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2019 Formative Assessment: the key to improving learning outcomes in mathematics F to 9

04 Jun 2019 to 04 Jun 2019  08:45 am to 03:00 pm

Sunshine College

This full day professional learning program will provide an overview of formative assessment. What it is and isn’t and what is needed to implement a targeted teaching approach to mathematics in Years F to 9. It will introduce participants to the tools and advice available on the DET website to support a formative assessment approach. That is, the Assessment for Common Misunderstandings (AfCM) and the Scaffolding Numeracy in the Middle Years (SNMY) materials. A brief overview will also be provided of the evidenced-based resources produced as a result of the recent Reframing Mathematical Futures II project on mathematical reasoning.

Who should attend: Teachers for level F - 9

Presenter: Di Siemon

Di Siemon is a Professor of Mathematics Education in the School of Education at RMIT University (Bundoora) where she is involved with the preparation of pre-service teachers and the supervision of higher degree students. Di is currently the Director of the Reframing Mathematical Futures project, which is working with 32 secondary schools nationally to develop an evidenced based teaching and learning framework for mathematical reasoning in the middle years. She is also actively involved in the professional development of practicing teachers, particularly in relation to the development of the ‘big ideas’ in number, the teaching and learning of mathematics in the middle years, and the use of rich assessment tasks to inform teaching. Di has directed a number of other large scale research projects including the Scaffolding Numeracy in the Middle Years Project (2003-2006), the Researching Numeracy Teaching Approaches in Primary Schools Project (2001-2003), and the Middle Years Numeracy Research Project (1999-2001). Di is a past President of the Australian Association of Mathematics Teachers and a life member of the Mathematical Association of Victoria.

 

Closing date for registrations is : 28/05/2019

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2019 Virtual Learning Critical and creative thinking through mathematics reflections

19 Jun 2019 to 19 Jun 2019  03:30 pm to 05:00 pm

Virtual Learning

Critical and creative thinking is integral to Mathematics – it encourages students to think broadly and deeply, reason and justify their understandings. How can we harness critical and creative thinking skills and routines to benefit our learners? This workshop will provide insight, strategies and resources for integrating critical and creative thinking into the primary school classroom. It will also provide an opportunity for teachers to reflect on their current practices and give practical resources which will assist in future mathematics teaching and learning.

This workshop is aimed at Foundation - Year 6

Presenter: Penny Crossland

An established primary school teacher, Penny has taught a range of year levels across different schools in the Independent sector of Western Australia. She has also worked as a Curriculum Coordinator, a Sessional Academic for Curtin University and has collaborated with the Australian Independent Schools of Western Australia (AISWA) and School Curriculum Standards Authority (SCSA) to complete action research projects and write sample teaching and learning programs using the Western Australian Curriculum. Penny has a passion for integrating cultures of thinking into all mathematics lessons to encourage deeper thinking and knowledge among her students.

 

Closing date for registrations is : 12/06/2019

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2019 Primary and Early Childhood Mathematics Education Conference - Day One Leading whole school improvement in mathematics education

20 Jun 2019 to 20 Jun 2019  08:30 am to 05:30 pm

The Melbourne Graduate School of Education

After great success over the past two years, The Mathematical Association of Victoria (MAV) in collaboration with the Melbourne Graduate School of Education’s Mathematics Education Group (MEG) will again hold a conference focussing on early childhood and primary school mathematics education.

Leading whole school improvement in mathematics education

For mathematics leaders and those with an interest in mathematics education leadership within primary schools, including Principals, Deputy Principals, Numeracy Leaders, Academics, Vic DET, VCAA and others.

Themes for the day:

  • investigate the tools and techniques to support improved practice through collaborative professional learning communities
  • develop an understanding of how to measure whole school improvement
  • explore an understanding of the maths proficiency strands and general capabilities, and the teaching practices to support student development in mathematics
  • support teachers to lead the integration of both digital and design technologies within mathematics education
  • Engaging community and family in your mathematics program
  • What primary leaders said about the 2018 Primary conference..... ‘Great combination of philosophy, theory and practice!’ “Excellent presenters who provide outstanding resources and willingly share their knowledge”

    Join us to explore mathematics leadership. Sessions will provide practical advice to lead change in your own school context.

     

    Closing date for registrations is : 13/06/2019

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    2019 Primary and Early Childhood Mathematics Education Conference - Day Two Improving classroom-based learning; Primary and Early Childhood

    21 Jun 2019 to 21 Jun 2019  08:30 am to 05:30 pm

    The Melbourne Graduate School of Education

    After great success over the past two years The Mathematical Association of Victoria (MAV) in collaboration with the Melbourne Graduate School of Education’s Mathematics Education Group (MEG) will again hold a conference focussing on early childhood and primary school mathematics education.

    Improving classroom-based learning; Primary and Early Childhood

    This day is designed for primary teachers and early childhood educators regardless of experience level. Sessions will build your confidence and develop your professional ability as a mathematics educator in a supportive, hands-on and engaging series of workshops.

    Do you find teaching mathematics a challenge? Are you looking to find some great new ideas to engage students? Join us to explore mathematics education, teaching and learning, with a focus on improving your mathematics content & content pedagogical knowledge. Learn how to develop greater cognitive engagement through inquiry-based approaches.

    What educators said about the 2018 Primary conference..... The conference provided an excellent forum to learn about and discuss current research-based information. It provided a range of workshops led by knowledgeable and approachable presenters. I was able to walk away excited about sharing some new ideas and resources with colleagues.

    Themes for the day:

  • improve your mathematics content & content pedagogical knowledge
  • work towards greater cognitive engagement through inquiry-based approaches
  • strengthen your ability to cater for diverse ranges of student needs (differentiation)
  • consolidate approaches to embedding critical and creative thinking
  • discover best practice integration of both digital and design technologies within mathematics education
  • Engaging community and family in your mathematics program
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    Closing date for registrations is : 14/06/2019

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    2019 Virtual Making connections between Problem Solving and Mathematical Proficiency

    08 Aug 2019 to 08 Aug 2019  03:30 pm to 05:00 pm

    Virtual Learning

    Successful learning and teaching of mathematics is much more complex than three Content strands and it involves more of a mental disposition. In order to develop this disposition, as ‘mathematics is what mathematicians do’ (Milgram, 2007), one must be emerged and challenged within a task. Mathematical Proficiency is one way of explaining this mathematical disposition and through evidence based practices one can begin to see what is meant by mathematical proficiency. However, questions still remain; how does problem solving support the successful learning and teaching of mathematical proficiency? How can teachers use these teaching practices to assess mathematical proficiency? And in what ways can students’ responses be used to assess mathematical proficiency?

    PLEASE NOTE: This session will be delivered via WebEx. If possible, the session will be recorded with audio recording over the presenter’s PowerPoint.

    This workshop is aimed at Foundation - Year 6

    Presenter: Paul Staniscia

    Paul Staniscia is currently a Deputy Principal, Mathematics Leader and eLearning Leader at an inner northern suburbs primary school. He also works as a consultant for the Mathematical Association of Victoria and has written various articles for their Prime Number journal. Having completed a Masters in Educational Leadership, he values a culture of relational trust when working with teachers in evidence based learning and teaching, in Melbourne and across New Zealand. His recent work has been around developing self regulated learners and ensuring they know where they are going, have the tools for the journey, monitor their own progress, recognise when they are ready for what’s next and know what to do next. Paul uses both previous classroom teaching experience as well as effective leadership practices when collaborating with teachers in using data to identify student need and impact of teaching.

     

    Closing date for registrations is : 01/08/2019

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