Leading Mathematics and Statistics in the 21st Century Mathematics and Statistics Symposium 2011 | Auckland | September 2011

Mathematics is the exploration and use of patterns and relationships in quantities, space and time. Statistics is the exploration and use of patterns and relationships of solving problems (Ministry of Education, 2008).

This wiki page provides access to resources from each of the workshops available at the Mathematics Symposium held in Auckland, September 2011. The purpose of the symposium is to:

Support the delivery of the mathematics and statistics learning area of The New Zealand Curriculum.

Provide opportunities and support for leaders to facilitate classroom based ongoing professional learning in mathematics and statistics for teachers.

If you have any questions about the resources on this page please email Christine Hardie

To visit the Team Solutions mathematics lead teachers wiki click here

Symposium workshops and resources

Keynote Address -Whose Problem is this? Nāu te rourou, nāku to rourou, ka ora te manuhiri

Persistent underachievement in mathematics is a ‘wicked problem’ that is unlikely to be solved by any one person acting alone. Spillane’s concept of ‘distributed leadership’ is exemplified by the staff of Kaikohe West School as they try to raise achievement in mathematics in their school. In this keynote we will present five perspectives on their effort.We argue that the knowledge, skills and dispositions necessary for tackling this multi-causal and complex issue need to be co-constructed and locally defined – and that this is urgent work if we are to make a difference for learners. In this keynote, five different people shared their different viewpoints. Hamish Ruawai, Principal of Kaikohe West School, has a passion for improving students’ learning. Chrissy Smith and Diane Bates, both lead teachers of mathematics at Kaikohe West School, have taken on the professional development of their colleagues in mathematics through an individualised coaching programme. Mei Reti is a classroom teacher in the bilingual unit at Kaikohe West School and is a recent convert to the excitement of teaching mathematics. Dr Fiona Ell is their ‘critical friend’ -and a lecturer in the Faculty of Education at The University of Auckland.

This workshop invites you to participate in a hands-on geometry workshop based on Year 1 to 3 learning needs for students. The session focuses on discussion, debates and new ways to explore geometry and number.

Integrating digital content and web based tools provide teachers with opportunities to design teaching approaches that can have a positive impact on student learning. In this session we will explore e-learning examples and consider how they might be applied to support mathematical learning across the curriculum.

This workshop will explore the multiple sources of evidence teachers can use to make overall teacher judgments and examine the key principles of moderation within and between schools.

This workshop will be a practical session on how to develop multiplication in the early years. It will be based on Richard Skemp's work and will begin with making sets and moving through to solving multiplication problems in a fun and structured way.

Maths Anxiety: whether we are maths anxious ourselves, or trying to deal with maths anxiety amongst our fellow teachers, the problem is unlikely to go away unless tackled specifically, sensitively and soon. My research shows that this problem is not getting any better. What can we do, and how should we do it? Some ideas to help.

This workshop focuses mainly on Stage 7 key ideas with some progression into Stage 8. We will be using equipment and hands on activities to explore; • common decimal place value misconceptions and how to address these • operating with decimals (subtract add, multiply, divide) • expressing remainders as decimals • solving percentage type problems

Place value - a look at current issues students are facing

Place Value Stages 2 to 6. The workshop will emphasise the extreme problems that New Zealand students, including those at secondary school, are having with place value. In particular the issue of English’s strange number names and their link to the numerical symbols will be addressed. Included will be how to move students on from counting stages to early part–whole thinking.

This workshop will cover when to learn the counting sequence by rote, and how to link this to one –to-one counting. More significantly the linkage to counting on and counting back will be linked to adding and subtracting one using place-value to remediate common miscounts like 198, 199, 1000, and 42, 41, 40, 30, 39, 39.

English language learners - accelerating mathematics learning

This workshop will provide an opportunity for you to engage with the role of leaders in supporting and sustaining ELL achievement. Come join us on a hands-on journey towards accelerating mathematics learning for all ELL students.

This workshop aims to develop an understanding of the role of leadership in supporting teachers of English language learners with language demands of mathematics curriculum.

This workshop will explore how a modelling book can be used to collect formative evidence to inform an Overall Teacher Judgement. We will look at the components of written recording for students and how to effectively capture students thinking.

Participants will explore a variety of valuable ways to introduce fractions to Years 1-3 to ensure a solid basis for further teaching and learning in fractions.

Become a data detective and explore the statistical investigation cycle through a variety of meaningful contexts. Participants will gain a broader understanding of the key focuses of the statistics curriculum and ways to integrate across all learning areas.

To Add files

Making sense with equivalent fractions - year 7 and 8

This workshop will explore how prevalent fractional equivalence is in Stages 7 and 8, with a particular focus on applying it to addition, subtraction, multiplication and division with fractions. It will uncover how to make sense of, and apply a context for example 2/3 x 4/5 and 2 1/2 divided by 1/2.

Go Figure! An exciting free resource (Figure it Out - Learning Media)

How teachers can make effective use of this free resource.This session will be a practical based session where we will explore and use activities from the series and look at ways of adapting to suit the differing learning needs of students within a class.

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Differentiated test creation using e-asTTle

In this workshop we will look at creating a range of mathematics tests for different curriculum levels, how to assign the range of tests to students within one class, and how to get single-group and aggregated-group report data for teaching and learning.Teachers will also have an opportunity to discuss and share how they are using the data from e-asTTle to inform their Overall Teacher Judgement's.

Algebra - hands on approach to develop algebric thinking

In this workshop, through hands on activities, we will go through the links between number and algebra that will support teachers to develop algebraic thinking in students.

This workshop aims at exploring charactrictics of pre algebras, patterns and relationships.

Multiplication and division interactive tasks for year 4-8 students

This workshop aims to provide teachers with a range of multiplication/division problem solving tasks that students can work on independently or with teacher guidance. The interactive tasks stress the importance of student collaborative thinking and discourse and include the use of materials and context to scaffold the problem solving approach to learning.

JAM is a new junior assessment tool for mathematics in Years 0-3. This workshop intends to develop understanding of the administration of tasks and how to use the tool. At the same time we will be considering its use for gathering evidence to inform teaching as well as evidence of meeting curriculum levels from TheNew Zealand Curriculum.

The final JAM documents will be on www.nzmaths.co.nz within the next few weeks.

Progressions and transitions - Level 4 - Level 5

A look at the progressions in TheNew Zealand Curriculum Mathematics from Level 4 to Level 5, the experiences, hopes and fears of secondary teachers and the consequent implications for teaching and learning in Primary and Intermediate Schools.

Mathematics and Statistics Symposium 2011 | Auckland | September 2011

Mathematics is the exploration and use of patterns and relationships in quantities, space and time. Statistics is the exploration and use of patterns and relationships of solving problems (Ministry of Education, 2008).This wiki page provides access to resources from each of the workshops available at the Mathematics Symposium held in Auckland, September 2011. The purpose of the symposium is to:

The New Zealand Curriculum.If you have any questions about the resources on this page please email Christine Hardie

To visit the Team Solutions mathematics lead teachers wiki click here

Symposium workshops and resources

Keynote Address -Whose Problem is this?Nāu te rourou, nāku to rourou, ka ora te manuhiriIn this keynote, five different people shared their different viewpoints. Hamish Ruawai, Principal of Kaikohe West School, has a passion for improving students’ learning. Chrissy Smith and Diane Bates, both lead teachers of mathematics at Kaikohe West School, have taken on the professional development of their colleagues in mathematics through an individualised coaching programme. Mei Reti is a classroom teacher in the bilingual unit at Kaikohe West School and is a recent convert to the excitement of teaching mathematics. Dr Fiona Ell is their ‘critical friend’ -and a lecturer in the Faculty of Education at The University of Auckland.

Professional Development Case StudyGeometry - are you spatially aware?Workshop powerpoint presentationDigital content for MathsWorkshop materialsOverall teacher judgments and moderationEarly multiplication - stages 2-5Maths anxietyDecimals and percentages• common decimal place value misconceptions and how to address these

• operating with decimals (subtract add, multiply, divide)

• expressing remainders as decimals

• solving percentage type problems

Culturally responsive leadershipPlace value - a look at current issues students are facingCoutning stages - 0-4English language learners - accelerating mathematics learningEffective use of a modelling book(Modelling books and student discussion and mathematics pages 65-71)

Maths-2011_Modelling_book_example2.pdf

Maths-2011_Modelling_book_example3.pdf

Maths-2011_Modelling_book_example4.pdf

Maths-2011_Modelling_book_example5.pdf

Fractions - years 1-3Maths-2011_EasyFractionGame.pdf

Maths-2011_Fraction_Multiplication_Grid_Game.doc

Statistics - become a data detective!Making sense with equivalent fractions - year 7 and 8Go Figure! An exciting free resource (Figure it Out - Learning Media)Differentiated test creation using e-asTTleAlgebra - hands on approach to develop algebric thinkingMultiplication and division interactive tasks for year 4-8 studentsMaths-2011_Interactive_Multiplicative_thinking_Workshop[1].docx

Maths-2011_Legs_in_the_barn.docx

Maths-2011_How high.docx

]]Maths-2011_Shaking_hands.docx

JAM - Junior Assessment ToolTheNew Zealand Curriculum.Progressions and transitions - Level 4 - Level 5TheNew Zealand Curriculum Mathematicsfrom Level 4 to Level 5, the experiences, hopes and fears of secondary teachers and the consequent implications for teaching and learning in Primary and Intermediate Schools.