We are excited to be able to bring you AMAonline again in 2022. This is thanks to NZAMT and Networks of Expertise funding.
Gather with your friends and colleagues, grab a cuppa and get ready to join us
This morning is free to attend
The platform we use is ZOOM
NZAMT: Supporting teaching and learning & the numeracy co-requisite
Connecting functions and geometry through data and modeling.
Tim Erickson, eeps Media, California, USA
|Years 9 -13:Working together to Implement the NCEA Change Programme in Maths and Stats classrooms. Cami Sawyer||Years 11-13:Scholarship Statistics, Amy Hooper, and Mark Hooper|
Mathematics & Statistics, including Numeracy Strategy, Julia Novak Ministry of Education
|Years 7-10: Worked examples and self explanations, Rees Skiff||Years 7-10: Using photographs as data, Pip Arnold|
|Years 0-8: Rapid Routines, Rob Proffitt-White||Years 0-8: The Importance of Pattern and Structure, Averil Lee
9am to 9:45am: NZAMT
Supporting teaching and learning & the numeracy co-requisite, Francis Leslie-Ellis and Jan Wallace
We will cover off the teaching and learning expectations associated with the numeracy co-requisite. We will look at the 3 Process Ideas (outcomes) and 7 Content Ideas and discuss what schools should be doing to ensuring the ākonga have meaningful exposure to all aspects of applied numeracy to be prepared for this common assessment activity. All teachers are teachers of numeracy.
Francis has been Deputy Principal of Inglewood high School since 2013. He is secretary of NZAMT and has been involved in the development of the new L1 standards and has worked on developing resources for these and also the new numeracy standards.
Jan is a member of the NZAMT executive and has been involved in all aspects of mathematics – in conjunction with the Ministry of Education and NZQA for many years. Her experience and contacts allows for resources to be created which are always of a high standard.
10am to 10:45am, Keynotes
KN1. Connecting functions and geometry through data and modeling. Tim Erickson, eeps Media, California, USA
We will explore geometrical contexts in which students take measurements, plot those measurements on the Cartesian plane, and then find functions that model the resulting patterns. Not only does this help students see unexpected ways to use the functions they learn in class; it also lets students discover why one function and not another might be the best in that circumstance. We’ll do one activity in detail and discuss others. Pdfs of student handouts and teacher materials will be provided. You will need a ruler and a computer or tablet with internet.
Tim Erickson is a freelance math teacher, presenter, and curriculum developer from the USA. For the last 20 or so years, he has focused on how to use data and technological tools to help students connect to mathematics.
KN2. The mathematics and statistics strategy, Julia Novak, Ministry of Education
The literacy & communication and maths strategy was developed over two years by a team commissioned to work broadly and consultatively, engaging with a variety of perspectives and utilising evidence and research. The strategy encompasses the whole learning pathway from early learning, through schooling and is there to support learners as they transition into post school pathways. The ‘maths’ component of the strategy is the Mathematics & Statistics, including Numeracy Strategy, with ‘maths’ used as an all-encompassing term to refer to the grouping of subject matter, skills, competencies, and understandings that encompass all aspects of numeracy, mathematics, and statistics.
Julia has recently been appointed as the Director – Curriculum Design, within Te Poutāhū (Curriculum Centre) at the Ministry of Education. She has a background in mathematics, with practical experience and expertise in learning and teaching and the leadership of learning design and delivery.
11am to 11:45am
Years 9 -13: Working together to Implement the NCEA Change Programme in Maths and Stats classrooms, Cami Sawyer Ministry of Education
Interactive discussion around the NCEA Change package. How are you and your school embracing the changes? Which change(s) are you finding the most challenging? What do you know about UDL (Universal Design for Learning) and how you can use this in your teaching and learning programme?
Cami has been teaching in the Manawatu for the last 15 years at various high schools and Massey University. She is now the Learning Area Lead for Mathematics and Statistics at the Ministry of Education. Her work focuses on the implementing the NCEA change programme.
Years 7-10: Worked Examples and self explanations, Rees Skiff Mount Roskill Grammar School
During his time as a Kalman Fellow Rees explored different approaches to reducing the achievement gap in his classes through one-to-one problem pairs. In this session Rees will share with us some of his learnings and discoveries over his fellowship
Each year the Margaret and John Kalman Charitable Trust offer Teacher Fellowships to mathematics teachers Rees was one of the 2021 Kalman fellows
Years 0-8: Rapid Routines, Rob Proffitt-White, The Learner First
5-10 minute routines that are having an impact on the way our tamariki recall, apply and reason with key concepts. Familiarise yourself with ways to design and deliver these routines that diverse schools (inquiry based and program based) are reporting as changing the way they plan, teach and assess mathematics.
Rob’s Just-in-Time Maths! is currently being rolled out to 350 schools across Aotearoa as part of the Ministry’s short term initiative for supporting teachers to deepen their curriculum knowledge using freely available resources. Rob has been in Aotearoa for 2 years and continues to run instructional rounds both here and Australia creating teacher communities where ideas and insights are regularly shared. Today he is excited to share some of these with us at the AMA.
12pm to 12:45pm
Years 12-13: Scholarship Statistics, Amy Hooper, Cashmere High School and Mark Hooper, Otago Boys High School
Amy Hooper and Mark Hooper (no relation – what’s the probability of that occurring in little ‘ol New Zealand!?!?) will share thoughts and experiences and maybe a few resources of leading Scholarship Statistics programmes in their respective schools. What’s worked and what hasn’t. The differences and similarities between a co-ed and single sex. Drill for exams or planned, fun activities? Entering Year 12s a year early? Lots more will be covered with a warts and all reflection, with a p-value of way less than 5%!
Amy Hooper teaches at one of the South Island’s largest secondary schools, Cashmere High School. In her role at the school she leads several major projects such as overseeing the new Numeracy assessment. She also co-leads the statistics scholarship programme and will use this session to share ideas, especially in areas where Cashmere excel such as exploring fun data sets.
Trained in the UK, Mark has taught in the far north of New Zealand through to the deep south. Now teaching at Otago Boys’ High School he has helped run scholarship programmes for around a decade. Connecting with and sharing ideas with other schools is something he is very passionate. Mark and Amy have shared some teaching ideas for scholarship statistics for 3 years.
Years 7-10: Using Photos as data, Pip Arnold, Karekare Education
Pip along with Sheri Johnson and Leticia Perez developed three lesson sequences based on the same prompt, using photographs of our favourite outdoor spaces, https://www.statisticsteacher.org/2021/10/21/using-photographs-as-data-sources/. In this session Pip will share some of the ideas that were used to create data elements from photographs.
Pip Arnold is a statistics educator who also sometimes masquerades as a mathematics educator. Her continuing interests include statistical questions, working to support with year 1-11 teachers in developing their statistical content knowledge and looking at ways to authentically integrate statistics across the curriculum. Pip’s current writing project is developing a teacher’s resource book to support the teaching of statistics from year 1-11 for teachers, based on the PPDAC statistical enquiry cycle.
Years 0-8: The Importance of Pattern and Structure. Averil Lee, University of Otago, Education Support Services
This workshop will investigate how important it is for students to understand the pattern and structure of mathematics materials in order to develop a strong number sense. This understanding leads to effective imaging in order to solve problems. You will be surprised to learn that many of your students may not have the level of understanding of some commonly used materials as you would expect. Please have pen and paper handy, when you attend this zoom, along with a tens frame, a hundreds board, a ruler and a clock.
Averil has been a mathematics facilitator for 14 years, working in Otago and Southland regions. She is the South Island co-ordinator for ALiM and MST initiatives and also involved in PLD and consultancy work in schools.
Recordings and resources from previous AMAonline sessions can be found on our resource archive page