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.
|Pricing||1 Day||2 Day|
|Member Cost (Inc GST)||$|
|Non Member Cost (Inc GST)||$|
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