away and do a few other lowly mathematical processes you’ll be sweet-as.

Intrigue, surprise, OMG-moments – while doing mathematics? Well yes, but like a research mathematician does it – just with simpler tools.

It will be fintastic (sic) fun, and you will get a few gems to take back to the classroom; you’ll be chuffed. Comes and see the mathematical beauty that was born when lazy Ms. Dillon set ‘funny’ homework’ and how striking out numbers leads to mathematical thinking that comes from ‘nowhere’, just like migic (sic).

Seriously, come along, do some maths, and take it back to your students – they will love it. Suitable for all teachers of upper primary, secondary and beyond.

Anthony began teaching mathematics in 1984. Currently Director of the Potts-Baker Institute at Prince Alfred College, he has spent the last thirteen years trying to better understand his 'failureAs' of the previous twenty. His many mentors have taught him a lot about mathematics and statistics, doing mathematics and statistics, and research. He likes nothing better than sharing ideas with anyone silly enough to have a conversation with him. He really likes mathematics and statistics.

In the recent past, his professional time has been filled with a variety of tasks that include: ‘conductor’ of problem-solving workshops, mathematical-person in residence, leader of a unique STEM project (eduKart), Advisory Board Member (The University of Adelaide, Faculty of Engineering, Computer and Mathematical Sciences), Prime Ministerial working group member (Transforming Learning and the Transmission of Knowledge), consultant, web application developer, curriculum writer and teacher.

Anthony Harradine

Positive means happy face?

Negative means sad face?

+2 means 2 to the left?

y-intercept of …

Nope.

Come along and experience a learning journey that gets to the heart of why this often-maligned creature is actually a true gem.

It may change the way you teach the quadratic forever – big call! ☺

Anthony Harradine

a) If asked how you think about the fraction three-quarters, what is your answer? Do you have more than one way to think about three-quarters?

b) If asked how you think about three-quarters multiplied by eight-elevenths, what is your answer? Do you have more than one way to think about three-quarters multiplied by eight-elevens?

c) If asked how you would calculate three-quarters multiplied by eight-elevenths, what is your answer?

Were your answers to b) and c) different?

It turns out there are a number of ways of thinking about fractions, all good, but one better than the others when it comes to moving one's think past the trivial starting points that young minds first meet.

Come along and hear about a flow of ideas that can be developed with students that has the potential to change, dramatically, a student's success with fractions at school.

The flow of ideas has been developed into a set of uncomplicated, but engaging activities for students.

*(Suitable for teachers of anyone who is learning about fractions.)*

Pip Arnold

In February this year Pip attended the Data Science Education Technology conference in San Francisco. Data science encompasses the broader fields of mathematics and statistics, content knowledge and computing and data skills. The conference was hosted by the Concord Consortium www.concord.org, the developers of the common online data analysis platform CODAP www.concord.org/projects/codap. This session will address Pip’s latest thinking on data science seven and a bit months on. She will also give you a hitch hikers guide to CODAP and the other teaching and learning activities that the Concord Consortium have been working on. These are not restricted to statistics, but include mathematics and science learning activities.

Pip was a project director for the primary mathematics contract for the North Island from 2012–2016. She led a team of 45 facilitators who collectively worked annually in over 100 schools providing in-depth tailored mathematics PLD. She has led the data collection and collation process to ensure accurate diagnosis of primary presenting needs and accurate and focused reporting of impact. Pip has previous experience in curriculum and assessment development. She was a member of the mathematics and statistics curriculum writing team and has been involved in achievement standard development. Pip led the development of the secondary senior guides for mathematics and statistics on TKI. Formerly Pip was head of mathematics at Auckland Girls Grammar School, followed by work as a secondary mathematics advisor before joining Cognition in 2010. Pip completed her PhD in statistics education in 2013, her thesis topic was posing and answering statistical investigative questions.

To register for workshops email your choices (e.g W1C, W2E, W3F etc.) to marg@conferenceteam.co.nz. These will be noted in your file. Prior to the conference, you will receive a summary of your chosen workshops.

Click here to download detailed information for all workshops.

Tuesday 3^{rd} October, 1pm

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W1A-2A | Great Math Lessons on Digital Devices | Dan Meyer |

W1B- 2B | Developing Statistical Thinking: Theory and Practice (2 part workshop: theory and practice) | Christopher Niles |

W1C | Statistical Literacy - what is it at NCEA, Level 3? | Derek Smith |

W1D | Engineering Education to Employment and Secondary Tertiary Partnership (Removing invisible walls on a Journey Back to the Future Ka Mua Ka Muri) | Nigel Studdart, Mirko Wojnowski, Haggis Henderson |

W1E | Math with a Road Safety Message | Beverley Sue-Tang |

W1F | Using Presentations to Assess Level 3 Statistics Internals | David Lear |

W1G | Using software to help students learn to solve equations | Daphne Robson |

W1H | Assessing using multi-standard projects (Level 1) | Katy Thorne |

W1I | Musings on engaging 2E (twice exceptional) and struggling students in a maths classroom. | Sue Scott |

W1J | Using the Eikosogram to teach conditional and joint probability. | Malia Puloka |

W1K | Google Suite and Electronic Assessments | James Bowater |

Tuesday 3^{rd} October, 2:45pm

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W1A-2A | Great Math Lessons on Digital Devices | Dan Meyer |

W1B- 2B | Developing Statistical Thinking: Theory and Practice (2 part workshop: theory and practice) | Christopher Niles |

W2C | Teaching research skills for NCEA L2 and L3 Statistics | Marion Steel |

W2D | BYOD in the maths classroom | John Mitchell |

W2E | Underground Mathematics | Ingrid Rinsma |

W2F | Positive financial futures for our young people | Jane Watson, Yolande Rosario |

W2G | Is it possible that mathematics is not as perfect as we have been always told? Or unique learning opportunities that mathematical discrepancies entail | Igor Kontorovich |

W2H | Personalised Learning in Year 11 | Liz Sneddon |

W2J | Behaving like a mathematician. | Gillian Frankcom |

W2K | Risk Activities for the classroom | Lorraine O'Carroll |

Tuesday 3^{rd} October, 3:45pm

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W3A | Preparing for the Future: Transition from High School to University: Debating Technology (NZ Maths Society Panel) | Cami Sawyer, Julia Novak |

W3B | What is actually important about the quadratic? | Anthony Harradine |

W3C | What are key practices for students to apply when developing statistical habits of mind? | Chris Franklin |

W3D | Your students are unique. Personalise their learning with mathspace. | Pantea Jouliany, Erin Gallagher |

W3E | The NZ Experience in the Toughest Maths Competition in the World | Phil Truesdale, Alan Parris |

W3F | All models are wrong, but some are more wrong than others: Informally assessing the fit of probability distribution models (AS91586) | Anna Fergusson |

W3G | Sneaky Teaching | Vicky Walker, Charlotte Walker |

W3H | Accelerating the progression of students who are ‘below' and ‘well below' the national standard | Jane Gray |

W3I | The Perfect Modelling Tool for Teachers and Independent Learners - Workshop A | Volker Schroeter |

W3J | Describing Statistical Relationships in Bivariate Data | Bernard Frankpitt |

W3K | reSolve to maintain Dimensions in a TEMPEST: online resources from the Australian Association of Mathematics Teachers | Kate Manuel |

W3L | If dancers create performances, and artists create paintings, what kinds of works do mathematicians create? | Caroline Yoon |

Wednesday 4^{th} October, 10:40am

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W4A-5A | Posing investigative questions | Pip Arnold |

W4B-5B | Present day BYOD experiences with Year 9 and 10 - Student driven learning | Priscilla Allan |

W4C-5C | How can we transform our students' thinking? | Marina Krijgsman, Wendy Gibbs |

W4D | Collaborative Teaching in Mathematics | Dave Phillipps, Angela Frampton, Kiri Dillon |

W4E | Nurturing Mathematical Talent | Alan Parris |

W4F | Creating a problem-focussed maths classroom | Helen Adams |

W4G | "Here's a little article about Maths" - how I got my juniors to read, with pleasure, about Maths history | Jane Gray |

W4H | Fusion - A year 9/10 course covering Maths, Social Science & Technology | Tara Egerton, Dave Woodcock, Justin Thompson |

W4I | STEM Online NZ - a free interactive teaching and learning resource for NCEA external standards in STEM subjects. | Peter Radonich, Andrea Lamb |

W4J | Maximising mathematics learning and engagement using culturally responsive practices | Robin Averill |

W4K | Classify it! | Robyn Headifen |

W4L | Using GeoGebra for student-centred investigations | Stephen McConnachie |

Wednesday 4^{th} October, 11:55am

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W4A-5A | Posing investigative questions | Pip Arnold |

W4B-5B | Present day BYOD experiences with Year 9 and 10 - Student driven learning | Priscilla Allan |

W4C-5C | How can we transform our students' thinking? | Marina Krijgsman, Wendy Gibbs |

W5D | Doing Mathematics Like a Research Mathematician | Anthony Harradine |

W5E | What technologies can we use when triangulating teaching, learning and assessment to the Mathematics Achievement Standards? | Derek Smith |

W5F | Numerics in the Bible | Murray Hamilton |

W5G | Stimulating simulations through code: Harnessing the power of statistical and algorithmic thinking (AS91628) | Anna Fergusson |

W5H | Getting Started with Flipped Learning - making your own videos | Stephen McConnachie |

W5I | Developing problem solving skills levels 3 to 5 - Ideas to support teaching and learning across the strands. | Sandra Cathcart |

W5J | Raising engagement and achievement in Mathematics and Statistics through BYOD | Misbah Sadat |

W5K | Activities for building strong relationships | Grant Ritchie, Michelle Dalrymple |

W5L | Developing Statistical Thinking through Year 7 - 10 | Dave Phillipps |

Wednesday 4^{th} October, 3:55pm

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W6A | Teaching Extension Mathematics to bright students of Years 6, 7, 8, 9, 10. | Bill Ellwood |

W6B | Teaching is not Telling | Paul Cliffe |

W6C | Teaching Mathematics to Enrich Lives beyond NCEA | Ray Spence |

Autograph software is worth paying for. | Tim Harrison | |

BYOD in the maths classroom | John Mitchell | |

W6D | Practical Applications of Mathematics in the Electrical Industry | Tina Coombes |

W6E | Making sense of Algebra | Helen Adams |

W6F | Oral assessment for Level 1 Measurement (AS91030) | Alan Carman, Holly Hueston, Margaret Priest |

W6G | Preparing for the future by changing the way we teach now | Craig Grant |

W6H | Taking the textbook online with Education Perfect! | James Santure |

W6I | Learning with Sphero Robots 1 | Subash Chandar K |

W6J | How do we get the skill, will and thrill into learning Mathematics? Applying ‘Visible Learning Plus' to Mathematics teaching | Mitchell Howard |

W6K | A dialogue about the future of statistics education in NZ | Anne Lawrence, Pip Arnold, Anna-Marie Fergusson, Mark Hooper, Alasdair Noble, Michelle Dalrymple |

W6L | The Baby and the Bathwater | Dianne Scouller |

Thursday 5^{th} October, 10:40am

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W7A-8A | Seeing the future: First Year Mathematics at University, the challenges faced by lecturers and students in an ever-changing landscape | Julia Novak, Cami Sawyer |

W7B-8B | Introducing Coding into Mathematics Education | Benjamin Hilliam |

W7C | A cure for fraction-angst? | Anthony Harradine |

W7D | Data science - a new frontier? | Pip Arnold |

W7E | What is this PAT information telling me about my own practice and my students? | Julie Roberts |

W7F | How can I blend the graphic calculator with the teaching of curriculum content linked to NCEA external examinations. | Derek Smith |

W7G-W8G | What mathematicians do - encouraging engagement in Primary maths | Nicola Petty |

W7H | Place value - a report on action research | Dan Green |

W7I | Connecting Mathematical Learning Across ECE and Year 1 of School | Niki Stephenson, Kirsten Mackay, Jane McChesney, Becs Thomas |

W7J | Keeping Up - how you can access the latest and most acknowledged research on the teaching of Maths, why you should and how many do | Jane Gray |

W7K | Check the Clues: Cooperative Group Word Problem Solving | David Dunstan |

W7L | Challenging Tasks: Multiplicative thinking | Sharyn Livy, Ann Downton |

W7M | Teaching Math Effectively for Middle Schoolers. | Lakshmi Saravanan |

Thursday 5^{th} October, 11:55am

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W7A-8A | Seeing the future: First Year Mathematics at University, the challenges faced by lecturers and students in an ever-changing landscape | Julia Novak, Cami Sawyer |

W7B-8B | Introducing Coding into Mathematics Education | Benjamin Hilliam |

W8C | Using open questions to create open students | Marian Small |

W8D | Conceptualising Variation from the Mean: Evolving from 'Number of Steps' to the 'SAD' to the 'MAD' to the 'Standard Deviation' | Chris Franklin |

W8E | Leading from the Middle – How am I doing? | Robyn Headifen |

W8F | Cooperative Learning: Getting your students talking mathematics. | Gillian Frankcom |

W8H | A Better Future for students with Dyscalculia and other learning difficulties | Margi Leech |

W8I | Flipped Learning in senior Maths - what to do in the classroom | Stephen McConnachie |

W8J | Teacher Desmos | Subash Chandar K |

W8K | The Perfect Modelling Tool for Teachers and Independent Learners - Workshop B (Hands-on Tutorial) | Volker Schroeter |

Thursday 5^{th} October, 3:10pm

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W9A | Take an open-ended task, add a pinch of imagination and/or a dollop of collaboration.... | Sarah Cobb |

W9B | We can count on more than Frank: Using picture books to engage students in mathematics | Tracey Muir, Jill Wells, Sharyn Livy |

W9C | PAT: Mathematics Adaptive Assessment | Julie Roberts |

W9D | Your classroom. Your choice. How to take control and use eLearning tools to suit your teaching style. | Charlene Macrae |

W9E | Teaching Coding for Engaging, Rich and Creative learning | Jared Hockly |

W9F | A BLAST from the PAST really works! | Margi Leech |

W9G | Little Secrets of Statistical Inference | Marina Alexander, Nugzar Nachkebia |

W9H | "Senior Maths in a modern learning environment on 2 periods a week" | Murray Hamitlon |

W9J | Using video in maths classrooms | John Mitchell |

W9L | Reciprocal Teaching, Math mindsets and other stuff | John Walker |

W9M | Increasing discussion and interaction in mathematics classes. | Nicola Petty |

W9N | Regional Math Association Executive Forum | Rachel Passmore |

Friday 6^{th} October, 9:00am

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W10A | Learning to love Maths | Jake Main |

W10B | Geometry and Number with a sprinkle of algebra dust! | Derek Smith |

W10C | Assessing the thinking curriculum using SOLO | Dave Phillipps |

The Three “C”’s - Collaborating through Cohesive Curriculum | Jill MacDonald | |

Piece of Pi - Tackling Maths Anxiety in Young Women | Kerry Newnham | |

W10D | Data and probability OR probability and data? Using data to teach probability modelling (AS91585) | Anna Fergusson |

W10E | "Good" e-learning - what is it, and how do we do it? | Stephen McConnachie |

W10F | It's Friday, it must be Carcasonne! - my two favourite games for use in class and out | Jane Gray |

W10G | The Perfect Modelling Tool for Teachers and Independent Learners - Workshop 3 (Advanced Uses of Geogebra) | Volker Schroeter |

W10H | Engaging year 9 and 10 students at the end of the year in a meaningful way. | Sandra Cathcart |

W10I | Learning with Sphero Robots 2 | Subash Chandar K |

W10K | Learning intentions, Success criteria and Teacher Clarity | Mitchell Howard |

W10L | What do we really want with NCEA? | Jan Wallace, NZAMT Exec |