[Updated] We hope you enjoyed your morning of professional learning. Recordings of November 7 and past sessions are available on the AMA Youtube Channel and linked below the descriptions here.
If you watched live or are going to watch the recordings we would love your feedback to help us continue to plan for 2021
9am. What are the Pacific values, and why and how are they important for our mathematics and statistics teaching?, Robin Averill : Te Herenga Waka Victoria University of Wellington.
Talofa lava! Kia orana! Bula vinaka! Very warm Pacific greetings! In this session we will explore key expectations of Tapasā: Cultural competencies framework for teachers of Pacific learners. We will consider how strong embodiment in our mathematics and statistics teaching of the fundamental Pacific values of Tapasā has the potential to enhance all learners’ engagement, wellbeing, and achievement. We will discuss differing perspectives of the values and ways we can recognise, exemplify, and nurture these through our mathematics and statistics teaching and interactions. Ideas shared in this session are drawn from an extensive research project involving interviews with teachers of Pacific and non-Pacific heritage and observations of their teaching.
- R*e*s*p*e*c*t a vital value for Pacific learners shared with permission from NZCER SET journal
The Role of Questioning and Nontraditional Data Types, Christine Franklin : American Statistical Association (ASA) K-12 Statistical Ambassador
This session highlights the role of questioning with two examples from the newly revised ASA Pre-K12 Guidelines for Assessment and Instruction in Statistics Education. These examples present younger students the opportunity to explore answering statistical investigative questions using nontraditional data types.
What have Lizards and Lady bugs got to do with statistics?
Years 7-10. Using culture as a lever for equity in algebra, Bronwyn Gibbs, Massey University.
The aim of my Masters research was to explore the ways Māori and Pāsifika students represent and generalise culturally located algebraic patterns. In this workshop I will present my findings, and discuss what happened when problems based on Māori and Pāsifika growing patterns were used to develop functional thinking.
Years 0 to 8. Laying firm foundations for fractions, Marie Hirst, Kaiārahi, Networks of Expertise
Fractions are problematic. We shall explore how to develop a strong conceptual understanding of fractions in the early primary years through a focus on key ideas and effective use of materials and representations.
Years 7-10. Students’ perspectives about data, Anne Patel, The University of Auckland
This session looked at four possible lenses that students use to reason about data (Konold, Higgins, Russell & Kahlil, 2015). We also explored how these perspectives can serve the questions they ask in the practice of statistical investigations, as well as transitioning students between seeing data as a collection of individuals to reasoning about the aggregate.
Years 0 to 8. Fridge pickers and other statistics activities, Dr Pip Arnold, Karekare Education
In this session Pip worked through some of the activities in the Fridge Pickers unit from nzmaths and also updated us on a few changes to activities on nzmaths.
Photo by Adrian Diaz-Sieckel on Unsplash