HOD & MANAGEMENT UNIT HOLDERS DAY
The event will be held at Waipuna Conference Centre in Mt Wellington, from 8.00 am to 3.15pm on Friday 12th May.
AMA School Members $90 (incl. GST)
AMA Personal Members $60 (incl. GST)
Non-members $110 (incl. GST)
Pre-service Teachers $80 (incl. GST)
Payment should be made to the Auckland Mathematical Association (GST Number 55-126-402) as soon as possible after registration is confirmed.
Details of payment methods will be included in the information sent with confirmation of registration.
Notice of late withdrawal:
If, after registration, you cannot attend, you are welcome to send a replacement from your school. If you don’t have a replacement please let us know because there could be a waiting list. Deadline for withdrawal and refund is 12 noon Wednesday 10 May 2017.
Before proceeding to register:
Please ensure that you have selected the workshops you wish to attend. You will be asked to choose, in order of preference, three workshops in each of the three sessions. We will do our best to give everyone at least 2 of their first 3 choices.
8:00am – 8:50am Registration, Tea and Coffee
8:50am – 9:00am Introduction from Rachel Passmore, President AMA 2017
9:00am – 10:00am Plenary Speakers
Plenary Jean-François Maheux and Caroline Yoon (University of Auckland)
The mathematical experience of struggle
Clarity is highly valued when it comes to teaching and learning mathematics, and understandably so! Yet the experiences of struggle and even confusion are also fundamental (but perhaps less valued) parts of the mathematical experience. Recent research encourages us to engage students in mathematical struggle, but how can we do that without turning students off mathematics? We will explore and critique some ways of creating opportunities for productive mathematical struggles in classrooms, and discuss some benefits and challenges of a positive view on struggle.
10:15am – 10:35am Interval
10:35am – 11:35am Workshops 1
1A Pip Arnold Principal Consultant, Cognition
Posing investigative questions
In this workshop we will explore in-depth the material that Pip developed in her PhD research. This will include activities trialled with students and activities for supporting teacher content knowledge development. Posing investigative questions are fundamental to good statistical investigations. This workshop will be hands-on in Pip’s usual fashion.
1B Nick Ball HoD Mathematics, Onehunga High School
Problem Solving in the Junior School
Upon taking over the Maths Department at Onehunga High School my vision is to create problem solving students. I will be leading a discussion in how to do this with a focus on Y9 and Y10 Schemes of Work by trying to incorporate easy entry investigations for students of all abilities.
1C Irene Bennet HoD Mathematics Botany Downs Secondary College
Issues affecting Secondary Mathematics Teaching
I started teaching Secondary Mathematics in New Zealand in 1988. Since then, I have seen many changes in Secondary Mathematics education that affect both teachers and students. I would like to get a group together to discuss these issues and see how collectively we can come up with some recommendations. Some of the issues raised here may be discussed during the session at the end of the day.
1D Subash Chandar K Ormiston Senior College
Learning with Sphero Robots (limited to 25 teachers)
Inspired by Jared Hockly in 2016, our department invested in 4 of the Sphero robots. In this workshop I would like to share our department’s journey in using these robots in an exciting context for learning. You will drive the robots in this session using a smartphone and complete a couple of tasks relating to Level 1 and 2 Trigonometry. Please have the app (SPRK Lightning Lab – available in iOS & Google Play) installed in your smart device for this session. See the robots in action @ http://bit.ly/2nCSVoZ
1E Jan Wallace NZAMT Executive
Level 1 Algebra MCAT
What changed in the 2016 MCAT paper and what style of questions can we expect
1F Paul Denny University of Auckland
3,000,000 practice questions
Creating good multiple-choice questions is challenging. Asking students to create their own questions, and to explain their understanding of the answers, can be an effective and fun learning activity. This workshop will illustrate how the PeerWise tool can be used to automate an activity where students create, share, rate and discuss their own set of practice questions that target the concepts they are learning. Students remain anonymous to one another, and can answer all of the generated questions for practice. You can even save time when writing your own quizzes and tests by using the best of your students’ questions!
11:40am – 12:40am Workshops 2
2A Nic Petty Statistics Learning Centre
Discussion and interaction in statistics and maths classes
An examination of why discussion helps learning, and techniques for encouraging discussion. Traditional mathematics teaching did not involve a great deal of discussion, and consequently some teachers find this challenging. In this fun, hands-on workshop we will explore strategies to improve classroom discussion to help learning statistics and mathematics, and look at common pitfalls and how to deal with them. Nic will also share sources of great ideas from the Maths Twitter Blogosphere and from Primary teaching professional development.
2B Nazmul Bashar Rosehill College
Level 3 Formal Inference Assessment and Google Classroom_Doctopus + Goobric
This year we have been using (trialing) Google Classroom, NZGrapher, iNZight to do Level 3 Formal Inference Achievement Standard in a bit different way:
The assessment is inclusive of 3 sections: Portfolio, the main report and a benchmark testing. Focus of my presentation will be how we managed and integrated (tried to) Google classroom, NZGrapher interface to teach and assess the standard. I personally used Doctopus and Goobric (which can be integrated with the GC) to collect, organise, distribute documents and use an electronic matrix (converted from our departmental matrix) as tick sheet. Also I might add (demonstrate) why we need to use iNZight to teach in the classroom. I believe iNZight shows more dynamic displays which may be beneficial to our conceptual understanding. Please bring a laptop.
2C Murray Hamilton Curriculum Leader Mathematics, Westmount School
Senior Maths in a modern learning environment on 2 periods a week
Westmount School is a private school with 15 different sites from Kerikeri to Invercargill. The motto for Westmount is “Learning to learn”. Westmount is progressive, moving towards flipped classrooms, self-directed learning, use of technology (devices provided by the school to the students) and a 2 by 2 model for Years 11-13 with Canvas as the student management tool. The 2 by 2 idea is that the students get two periods of teaching a week in the classroom with the Maths teacher and the other two periods they are in the learning centre and approach the teacher if they require help. For 2017, I get two 50 minute periods with my YR 11 students and one of them is Friday last period! At this workshop I will share the Westmount experience with its successes and pitfalls!
2D Michael Walden Mt Albert Grammar School
The fundamentals of a successful scholarship course
I will explain how our Accelerate and Scholarship Maths programmes function, whilst also sharing some of the key elements for extending and getting the best out of your top students that have led to our continued success in Scholarship.
2E Robyn Headifan Accredited Facilitator, Team Solutions, University of Auckland
Leading from the Middle – How am I doing?
By identifying strengths and areas for development as a leader you can better plan for next steps to improving leadership practices that positively impact on both teachers and students in your department
During this workshop you will be introduced to a simple framework developed from the Leading from the Middle and other key documents. The framework will help you to evaluate your current practice as an instructional leader and plan some next steps.
12:40am – 1:30pm Lunch
1:30pm – 2:30pm Workshops 3
3A Jan Wallace NZAMT Executive
Level 1 Tables, Equations & Graphs
What will the style of questions in 91028 be like in 2017?
3B Liz Sneddon Ormiston Senior College
Personalised Learning in Year 11
This year I have set up the Year 11 course that is extremely flexible, both with the choice of Achievement Standards, and the assessments that students complete. The key has been designing assessments that can be completed as a project, managing the authenticity and validity through randomisation, and allowing and encouraging students to engage with and understand topics before they sit the assessment. Multiple pathways means that each student is developing their own personalised learning programme for the year. Come along and find out about the innovative assessment ideas and structures we have designed to track students’ progress.
3C Alpna Sood Epsom Girls Grammar School
Literacy across the curriculum with a focus on strategies.
Can our students understand what we teach if they don’t understand the language we use while teaching? Are we fulfilling our duty as a teacher if they don’t? Are we meeting the Literacy & Language needs of ALL our students in our lessons?
A workshop presenting literacy strategies that can be easily implemented in mathematics classrooms which will benefit ALL students, not only second language learners. Please bring an internet capable device as we will play some games.
3D Wiaam Al-Salihi Ormiston Senior College
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 using and creating custom tasks in Teacher Desmos. I shall start with the basics of how to create your own custom tasks in Teacher Desmos and aim to have a completed custom task created by you on non-linear graphs by the end of session.
3E Sophie Wright HOD Mathematics, Mount Roskill Grammar School
Sharing strategies for tracking student progress
Given our school goal that “each teacher will lift each student’s engagement and outcomes through tracking of students learning, progress, achievement and attendance”, we have been working on strategies to use data tools to do this, both in Maths and school-wide. We are working to track and support all our maths learners, provide timely and appropriate interventions, inform unit planning, and set realistic achievement and engagement goals. Please bring ideas that can be shared.
2:30pm – 3:15pm Afternoon Plenary & Prizes
Rachel Passmore University of Auckland & AMA President 2017 Discussion