Maths+Symposium+2011

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 //Nāu te rourou, nāku to rourou, ka ora te manuhiri // || 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. ||
 * **Keynote Address -Whose Problem is this?**
 * 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.
 * **Professional Development Case Study** ||  || Download here ||
 * Powerpoint Presentation - Fiona Ell - Kaikohe West School ||  || [|Maths-2011 Keynote presentation(2).pptx] ||


 * <span style="color: #014f8a; font-family: Verdana,Geneva,sans-serif; font-size: 110%;">**Geometry - are you spatially aware?** ||
 * <span style="color: #000000; font-family: Verdana,Geneva,sans-serif; font-size: 12px;">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. ||
 * **<span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">Workshop powerpoint presentation ** ||  || <span style="font-family: Verdana,Geneva,sans-serif;">[|Maths-2011-Geometry.ppt] ||


 * **<span style="color: #014f8a; font-family: Verdana,Geneva,sans-serif;">Digital content for Maths ** ||
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">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. ||
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">**Workshop materials** ||  || <span style="font-family: Verdana,Geneva,sans-serif;">Digistore Website  ||
 * ||  || Mathematics and statistics on Digistore ||
 * ||  || Digistore Learning Paths ||


 * <span style="color: #014f8a; font-family: Verdana,Geneva,sans-serif; font-size: 110%;">**Overall teacher judgments and moderation** ||
 * <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 13px;">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. ||
 * <span style="font-family: Verdana,Geneva,sans-serif;">Workshop powerpoint presentation ||  || <span style="font-family: Verdana,Geneva,sans-serif;">[|Maths-2011_OTJ_and_ Moderation_Symposium.ppt] ||
 * ||  || [|Maths-2011_Friday OTJ_and_ Moderation_Symposium[2.ppt]] ||
 * ||  || [|Maths-2011_OTJ_factsheet(1).pdf] ||
 * ||  || [|Maths-2011_OTJ_factsheet(2).pdf] ||


 * <span style="color: #014f8a; font-family: Verdana,Geneva,sans-serif; font-size: 110%;">**Early multiplication - stages 2-5** ||
 * <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 13px;">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. ||
 * Written notes for Multiplication ||  || [|Maths-2011_Skemp_Multiplication_Notes.pdf] ||
 * Activity masters for Multiplication ||  || [|Maths-2011_SKEM_Multiplication_Masters.pdf] ||


 * <span style="color: #014f8a; font-family: Verdana,Geneva,sans-serif; font-size: 110%;">**Maths anxiety** ||
 * <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 13px;">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. ||
 * Contact: Gillian Frankcom-Burgess ||  || g.frankcom@auckland.ac.nz ||
 * <span style="font-family: Verdana,Geneva,sans-serif;">Workshop powerpoint presentation ||  || [|Maths-2011_Maths_Anxiety_Maths Symposium.ppt] ||

<span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 13px;">• common decimal place value misconceptions and how to address these <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 13px;">• operating with decimals (subtract add, multiply, divide) <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 13px;">• expressing remainders as decimals <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 13px;">• solving percentage type problems ||
 * <span style="color: #014f8a; font-family: Verdana,Geneva,sans-serif; font-size: 110%;">**Decimals and percentages** ||
 * <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 13px;">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;
 * Decimal and percentage powerpoint presentation ||  || [|Maths-2011_Decimals_and_Percentages_wiki.ppt] ||
 * Decimal addition game ||  || <span style="font-family: Verdana,Geneva,sans-serif;">[|Maths-2011_4_in_a_row_decimals.doc] ||
 * Decimal subtraction game aimed at choosing strategies efficiently ||  || [|Maths-2011_Beat_the_Basics_stage_7.doc] ||
 * Decimal Place Value Game ||  || [|Maths-2011_Decimal_Sort.doc] ||
 * Decimal Place Value Game ||  || [|Maths-2011_First_To_The_Draw_Tenths.pdf] ||
 * Decimal Place Value Game ||  || [|Maths-2011_Decimal_Place_Value_Keyboard_Games.doc] ||
 * Decimal Addition and Subtraction Game ||  || [|Maths-2011_decimals_jigsaws.doc] ||
 * Percentage of Amounts Games ||  || [|Maths-2011_MM_7_5_Percents.pdf] ||
 * Decimat Material Master ||  || [|Maths-2011_MM_4_21-1_Decimal_Fraction_Mat.pdf] ||
 * Place Value Houses ||  || [|Maths-2011_Decimal_Place_Value_Keyboard_Games.doc] ||
 * Decimal Keyboard Material Master ||  || [|Maths-2011_MM_4_15b-1_Decimal_Keyboard.pdf] ||
 * Template to use when finding percentages of amounts using benchmarks ||  || [|Maths-2011_percentages_of_amounts_template.doc] ||
 * Template to use when multiplying decimals by a decimal. ||  || [|Maths-2011_Multiplying_Decimals_template.doc] ||
 * Planning Unit for Decimals and Percentages Stages 6 and 7 ||  || [|Maths-2011_Decimals_Planner_A_ and_AM.doc] ||


 * <span style="color: #014f8a; font-family: Verdana,Geneva,sans-serif; font-size: 110%;">**Culturally responsive leadership** ||
 * <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 13px;">This workshop will explore what it means to lead a culturally responsive school at both a system level and in classroom practice. ||
 * <span style="font-family: Verdana,Geneva,sans-serif;">Workshop powerpoint presentation ||  || <span style="font-family: Verdana,Geneva,sans-serif;">[|Maths-2011_Cultrually_Responsive_Leadership_Symposium.ppt] ||
 * Iceberg Statements ||  || [|Maths-2011_Words_for_cultural_iceberg (2).doc] ||


 * <span style="color: #014f8a; font-family: Verdana,Geneva,sans-serif; font-size: 110%;">**Place value - a look at current issues students are facing** ||
 * <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 13px;">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. ||
 * Place Value ||  || [|Maths-2011_Place_Value.pdf] ||


 * <span style="color: #014f8a; font-family: Verdana,Geneva,sans-serif; font-size: 110%;">**Coutning stages - 0-4** ||
 * <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 13px;">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. ||
 * Counting Stages ||  || [|Maths-2011_Count_stages.pdf] ||
 * <span style="color: #014f8a; font-family: Verdana,Geneva,sans-serif; font-size: 110%;">**English language learners - accelerating mathematics learning** ||
 * <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 13px;">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. ||  || [|Maths-2011_ELLs_leaders_symposium.ppt] ||
 * This handout includes some successful strategies that teachers can use to scaffold Mathematics learning for English language learners. ||  || [|Maths-2011_ELLs_handout_leaders_symposium.ppt] ||
 * This handout includes some successful strategies that teachers can use to scaffold Mathematics learning for English language learners. ||  || [|Maths-2011_ELLs_handout_leaders_symposium.ppt] ||

(Modelling books and student discussion and mathematics pages 65-71) ||  || [|Maths-2011_Modelling _books_and_student_discussion.pdf] || [|Maths-2011_Modelling_book_example2.pdf] [|Maths-2011_Modelling_book_example3.pdf] [|Maths-2011_Modelling_book_example4.pdf] [|Maths-2011_Modelling_book_example5.pdf] ||
 * <span style="color: #014f8a; font-family: Verdana,Geneva,sans-serif; font-size: 110%;">**Effective use of a modelling book** ||
 * <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 13px;">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. ||
 * Workshop powerpoint presentation ||  || [|Maths-2011_Modelling_Books.ppt] ||
 * Grab It ||  || [|Maths-2011_Grab_It.pdf] ||
 * Findings from the NZ Numeracy Development Projects 2005.
 * Modelling Book Examples 1-5 ||  || [|Maths-2011_Modelling_book_example1.pdf]

[|Maths-2011_EasyFractionGame.pdf] [|Maths-2011_Fraction_Multiplication_Grid_Game.doc] ||
 * <span style="color: #014f8a; font-family: Verdana,Geneva,sans-serif; font-size: 110%;">**Fractions - years 1-3** ||
 * <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 13px;">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. ||
 * Workshop powerpoint presentation ||  || [|Maths-2011_Junior_fractions.ppt] ||
 * Workshop resources ||  || [|[[http://teamsolutions.wikispaces.com/file/view/Maths-2011_Create_3.pdf|Maths-2011_Create_3.pdf]
 * <span style="color: #014f8a; font-family: Verdana,Geneva,sans-serif; font-size: 110%;">**Statistics - become a data detective!** ||
 * <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 13px;">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 ||
 * <span style="color: #014f8a; font-family: Verdana,Geneva,sans-serif; font-size: 110%;">**Making sense with equivalent fractions - year 7 and 8** ||
 * <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 13px;">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. ||
 * Workshop powerpoint presentation ||  || [|Maths-2011_Making_sense_with_equiv_fractions.ppt] ||
 * <span style="color: #014f8a; font-family: Verdana,Geneva,sans-serif; font-size: 110%;">**Go Figure! An exciting free resource (Figure it Out - Learning Media)** ||
 * <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 13px;">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. ||
 * To Add ||  ||   ||
 * <span style="color: #014f8a; font-family: Verdana,Geneva,sans-serif; font-size: 110%;">**Differentiated test creation using e-asTTle** ||
 * <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 13px;">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. ||
 * Workshop powerpoint presentation ||  || [|Maths-2011-Creating_Differentiated_Tests.pptx] ||
 * Curriculum progressions from Years 1 - 12 for test creation ||  || [|Maths-2011Curriculum_Level_Progression.docx] ||
 * e-asTTle national norms by Year Level and terms for Maths & reading ||  || [|Maths-2011-e-asTTle_norm_tables_Sept 2010.doc] ||
 * <span style="color: #014f8a; font-family: Verdana,Geneva,sans-serif; font-size: 110%;">**Algebra - hands on approach to develop algebric thinking** ||
 * <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 13px;">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. ||  || [|Maths-2011_Leader_Symposium_Algebra_ppt .ppt] ||
 * <span style="color: #014f8a; font-family: Verdana,Geneva,sans-serif; font-size: 110%;">**Algebra - hands on approach to develop algebric thinking** ||
 * <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 13px;">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. ||  || [|Maths-2011_Leader_Symposium_Algebra_ppt .ppt] ||

[|Maths-2011_Interactive_Multiplicative_thinking_Workshop[1.docx]] [|Maths-2011_Legs_in_the_barn.docx] [|Maths-2011_How high.docx] ]][|Maths-2011_Shaking_hands.docx] ||
 * <span style="color: #014f8a; font-family: Verdana,Geneva,sans-serif; font-size: 110%;">**Multiplication and division interactive tasks for year 4-8 students** ||
 * <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 13px;">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. ||
 * Workshop instructions ||  || [|Maths-2011_Look_at_this_growing_pattern.docx] ||
 * Range of mult/div problem solving activities for curriculum levels 3 & 4 ||  || [|[[http://teamsolutions.wikispaces.com/file/view/Maths-2011_Fair_Shares.docx|Maths-2011_Fair_Shares.docx]


 * <span style="color: #014f8a; font-family: Verdana,Geneva,sans-serif; font-size: 110%;">**JAM - Junior Assessment Tool** ||
 * <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 13px;">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 //The// //New Zealand Curriculum.// ||
 * <span style="font-family: Verdana,Geneva,sans-serif;">Workshop powerpoint presentation ||  || [|Maths-2011_JAM 2011 Symposium_Final.ppt] ||
 * The final JAM documents will be on [|www.nzmaths.co.nz] within the next few weeks. ||  ||   ||


 * <span style="color: #014f8a; font-family: Verdana,Geneva,sans-serif; font-size: 110%;">**Progressions and transitions - Level 4 - Level 5** ||
 * <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 13px;">A look at the progressions in //The// //New 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. ||
 * <span style="font-family: Verdana,Geneva,sans-serif;">Workshop summary notes ||  || [|Maths-2011_Progressions_and_Transitions_L4-5.ppt] ||
 * Problem solving ||  || [|Maths-2011_NCEA_Level_1_Assessment_tasks.doc] ||