Term 1 Saturday Morning Workshops 2016

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THEME: Motivation and Engagement

WHEN: Saturday 9th of April 2016

VENUE: Faculty of Education, Gate 3, 74, Epsom Ave, Epsom Campus, University of Auckland  (Park at Gate 2)

TIME: 9:00 am – 12:00pm

COST: $5 Koha

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8:30 – 9:00 am       Tea and Coffee – come and catch up with friends or make new ones!

9:00 – 9:30 am       Plenary Speaker

All models are wrong, but some are useful
PLENARY:  Associate Professor Caroline Yoon, The University of Auckland

Mathematical modelling cycles and their relevance to the so-called “real world”

Abstract: Models are inherently imprecise – wrong even. They intentionally ignore some features of the real world they are trying to describe. Their value lies in their utility; their utility lies in their approximation of reality. This is both liberating and terrifying! We will explore how the imprecision of modelling can yield interesting and useful solutions to questions that teenagers might actually care about… like How to find the perfect romantic partner?… or Who will die in the next Game of Thrones episode?

9:30 – 10:30 am Workshop 1

1A       Using digital technology to give every student a voice
Robyn Headifen                 Team Solutions

How can we; engage more students in our maths classes?  Showcase their thinking? Facilitate rich discussion?   Have a positive impact on their mathematical sense making?

How do we lower the entry barriers, remove the literacy barrier and yet still make the task interesting?

In this workshop we will work through a “real world” maths problem inspired by Dan Myer.  Video will be used to create the hook & Socrative to capture & share “student” thinking.  Suitable for teachers of all levels.

Please bring a device that can connect to the web.

1B       Overcoming a stubborn mathematical illusion through modelling: Volume and scale
Nikki Sullivan                     Unitec
Caroline Yoon                     The University of Auckland

If I double the length and width of a square handkerchief, how much bigger will my new handkerchief be? Many students (and adults) will answer incorrectly: “Twice as big”. Yet the new handkerchief has doubled in two dimensions, so the resulting area is four times as big. We will show how diagrams, physical materials, and a mathematical modelling context can help students to overcome this “illusion of linearity” – that is, the misapplication of linear reasoning to situations where non-linear reasoning is required. This is particularly useful when teaching GM6-3 and GM6-5 at level 6 in the NZ curriculum to year 11 students.

1C    Developing engaging statistical modelling activities: Where do you start?
Anna Martin                       The University of Auckland

This workshop will focus on how to develop statistics lessons that will engage students and promote statistical thinking. We’ll start by looking at some examples of the peer-reviewed lesson plans available from STEW (Statistics Education Web https://www.amstat.org/education/stew/) and then discuss how to adapt these to the New Zealand Curriculum. We’ll review a well-designed statistical model eliciting activity in order to identify features of high quality statistics lessons. We’ll then apply these features to co-construct a new statistical modelling activity based around the question “Can you determine someone’s gender based on their writing?” You can try out your skills at predicting gender before the workshop by attempting the quiz at http://teaching.statistics-is-awesome.org/predicting-gender-from-dating-profiles/

1D    Problem Solving in Junior School
Alan Santos                         The University of Auckland
Ranee Prasad                     Papatoetoe High School

We are in an exciting stage in Papatoetoe High School as we introduce problem-solving day each week for our Junior students. In this workshop, we will talk about our experience in this new programme. We will share the rationale for this initiative and the process we have undergone to implement this programme. We will discuss the impact of integrating technology to the developing problem solving culture in the Junior School. We will also talk about how the students develop the skill of communicating their understanding. We will reflect and seek advice on how we can further improve what we do as we aim to make mathematics meaningful to the students.

10:30  – 11:00 am Morning tea

11:00 am – noon Workshop 2

2A      Encouraging students to pose their own mathematical questions
Rachel Passmore               The University of Auckland

Based on the ideas of Dan Meyer, I will describe one of his resources that I have trialled. Students pose their own mathematical questions after viewing a short video; they then have to decide what information they need to answer their questions before investigating their own questions.  My first trial of this activity was not very successful, but with refinement I have found this style of activity engages students and helps to promote their own mathematical thinking rather than simply responding to questions that other people pose. Similar resources are available for a wide range of mathematical topics.

2B       Soaring at Selwyn!
Denise Edwards (Deputy Principal)
Mala Nataraj                      Selwyn College

In this workshop we will outline the structures that have been put in place at Selwyn College to help students excel and ‘be the best they can be’. We will talk about some of the strategies that we have implemented in order to move students from N to A, A to M and M to E. We will also share some activities in Number and Algebra that you can use straightaway in the classroom. There will be time at the end of the session for comments and discussion. This session would be useful for both Junior and Senior teachers. See you there!

2C       Teacher Desmos
Subash Chandar K             Ormiston Senior College

It was last period on a Friday and students didn’t want to leave class after school had ended. Why? They were working on an activity provided by Teacher Desmos. What is Teacher Desmos? It is an online resource where Desmos in conjunction with teachers have created engaging tasks for students. In this session I will be sharing some of my experiences with Teacher Desmos. I shall start with the basics of Teacher Desmos and we will work on some tasks that are already created online and is available for teachers for free.

Depending on time we will be also looking at creating your own tasks in Teacher Desmos.

Please bring a laptop or any tablet with Desmos installed.

Please register by 3:00pm Friday 8th of April.

Queries Contact:

Ranee Prasad (Enable Javascript to see the email address)

Alan Santos      (Enable Javascript to see the email address)