Our program highlights the kinds of topics which are currently important to, and of interest to teachers … topics such as differentiation, problem solving, fractions, algebraic thinking, number facts, contemporary technologies, and a whole lot more …

20th Annual Primary and Secondary Teachers’ Mathematics ConferenceWednesday 30th November 2016 9.00am – 3.30pm

ACU (Melbourne Campus) 115 Victoria Pde Fitzroy

Cost $330 (incl. GST) – includes lunch, afternoon tea, certificate of participation and session notes.

We will again offer a choice of two keynote sessions. Two of our most popular presenters Matt Sexton and Derek Hurrell are our keynote speakers. Matt was a primary school numeracy coordinator and consultant for several education systems before joining ACU. His current research project focuses on understanding the practices of mathematics curriculum leaders. Derek has had more than 25 years in classrooms, several years as a Numeracy Consultant with the Association of Independent Schools (WA) before joining the University of Notre Dame. His passion is in engaging students in the subject of mathematics and supporting the sensationally good work that teachers are doing in schools.

Features of the day

» High-quality presenters.

» Choose three sessions from a rich array of options. Insights from research will be complemented by the practical experience and insights of session leaders.

» Handouts, certificate, lunch and afternoon tea provided (tea & coffee from 8:30 am).

» Handy location close to city, easy access by public transport (115 Victoria Parade, Fitzroy).

As always a brilliant day. Well organised, informative and one of the best PD sessions a teacher can attend. Thank you.”

A wonderful mix of creative, intelligent minds. The best maths PD I have ever attended.

Hundreds of great ideas and resources to take back to my school.

THE PROGRAMRegistration: from 8.00am

Session Presenter/s Topic Yr Levels

Keynote: 9.00am – 10.00am

Keynote Matt Sexton

An explosion of hope for the teaching and learning of our future mathematicians – I have been inspired by the work of Jo Boaler (Stanford University) around supporting teachers and students as successful mathematical workers and thinkers. I will share stories of my work where students, teachers, and events have shaped and inspired a new hope in me…a feeling of something good to happen for the teaching and learning of our future mathematicians.

F – 6

Keynote Derek Hurrell

Teachers and students on the one page: How might we achieve this? – A fundamental problem in many mathematics classrooms is the disconnection between the good work teachers do in presenting mathematics as a vital and engaging subject, and the way that students’ perceive mathematics. In this session I’ll be sharing some experiences and insights for this issue from my teaching career.

4 – 10

Session A: 10.10am – 11.25am

A1 Leonie Anstey & Karyn Thomas

Helping all learners thrive – This hands on workshop will focus on the techniques of questioning and thinking maps within learning tasks. You will develop skills and knowledge that will allow the children in your classroom to become active learners. These ideas will be explored through classroom tasks related to the Victorian Curriculum.

F – 2

A2 Ann Downton

Fun and games in mathematics lessons: What’s that all about? – Games are fun to play and provide a natural link to everyday life, helping learners to use and practise mathematics skills and helping them to build links between mathematical ideas. We will engage in a range of games that can be used in a variety of ways to provide a challenge for children while focusing on important mathematical ideas.

F – 2

A3 Paul SwanGetting children off to a good start – In this session, Paul will explore a basic learning trajectory for early number work. Participants will be involved in a range of tasks and activities that may be used for formative assessment. Participants will see how to plan for ‘where to next?’ once a child has tried an activity.

F – 2

A4 Colleen Monaghan

Daily tasks to develop mental computation – Short sharp and regular practice with mental computation makes a difference. Many teachers struggle to find engaging ways to help students become more fluent with their basic facts. We will unpack a variety of activities to take away and use in classrooms with students on a regular basis. We will look at setting up routines for short, sharp and regular practice.

F – 4

A5 Linda Parish

The power of creativity: Supporting the learning of students who are mathematically highly capable and gifted – This session will look at differentiation from a different perspective. Enabling and encouraging creativity and perseverance is a vital role of the teacher of students who are mathematically highly capable, and supporting these students in their learning is just as necessary as supporting any other student. Practical teaching ideas will be embedded in theoretical understandings.

F – 6

A6 Sue Wilson

Addressing maths anxiety in teachers and students – Bibliotherapy uses guided reading and discussion to overcome negative emotions related to mathematics. Bibliotherapy has been used to help teachers understand and address their own maths anxiety, and to help students overcome their anxieties towards mathematics. The workshop will investigate a range of helpful bibliotherapy resources.

2 – 10

A7 Rose Knight

Seeing is believing – Spatial visualisation is an important aspect of everyday life, and a tool for success in maths and science. Experiences with geometrical figures and solids in the primary years may assist in developing this. We will explore a series of engaging activities aimed at improving students’ learning outcomes in the area of spatial visualisation, with stories and photos from the classroom.

3 – 6

A8 Donna Gronn

Scratch and other technologies in the mathematics classroom – Scratch is an exciting free tool to use, to challenge students’ thinking and engage their problem solving and reasoning skills in a creative way. We will explore Scratch and other simple apps on the iPad where students record and share their mathematical learning. We will link to the maths proficiencies and the new Digital Technologies Curriculum.

3 – 6

A9 Charles Lovitt

Happy healthy cheerful productive maths classrooms – Happy is self-evident. Learning should be an enjoyable experience, for the teacher and students. Healthy is the role of teachers in ensuring that of all the choices in planning we choose the more healthy options. Cheerful - because happy deserves to be in the title twice. Productive – the students are expected to learn and as a team we are all accountable. What do such classrooms look like and what is the role of teachers in building the pathways to get them?

3 – 8

A10 Philip Clarkson

Strategy games and mathematics: Exploring core aspects of mathematics – Doing mathematics and thinking about how you are doing it are different and neither is the easiest thing to do. It is a similar process in exploring what strategies you should use, and why, in playing certain games. We will explore why some strategies are better to use when playing Quarto, Tic Tac Toe and its 3D variation, and Othello, and the language we use to communicate why we are doing what we are doing.

4 – 7

A11 Doug Clarke & Anne Roche

Fractions: Practical and enjoyable strategies for the challenge of teaching this difficult topic – Fractions is probably the most difficult topic to teach and to learn, but it doesn’t have to be that way. We’ll explore the big ideas of fractions, helpful assessment tasks, important representations and models with fractions, and then focus on a range of classroom activities that build student understanding of the big ideas.

4 – 8

A12 Max Stephens and Sara McKee

SMART online assessments – Springside P-9 College has been using SMART (Specific Mathematics Assessments that Reveal Thinking) tests in Years 5-9 to complement in-class assessments. SMART tests are online diagnostic assessments developed by The University of Melbourne to assist teachers in identifying student understanding and revealing student misconceptions. This presentation will outline how teachers can make effective use of SMART tests in their classrooms to inform planning and teaching.

5 – 9

Lunch: 11.30am – 12.10pm

Session B: 12.15pm – 1.30pm

B1 Matt Sexton

Getting very hungry for mathematics in the junior years – Participants will explore the use of Eric Carle’s “The Very Hungry Caterpillar”, as a springboard to teach mathematical ideas in the junior years. The classic story of the lifecycle of a butterfly acts as the context to learn mathematical ideas associated with place value, algebraic thinking, statistics, and measurement. These learning activities have potential to be revisited again and again to develop children’s fluency with the mathematics that underpins the tasks.

F – 2

B2 Ann Downton

Using dominoes to explore important mathematical ideas – With the emphasis on subitising, mental computation, problem solving skills and mathematical thinking we see dominoes being used more and more in mathematics sessions because of the learning potential and opportunities they provide. We will explore some of these ideas, using a range of activities and games that help children to develop key understandings relating to number and make links to the proficiency strands.

F – 3

B3 Andrea McDonough

Open ended tasks: A key strategy for differentiation in mathematics classes – Increasingly teachers are realising the power of open ended tasks. Such tasks can be powerful, for example, in catering for mixed abilities and providing insights into children’s understandings. In this workshop we will consider the features of open ended tasks, how they might be used in maths lessons, and strategies for their development.

F – 6

B4Jill Brown,

Mel O’Reilly & Laura Sansonetti

The teacher as learner: Favourite tasks and key learnings – We share the early observations of a research project focused on ‘teacher as learner’ (mathematical and pedagogical content knowledge and reflection), selecting tasks that challenge students’ conceptual understanding and develop higher level reasoning skills. A school maths leader, classroom teacher, and researcher share their observations on their participation in the TALR project so far. Favourite tasks and materials (including anchor charts and fluency games), and key learnings will all be shared.

F – 6

B5 Catherine Attard

Avoiding the ‘App Trap’: Tips for using technology in the primary mathematics classroom – How do you use contemporary technologies in your mathematics classroom? Are your students consumers or producers? In this workshop participants will explore a range of ideas for implementing technologies effectively in primary mathematics classrooms. The popular SAMR framework will be pulled apart and put back together in a different way to reflect the Working Mathematically processes and higher order thinking skills.

F – 6

B6 Paul Swan

Literacy and mathematics: Re-defining the 3Rs – Clearly advocates of the 3R’s Reading wRiting and aRithmetic cannot spell. However, many students do struggle with the literacy elements of mathematics, especially when solving word problems. Paul will share ideas for improving visual, oral and written literacy when dealing with mathematics word problems. 70% of NAPLAN questions include a graphic. Come along and find out how to help your students interpret and understand the components of a word problem.

2 – 7

B7 Annie MitchellChallenging tasks – What are challenging tasks and why are they good for low, medium and high performing students? Annie will share examples of these tasks which she is using with her Year 4 students, with stories from the classroom, including the use of enabling and extending prompts to engage all students.

3 – 6

B8 Vince Wright

Fun and games – Mathematical games have inspired people to create new mathematics in times past and they will inspire you and your students. Through some excellent examples at a variety of grade levels, we explore the attributes of quality games so you can become a critical consumer. We will also link the games to content in the Victorian curriculum.

3 – 7

B9 Chris Hurst

Tackling multiplicative thinking – Our research has indicated some clear patterns about multiplicative thinking – what children know and don’t know, misconceptions, and an inability to articulate their thinking. This session focuses on tasks found to be effective in developing aspects of multiplicative thinking, including the multiplication-division relationship, the ‘times bigger’ notion, the development and application of the array, and using materials to develop connections between place value, multiplicative thinking, and operating with numbers.

3 – 7

B10 Leonie Anstey & Chris Terlich

Tips and strategies for turning data into differentiated lessons – This hands on workshop will explore a number of scenarios for using student assessment data and turning it into lessons that cater for the range of students in your class. Strategies that use questioning to explore and extend student learning and understanding will underpin this session.

3 – 7

B11 Lorraine Day & Derek Hurrell

Accessing mathematical concepts through the proficiency strands – This interactive workshop will investigate a range of tasks that use a problem solving approach for students to access deep understanding of mathematical concepts through reasoning and communication that will lead to greater fluency.

4 – 9

B12 Harvinder Kaur

Visual stimuli and problem solving – Visual representations can be particularly helpful when problem solving. This presentation will focus on how middle school students can discover solutions to complex problems. A variety of problems will be considered as well as student self-invented solution strategies. Problem posing and algebraic thinking will also be explored.

5 – 8

B13 Stephanie van der Schans

Stimulating enthusiasm and encouraging engagement in maths for 12-15 year olds – Encouraging and enthusing students in maths can be challenge for us all. In this workshop, I’ll share examples of my attempts this year to address issues such as making connections, responding to the “what’s the point?” attitude, and using authentic contexts. I’ll share potentially useful maths tasks, work samples and insights from what I’ve found.

6 – 9

Afternoon Tea: 1.35pm – 1.55pm

Session C: 2.00pm – 3.15pm

C1 Linda Parish

Understanding quantity: The key to developing early number sense – Children with well-developed number sense are more likely to experience long-term success. This entails making connections between the quantity, the word that describes it, and the symbol that represents it. This practical session will explore activities that do exactly this – from part-whole number thinking, to simple fraction understandings, to developing early multiplicative concepts.

F – 2

C2 Jill CheesemanFostering mathematical curiosity – Young children bring a natural curiosity to learning. For teachers the challenge is to foster this inquisitiveness in mathematics. Stories from the classroom will lead to some hints and tips for fellow teachers.

F – 2

C3 Colleen Monaghan

Engaging tasks for counting and place value – In this session we will unpack some of my favorite counting and place value activities. We will look at how they could be used in all levels and differentiated for all abilities within your classroom. These activities are easy to set up and require simple resources. This session will hopefully motivate you to start your school year with some fun, engaging counting and place value tasks.

F – 6

C4 Rhonda Faragher

Planning for diverse learners in primary mathematics – This will be a practical session with the opportunity to plan a lesson or unit for a range of learners, including those with mathematics learning difficulties. After a brief ‘executive summary’ of inclusive mathematics education research, participants will have the opportunity to develop their own planning, with guidance from the presenter. Therefore, participants are encouraged to bring their programs with them.

F – 6

C5 Larissa Raymond

Connected learning in maths: Partnering with parents – How might we enable our parent community to feel more confident in supporting their children’s mathematical learning at home and school? In this session, we will explore a range of possibilities to strengthen a ‘connected approach’ to maths learning with our parent community.

F – 6

C6 Paul SwanAre you game? – Games are often used as a means of ‘turn kids onto maths”, but could we be turning them off? Come along and explore a few simple game formats and consider elements of game playing that assist in the development of positive attitudes and those that ‘turn kids off’.

1 – 6

C7 Janeen Lamb

Working smarter with your team – This presentation will focus on leading pedagogical change through the use of digital technologies. We will discuss your current use of technology in the classroom and consider ways to advance its use through incorporating a range of sophisticated pedagogical approaches. Several videos of classroom practice will be shown to stimulate discussion on what is possible. To pull all of this together, we will look closely at the preparation of the lesson, the lesson launch, the lesson activity and the lesson wrap-up.

2 – 6

C8Margaret Thomas

& Andrea McDonough

Time: Engaging students in learning key ideas – What key understandings of the measurement of Time do we really want students to develop? How might we teach the measurement of Time in an engaging and challenging way? In this session we will share insights from a recent research project conducted in the middle primary years, including the sharing of lesson ideas.

3 – 7

C9 Charles Lovitt

Seeking balances: Eight unit planning models – Of the many juggling acts required by a teacher, perhaps the biggest is getting the balance right between skill development and the equally important proficiencies of thinking, reasoning, understanding and communication. We will share eight different unit planning models from leaders around Australia, including ‘the Mathematicians Model’, ‘the Menu Model’ and ‘the Thematic Model’.

3 – 8

C10 Lorraine Day

Developing algebraic reasoning through generalisation – “Generalising lies at the very heart of mathematics” (Mason, 2008). The Australian Curriculum: Mathematics develops number and algebra together as they complement each other. This interactive workshop will investigate a range of activities to assist algebraic reasoning through generalisation. A Concrete-Representational-Abstract approach encourages even very young students to generalise results and think algebraically.

3 – 9

C11 Jill Brown

Problem posing, problem solving, investigations, and mathematical modelling – Problem finding and problem posing should be an important part of any mathematics classroom. Pictures or real world situations are an excellent stimulus for problem posing, followed by problem solving, investigation and mathematical modelling. What problems can you pose? Problems that we use mathematics to solve and where the solution is of interest will be explored in this workshop.

5 – 8

C12 Derek Holton

The goat on a rope – A prehistoric goat is tethered by a farmer. What shapes can the goat eat in the grass and by what types of tethering? But there are wolves who won’t come too close to the farmer’s house. How can the farmer tether his goat so that it eats as much grass as possible but isn’t eaten by the wolves? We will explore these challenges as a practical creative exercise with pins, pencils and string.

7 – 10

Prize Draws: 3.20pm – 3.30pm

PAYMENT METHOD (please tick):

•• It is essential that you receive confirmation of your enrolment by email prior to attending. If you have not received confirmation within one week of making payment please contact Louise Hamilton. DO NOT ATTEND WITHOUT CONFIRMATION.

•• Registration is not confirmed until payment is received.

•• Faxed registrations are not accepted.

•• Contact Louise Hamilton if there are any Medical Dietary Requirements.

•• Places are strictly limited. The sooner you register and pay, the better your chances of receiving your preferred sessions.

Please call Louise Hamilton on (03)9953 3836 or email mtlc.registration@acu.edu.au if you have any queries.

Registration will close when capacity is reached. Please refer to www.acu.edu.au/150845 for updated information

School

School Address

Suburb Postcode

School Phone Number

Registration Fee: $330 per person (incl. GST) X Total Owing: $ (Please note fees are non-refundable).

Participant’s name Email address Year Level

SESSION PREFERENCES

Keynote (pls tick) A B C

Matt Derek

1st 1st 1st

2nd 2nd 2nd

3rd 3rd 3rd

Matt Derek

1st 1st 1st

2nd 2nd 2nd

3rd 3rd 3rd

Matt Derek

1st 1st 1st

2nd 2nd 2nd

3rd 3rd 3rd

Matt Derek

1st 1st 1st

2nd 2nd 2nd

3rd 3rd 3rd

EFT

CREDIT CARD CHEQUE

Direct transfer to our account: Name: ACU General Account / BSB: 082 451 Acc No: 506 966 793 / Ref: P2028 & ”school name”

Please pay online at: www.acu.edu.au/mathsconference

Make out a cheque payable to “Australian Catholic University”

Forward registration form to mtlc.registration@acu.edu.au or post to above address

REGISTRATION FORM / TAX INVOICE

Australian Catholic University, 115 Victoria Parade, Fitzroy VIC 3065 ABN 15 050 192 660 This Registration Form forms a TAX INVOICE for payment for this Conference

* Please note that some sessions that were popular in previous years have been repeated in this program. Please take this into account when choosing your sessions

Please scan and email this registration form to: mtlc.registration@acu.edu.au Or post to Louise Hamilton, Australian Catholic University, Locked Bag 4115, Fitzroy MDC VIC 3065

Registration closes on Wednesday 23rd November

2016 or when sessions are full

20th Annual Primary and Secondary Teachers’ Mathematics ConferenceWednesday 30th November 2016

Our popular book will be available for purchase on conference day at a discounted price.

ENGAGING MATHS:25 favourite lessons

Doug Clarke Anne Roche