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MAWA 2020 Conference

2020 WA Annual Maths Conference - Day 1

Timeslot 1

Registrations
8:00 am on Wednesday, November 25 2020
Convention Centre Foyer
Session

Timeslot 2

Opening Ceremony
8:45 am on Wednesday, November 25 2020
John West—The Mathematical Association of Western Australia (MAWA)
Astral 2 & 3
Session

Timeslot 3

ACARA Update
9:00 am on Wednesday, November 25 2020
Anna Cohen, Rachael Whitney–Smith, Stephen Phillip—Australian Curriculum Assessment and Reporting Authority (ACARA)
Astral 2 & 3
Session

This presentation will provide an update on three ACARA work streams: The Australian Curriculum: Mathematics Review, the Learning Progressions and Online Formative Assessment Initiative (LPOFAI) and National Assessment Program Literacy and Numeracy (NAPLAN), 2021 and beyond. • On 12 June 2020, education ministers agreed that it was appropriate to review the Australian Curriculum: Mathematics, which has been in place since 2015. The aim of the review is to improve the Australian Curriculum from Foundation to Year 10 by refining, realigning and reducing the existing content of the curriculum, with the focus on content refinement within the existing structure and dimensions of the Australian Curriculum. Rachael Whitney–Smith, ACARA Curriculum Specialist: Mathematics will provide information about the review and refinement process, timelines and provide some findings from the ACARA Program of Research. • In the context of disruptions caused by COVID–19, education ministers made the decision to cancel NAPLAN for 2020 at all year levels. Further, there are also changes to the NAPLAN scale and proficiency standards being considered within the Assessment and Reporting area. Anna Cohen, Senior Manager of the National Assessment Program will provide information on what that this means for NAPLAN, 2021 and beyond. • The Learning Progressions and Online Formative Assessment Initiative (LPOFAI) is a cross–agency project involving the three national education agencies ACARA, AITSL and ESA under the governance of Education Council. It is a phased project which began with a discovery phase in May 2019, and findings were reported to education ministers in December 2019. The ministers agreed to proceed with an alpha phase in 2020. Stephen Phillip, ACARA Senior Measurement and Assessment Advisor, will provide an update on the ALPHA phase of this project.

Timeslot 4

Morning Tea
10:15 am on Wednesday, November 25 2020
Astral 1
Session

Timeslot 5

How do we encourage investigative thinking in our students?
10:45 am on Wednesday, November 25 2020
Paula McMahon—The Mathematical Association of Western Australia (MAWA)
Astral 2
Session

Too many students are getting to upper school and not having the skills necessary to complete the investigative assessments! Is investigative thinking only needed when doing assessments? During this session work with colleagues to share concerns, ideas and resources. Whilst sharing current practices from your school. I will provide a couple of lower school investigations and investigative ideas that can be used to promote discussion. It would be advantageous if you could bring an example to share. If you wish to email your sample to eo@mawainc.org.au by Monday November 16 MAWA will ensure that hard copies to use during the workshop.

NAPLAN Numeracy Tests
10:45 am on Wednesday, November 25 2020
Donna Miller, Karina Welch—Australian Curriculum Assessment and Reporting Authority (ACARA)
Astral 3
Session

With the global pandemic, challenges and opportunities abound. NAPLAN 2020 was cancelled, and the timeline for the move for the full implementation of the online tests has been delayed. This session gives a broad overview of the current status of NAPLAN test, the way they are developed, their specifications and structure. The ‘look and feel’ of the tests will be shown using the  'NAPLAN' section of the ACARA website which has a selection of past NAPLAN test papers and answers and features of the NAPLAN Online tests, item types and related functionality will be demonstrated using the public demonstration tests.

 

Timeslot 6

NAPLAN Numeracy Tests
11:50 am on Wednesday, November 25 2020
Donna Miller, Karina Welch—Australian Curriculum Assessment and Reporting Authority (ACARA)
Astral 2
Session

With the global pandemic, challenges and opportunities abound. NAPLAN 2020 was cancelled, and the timeline for the move for the full implementation of the online tests has been delayed. This session gives a broad overview of the current status of NAPLAN test, the way they are developed, their specifications and structure. The ‘look and feel’ of the tests will be shown using the 'NAPLAN' section of the ACARA website which has a selection of past NAPLAN test papers and answers and features of the NAPLAN Online tests, item types and related functionality will be demonstrated using the public demonstration tests.

Timeslot 7

How do we encourage investigative thinking in our students?
11:50 am on Wednesday, November 25 2020
Paula McMahon—The Mathematical Association of Western Australia (MAWA)
Astral 3
Session
Too many students are getting to upper school and not having the skills necessary to complete the investigative assessments! Is investigative thinking only needed when doing assessments? During this session work with colleagues to share concerns, ideas and resources. Whilst sharing current practices from your school. I will provide a couple of lower school investigations and investigative ideas that can be used to promote discussion. It would be advantageous if you could bring an example to share. If you wish to email your sample to eo@mawainc.org.au by Monday November 16 MAWA will ensure that hard copies to use during the workshop.

Timeslot 8

Lunch
12:55 pm on Wednesday, November 25 2020
Astral 1
Session

Timeslot 9

SCSA Principal Consultant Update
1:55 pm on Wednesday, November 25 2020
Leith Pavlinovich, Suzie Harman–SCSA
Astral 2 & 3
Session
Presenters will give an overview of the moderation and assessment activities for both 2020 and 2021.

Timeslot 10

What do we have, what do we need and where can we get help?
3:00 pm on Wednesday, November 25 2020
Paula McMahon—The Mathematical Association of Western Australia (MAWA)
Astral 2 & 3
Session

Recent feedback from many attendees to the HoLA Day include comments such as more time to talk and share ideas, concerns and use the collective knowledge in the room to help each other. So in 2020 we are going to try something a little different! To conclude the 2020 HoLA Day attendees will work in groups to share their experiences as a HoLA (e.g. working with out of field teachers, parent expectations), the issues (e.g. grading, OLNA etc) that are most impacting their team, strategies that help staff and students. Information will be collated after the conference and made available to attendees.

Timeslot 11

Networking Drinks
4:00 pm on Wednesday, November 25 2020
Astral 1
Session

2020 WA Annual Maths Conference - Day 2

Timeslot 1

Registrations
8:00 am on Thursday, November 26 2020
Convention Centre Foyer
Session

Timeslot 2

Secondary Opening Ceremony
8:45 am on Thursday, November 26 2020
Paula McMahon—The Mathematical Association of Western Australia (MAWA)
Crown Ballroom 1 & 2
Session

Timeslot 3

KEYNOTE: Humanising mathematics
9:00 am on Thursday, November 26 2020
Amie Albrecht—University of South Australia
Crown Ballroom 1 & 2
Secondary
Session

We often focus on the benefits that mathematics confers on people, but rarely do we consider the other side of the coin: mathematics—and the maths classroom—benefits from a diversity of people with different experiences and ideas. In this session, we’ll explore how to elicit, honour and celebrate students’ ideas in ways that humanise their experiences with mathematics and enriches the learning of all.

Timeslot 4

Morning Tea
10:15 am on Thursday, November 26 2020
Astral 1 & 2
Session

Timeslot 5

The Mathematical Thinking Process
11:00 am on Thursday, November 26 2020
Megan West—Christ Church Grammar School
Crown Ballroom 1
7–12
Session

In this session we will look at the mathematical thinking process and how you can incorporate this into your classroom activities as well as assessments tasks. I will give some tips about introducing the process and explicitly teaching it to students as well as provide you some sample activities. If time, we will discuss how to write a task for your classroom.

Timeslot 6

Fom Arithmetic to Algebra
11:00 am on Thursday, November 26 2020
Dr Jack Bana—The Mathematical Association of Western Australia
Botanical 1
5–8
Session

Do your students struggle with algebra? Have they been introduced to it yet? This session will show how students can make a smooth transition from arithmetic to algebra, so that it is not seen by them as a different subject, as is often the case. An innovative way to deal with basic number facts in primary classes, and well beyond, is one of the keys to achieving this objective.

Timeslot 7

Introducing algebra so all students can show understanding.
11:00 am on Thursday, November 26 2020
Paula McMahon—The Mathematical Association of Western Australia (MAWA)
Botanical 2
5–8
Session

Using a concrete, representation and abstract (CRA) approach to teaching is well documented. Many teachers use this approach for many concepts taught in mathematics. Often teachers use an abstract approach when introducing integers and algebra concepts, e.g. collecting like terms. During this workshop I will share with you how I used Algebra Tiles Australia to teach integers and algebra concepts with my students.

Timeslot 8

Proportional reasoning
11:00 am on Thursday, November 26 2020
Joan Burfitt
Botanical 3
7–10
Session

This session highlights the challenges for secondary students in their development of some skills necessary for proportional reasoning. Students from Years 7 to 9 were tested on items relating to fractions, decimals, ratios, rates, proportional relationships, and multiplicative thinking. Ideas for remediating common misconceptions are considered.

Timeslot 9

Mathematics is the Meditjin.
11:00 am on Thursday, November 26 2020
Ian Francis Hailes—Mathematics Teaching Consultant
Botanical 4
7–10
Session

Maths Takes You Places, so let’s share the journey and destination with our Aboriginal and Torres Strait Islander students. We will explore the difference between two–way v Two–ways learning. T & L requires us to connect, collaborate, create and communicate. I will model a Five Stage–Four Step plan to nurture problem–solving. To help further debunk the myth that Indigenous people had no concept of number, I’ll use coding to convert decimals to the traditional N. E. Arnhem Land number system.

Timeslot 10

Discovering Problem Solving
11:00 am on Thursday, November 26 2020
Rachel Theunissen—Lesmurdie Senior HIgh School
Astral 3
7–10
Session

In this year of innovation there has been much progress in the delivery of lessons. This workshop will focus on some of the resources that are now freely available for teachers and students and how they can be used in the classroom. The workshop will include Problem Solving materials from the Australian Mathematics Trust that have been tried and tested by teachers in the classroom. There will be new materials and resources that have just been made available in 2020 for teachers to use.

Timeslot 11

Developing probabilistic and statistical reasoning with your students
12:05 pm on Thursday, November 26 2020
Lorraine Day—The University of Notre Dame Australia
Crown Ballroom 1
5–8
Session

Engaging students in probabilistic and statistical reasoning is more than just teaching students how to draw graphs and calculate probabilities. It involves targeting the big ideas of statistical and probabilistic reasoning and inviting students to engage in higher order thinking using rich tasks. This session will introduce participants to a range of tasks that assist students to reason mathematically within a statistics and probability context.

Timeslot 12

Navigating the Unknown – A Beginner's Framework For Mathematical Investigation
12:05 pm on Thursday, November 26 2020
Blake Segler—Joseph Banks Secondary College
Botanical 1
7–10
Session

Investigation lies at the core of Mathematics. It provides students with purposeful and engaging opportunities to explore maths in creative and personalised ways, allowing all students to see success and progress at their own pace, while further developing critical thinking and problem solving skills. For those new to teaching mathematical investigation, this immersive activity will guide you through a framework for investigation, along with tips and tricks for success!

Timeslot 13

Teaching deductive geometry
12:05 pm on Thursday, November 26 2020
Dr Norm Hoffman—WA Mathematics Problem Solving Program (WAMPSP)
Botanical 2
7–10
Session

A combination of mathematics and pedagogy relating to the teaching of deductive geometry in years 8 to 12

Timeslot 14

The life and legacy of the Indian mathematician Ramanujan
12:05 pm on Thursday, November 26 2020
Peter Merrotsy—The University of Western Australia
Botanical 3
7–10
Session

On the occasion of the centenary of his death, this presentation will relate the story of the mathematician Ramanujan. The cultural and social context of Ramanujan’s life will be explored, and his educational experiences outlined. Attention will be drawn to the deep nature of his discoveries in number theory, set alongside a sketch of the humble person who created these wild and fantastic theorems. Extension and enrichment ideas will be presented through examples of Ramanujan’s work.

Timeslot 15

Making the Most of 11 Methods
12:05 pm on Thursday, November 26 2020
Dion Alfonsi—Shenton College
Botanical 4
11–12
Session

Methods Units 1 & 2 have a lot of rich mathematical ideas, however, arguably the most significant challenge of the course is in its structuring and timing of content. This session is specifically targeted at aspiring or new Methods teachers, as well as course coordinators. We will interrogate the syllabus deeply, highlighting the nuances in the dot points and some logical (but hidden) connections between topics. We will also examine the opportunities to extend and investigate within the course.

Timeslot 16

The Hidden Science of Cryptography
12:05 pm on Thursday, November 26 2020
Donna Buckley —John Curtin College of the Arts
Astral 3
5–10
Session

When Alice and Bob want to share a secret they use encryption methods. The battle between codemakers and codebreakers is ancient and in this workshop you will discover the history of cryptography and the important role it had to play in the development of modern technology. Participate in activities that you can use in the classroom to develop students’ algebraic thinking, critical problem solving, introduce modular arithmetic and develop their appreciation of number theory in cybersecurity.

Timeslot 17

Lunch
1:00 pm on Thursday, November 26 2020
Astral 1 & 2
Session

Timeslot 18

All Tangled Up
2:00 pm on Thursday, November 26 2020
Amie Albrecht—University of South Australia
Crown Ballroom 1
5–10
Session

We'll tackle the rich problem called 'Conway's Rational Tangles', which has surprising connections to mathematics from primary classrooms to university level. We'll tangle up two ropes using only two kinds of moves: twist and rotate. Is it possible to untangle the ropes using only these moves? This is a hands–on problem–solving workshop full of critical thinking, creativity, and doing maths. Resist the urge to Google it, and come and discover for yourself. Be prepared for lots of tangles!

Timeslot 19

Introduction to FX Online
2:00 pm on Thursday, November 26 2020
Paul Hooper—Efofex Software
Botanical 1
11–12
Session

FX Online is an enhanced version of FX Draw, focused on the development of web–based mathematical materials. Learn how your existing FX Draw knowledge can be leveraged in a new environment. Time will also be allocated to general FX Draw topics, focusing on the new FX Online inspired features in FX Draw.

Timeslot 20

The Mathematics behind Traditional Games – including a rich task
2:00 pm on Thursday, November 26 2020
Lyndon Rice—Lake Joondalup Baptist College
Botanical 2
7–10
Session

The popularity and success of traditional games are often the result of the rich Mathematics behind them. Examples of the Mathematics in games including Guess Who and Monopoly will be considered. The tiles in Scrabble were allocated by careful analysis of the front page of the New York Times. The suggestion is this was not the best way to do so. The major focus of the session will be the sharing of a rich task based on improving the letter distribution and points allocation in Scrabble.

Timeslot 21

Mathematical Mindsets
2:00 pm on Thursday, November 26 2020
John Donaghy—Mazenod College
Botanical 3
5–10
Session

Mathematical Mindsets is an online course that I completed last year that aims to educate teachers about developing a growth mindset in your students through the use of open and creative mathematical tasks. I would like to present what I have learned from doing the course and how I have attempted to implement those ideas in teaching my Year 9 class this year.

Timeslot 22

Global Competence in Mathematics
2:00 pm on Thursday, November 26 2020
Sharon Schubert—Iona Presentation College
Botanical 4
7–10
Session

This workshop will explore how we can build global competence in our classrooms to reflect the intricacy and interrelatedness of world situations and events. We will discuss how we can use mathematical tools and strategies to investigate current world problems, draw conclusions and consider actions that could have real impact.

Timeslot 23

Reasoning: more than explaining
2:00 pm on Thursday, November 26 2020
Tierney Kennedy—Kennedy Press
Astral 3
5–8
Session

Reasoning involves searching for patterns, making conjectures, testing them out and generalising principles. If you keep hearing, “But I just knew it”, then this workshop is one you don’t want to miss.

Timeslot 24

Escape Room Mathematics
3:05 pm on Thursday, November 26 2020
Aaron Wilkinson—Bunbury Senior High School
Crown Ballroom 1
11–12
Session

An escape room, also known as an escape game, is a game in which a team of players cooperatively discover clues, solve puzzles, and accomplish tasks in the classroom. I have created Maths based Escape rooms which target OLNA revision for Year 10 and 11, 12 Essential Students. I create my rooms with a specific theme, for example time, 3D shapes or mapping. All my escape rooms last from 30–50 minutes dependent on difficulty.

Timeslot 25

Impact of Scale Factor in teaching Geometry
3:05 pm on Thursday, November 26 2020
Sana Malahat— N/A – Dianella
Botanical 1
7–10
Session

Mathematics is the language of our environment, helping scientist explain, explore and create. This presentation is about the geometrical aspect of using the scale or scale factor. A scale drawing of a building has the same shape as the original building which it represents but a different size. Builders use scaled drawings to make buildings and bridges. The GPS uses the scale drawing, and there cannot be more advancements without the usage of scale.

Timeslot 26

My magnificent mistakes and what you can learn from them
3:05 pm on Thursday, November 26 2020
Dr John West—Teacher Resources (WA)
Botanical 2
5–10
Session

John has worked as a mathematics educator for more than 20 years. During that time, he has made almost every mistake imaginable. Fortunately making mistakes allows us to develop resilience and research tells us we learn more from making mistakes than we do from being correct. This workshop celebrates the wonder of discovery and the freedom of being fallible.

Timeslot 27

Creating open–ended rich tasks
3:05 pm on Thursday, November 26 2020
Wendy Pero—Catholic Education Western Australia
Botanical 3
7–10
Session

Good questions enable teachers to learn about their students. More importantly, they allow students to learn from answering. But what makes a good question? In this session, we will explore the difference between a closed question and an open–ended one, and demonstrate how the latter can provide rich and engaging experiences for students of lower secondary mathematics.

Timeslot 28

Starting out with Casio ClassPad
3:05 pm on Thursday, November 26 2020
Charlie Watson—WA Exam Papers
Botanical 4
11–12
Session

This workshop is for teachers who want to learn how to operate the Casio ClassPad CAS graphing calculator. The aim is to develop general skills that will enable users to explore the many different ClassPad apps with confidence. Examples used will give participants an idea of the skill level to develop with students studying Year 11 and 12 ATAR courses. Bring your own ClassPad if possible, although a few loan models may be available.

Timeslot 29

Algebra using Post–it Notes
3:05 pm on Thursday, November 26 2020
Michael Rutkay—Curtin College (part of Navitas)
Astral 3
7–12+
Session

This workshop demonstrates the use of Post–it notes in algebra as a way of keeping signs and coefficients with variables. The Post–it notes are used to build up a visualisation framework for correct algebraic techniques when rearranging or solving equations. This activity fits in between concrete activities (balance scales) and abstract activities (solving equations on lined paper). It is useful as a diagnostic activity as the students work in groups and discuss the process with each other.

Timeslot 30

Networking Drinks
4:00 pm on Thursday, November 26 2020
Astral
Session

2020 WA Annual Maths Conference - Day 3

Timeslot 1

Registrations
8:00 am on Friday, November 27 2020
Session

Timeslot 2

Secondary Opening Ceremony
8:45 am on Friday, November 27 2020
Wendy Pero—Catholic Education Western Australia
Crown Ballroom 1
Session

Timeslot 3

Primary Opening Ceremony
8:45 am on Friday, November 27 2020
Lesley Stoffels
Astral 3
Session

Timeslot 4

Secondary Opening Ceremony
8:45 am on Friday, November 27 2020
Paula McMahon—The Mathematical Association of Western Australia (MAWA)
Botanical 1
Session

Timeslot 5

Secondary Opening Ceremony
8:45 am on Friday, November 27 2020
Lorraine Day—The University of Notre Dame Australia
Botanical 3
Session

Timeslot 6

SECONDARY KEYNOTE: Humanising Mathematics (Repeat of Thursday's keynote)
9:00 am on Friday, November 27 2020
Amie Albrecht—University of South Australia
Crown Ballroom 1
Secondary
Session

We often focus on the benefits that mathematics confers on people, but rarely do we consider the other side of the coin: mathematics—and the maths classroom—benefits from a diversity of people with different experiences and ideas. In this session, we’ll explore how to elicit, honour and celebrate students’ ideas in ways that humanise their experiences with mathematics and enriches the learning of all.

Timeslot 7

PRIMARY KEYNOTE: Educationally–rich mathematical games: Principles, practice and research
9:00 am on Friday, November 27 2020
James Russo—Monash University
Astral 3
Primary
Session

Games are widely used in Australian primary classrooms; however, not all games are equally valuable. How might teachers decide which games to introduce? What makes a ‘good’ mathematical game? Combining research findings and practitioner wisdom, James presents six principles of educationally–rich games to support teachers consider these issues. During the session, Teachers will be given opportunities to evaluate games, and explore how they might be modified to enhance their educational value.

Timeslot 8

MAJOR PRESENTATION: Let's Explore the free reSolve – Maths by Inquiry resources
9:00 am on Friday, November 27 2020
Paula McMahon—The Mathematical Association of Western Australia (MAWA)
Botanical 1
Secondary
Session

So often teachers say 'When am I going to get time to look into new resources and websites.' During this extended workshop we will explore some of the free reSolve – Maths by Inquiry activities. I will present a couple of my favourites and you will have time to explore the resources. Ideas for incorporating the activities into your programs will be offered. It is suggested that you bring a laptop so that you can enhance your interaction with the resources.

Timeslot 9

MAJOR PRESENTATION: Growing Mathematically
9:00 am on Friday, November 27 2020
Lorraine Day, Dianne Siemon—The University of Notre Dame Australia
Botanical 3
Secondary
Session

This workshop will introduce the Growing Mathematically assessment options for multiplicative thinking and consider how the related teaching advice can be used to scaffold students' multiplicative thinking. In doing this we will also consider the key ideas and strategies needed to support the critical shift from additive to multiplicative thinking, which is needed to support school mathematics in the middle and subsequent years of schooling.

Timeslot 10

Morning Tea
10:15 am on Friday, November 27 2020
Astral 1 & 2
Session

Timeslot 11

Maths in Motion
11:00 am on Friday, November 27 2020
Jody Crothers, Keavy Diggins—Ridge View Secondary College
Crown Ballroom 1
1–10
Session

In this session we will look at a variety of activities that will get your students up and moving in and out of the classroom. From travel graphs to locked boxed activities. You will experience Maths in Motion

Timeslot 12

What's new in the New Maths 300?
11:00 am on Friday, November 27 2020
John West—The Mathematical Association of Western Australia (MAWA)
Botanical 1
K–12
Session

Teacher, maths educator and author Dr John West was employed to revise the content, look and feel of all 194 Maths 300 lessons for the new website as well as to manage the development of new lesson content. In this workshop he will give you the inside scoop on how to get the most from your Maths 300 subscription, with first–hand insights into all 194 lessons!

Timeslot 13

Accessing NAPLAN Numeracy
11:00 am on Friday, November 27 2020
Donna Miller, Karina Welch—Australian Curriculum Assessment and Reporting Authority (ACARA)
Botanical 2
3–9
Session
The development of the NAPLAN online tests has enabled innovation within the online environment. The NAPLAN tailored tests incorporates a multi–stage computer adaptive test design. This engages students and enables them to show the extent of their achievement. The development of the online tests has presented some challenges, to enable them to be accessible for all students. A universal test design enables compliance with international standards. Other accessibility allowances, such as audio capability, enhanced graphics and online tools (ruler, protractor and calculator) will be demonstrated using items from the ACARA demonstration tests.

Timeslot 14

Starting out with ClassPad eActivities
11:00 am on Friday, November 27 2020
Charlie Watson—WA Exam Papers
Botanical 3
11–12
Session

The eActivity application built into ClassPad offers a myriad of ways to expand and customise your use of this CAS graphing calculator. From storing formulas to creating reusable problem solving procedures, an eActivity can lead to considerable time savings when dealing with many types of problems. This workshop will demonstrate some existing types of eActivities and then develop participants skills in creating their own. A reasonable knowledge of ClassPad assumed for hands–on participants.

Timeslot 15

Big Shorts
11:00 am on Friday, November 27 2020
Ian Francis Hailes—Mathematics Teaching Consultant
Botanical 4
3–12
Session

Big Shorts. Maths Takes You Places, so let's use manipulatives and short movies to take us to some big mathematical places. Ian will play a couple of movies that he has prepared earlier, produce one on the spot and enable those close and remote to record some live action. Bring your device and/or link into the Maths Zoom Room. And yes, I will be wearing my big shorts!

Timeslot 16

Hand's On' Early Childhood Environments and Learning Experiences
11:00 am on Friday, November 27 2020
Trudy Milne
Meeting Room 1
K–2
Session

Presentation incorporating 'hands on' activities linked to a learning experience. I would also like to share ideas for resources, books, learning experiences and learning environment setup, including provocations that evoke young children's natural curiosity and wonder. Developing children's mathematical language and conceptual understanding in early years education is foundational for children's later academic success.

Timeslot 17

Meeting Basic Fact Milestones: Addition and Subtraction
11:00 am on Friday, November 27 2020
Paul Swan, David Dunstan—A–Z Type
Astral 3
K–6
Session

Teachers often complain that students are not fluent with their basic number facts. In this session David and Paul will outline a set of milestones for teaching and learning basic number facts along with some simple support material. This session will focus specifically on Years 1 to 4 where basic number facts are primarily taught in our curriculum. Teachers of older students struggling with basic number facts will also gain from attending this session.

Timeslot 18

Digging deeper: Tasks to make them think!
11:00 am on Friday, November 27 2020
Derek Hurrell—The University of Notre Dame Australia
The Studio
5–8
Session

In this practical, hands–on session we will explore how we might use some rich investigative tasks to develop the capacity of students to reason mathematically. We will use both geometric and algebraic tasks to show how we can scaffold the work to include all members of the class and set challenging but achievable tasks which develop the proficiency strands.

Timeslot 19

Engage, enjoy, extend!
11:00 am on Friday, November 27 2020
Fiona Leatt–Hayter—Hale Junior School
Studio 1
3–6
Session

Fiona Leatt–Hayter is an experienced teacher of Mathematics who teaches high–ability students at an independent boy's school in Perth. In this session she shares a myriad of highly engaging games and activities that enhance understanding, reinforce mathematical language and are thoroughly enjoyed by the students. They are accessible and adaptable to a wide range of student ages and abilities. Activities include long time favourite; 'The Mat Game' as well as Murder Investigations, Guess Who, Connect 4, Yahtzee and many more. Plenty of take away resources to enable you to combine fun with deep learning in the classroom.

Timeslot 20

Brain Training Card Games that make you think
11:00 am on Friday, November 27 2020
Richard Korbosky—Dualoh Pty LTD
Studio 2
3–6
Session

These maths card games improve students' fluency and understandings of basic facts across different mathematical ideas using different representations. The maths cards include mathematic curriculum aspects of subitising, partitioning, whole number, number sentences, doubling, halving, times tables, equivalence, fractions, decimals and percentage. Use a strategy that allows you to differentiate the classroom and allows students to self–improve their response times to many mathematical ideas.

Timeslot 21

The gifted one or the talented many?
12:05 pm on Friday, November 27 2020
Dion Alfonsi—Shenton College
Crown Ballroom 1
5–10
Session

There is a vast range of literature on the theory of Gifted and Talented Education (GATE), but in many cases, the theory does not compare to the reality of the classroom. Whether you have that one mathematically gifted student in your class, or teach a class of 32 gifted mathematicians, this session is welcoming of all Mathematics teachers. We will examine the successes and failures of first–hand pedagogical strategies, aiming to cater for the mathematical needs of these gifted students.

Timeslot 22

Differentiating Maths Through Rotations and Hands on Learning
12:05 pm on Friday, November 27 2020
Penny Crossland—Fremantle Christian College
Botanical 1
K–6
Session

Student readiness and understanding of mathematical concepts varies greatly within any classroom. This workshop will focus on creating engaging Maths rotations that address the needs of each learner. It will provide strategies to assist teachers in planning and teaching rotations. Come to this workshop to discuss how to differentiate the content, process and products of rotations. Suitable if you want to learn how to start teaching Maths through rotations, or extend current rotations.

Timeslot 23

You can handle the proof: Teaching Proof by induction
12:05 pm on Friday, November 27 2020
Dr Gregory Hine—The University of Notre Dame Australia
Botanical 2
11–12
Session

In this session, some useful approaches for educators teaching the Year 11 Mathematics Specialist topic of Real and Complex Numbers will be presented and explored. Specifically, the sub–topic of Proof by Mathematical Induction (2.3.4, 2.3.5 & 2.3.6) will be the focal point. Although this session is intended primarily for those preparing to teach this content for the first time, all are welcome to attend.

Timeslot 24

Refining the Australian Curriculum Mathematics: Concepts and Connections
12:05 pm on Friday, November 27 2020
Rachael Whitney–Smith—Australian Curriculum Assessment and Reporting Authority (ACARA)
Botanical 3
5–8
Session

This presentation will provide some insight into the refinement of the Australian Mathematics Curriculum. Shifting to a concept building framework aimed at making deep connections both within and across the strands, whilst building students capacity to reason, , inquire, investigate, model and experiment with mathematics and build the skills, knowledge and understandings necessary to apply mathematics in Numeracy contexts beyond the classroom.

Timeslot 25

Magic Mental Maths
12:05 pm on Friday, November 27 2020
Cian O'Gradaigh, Colette Miranda—St Norbert College
Botanical 4
7–10
Session

Simple to teach tricks and strategies your students will love to learn. These methods improve speed and accuracy enabling your students to improve their performance in competitions and timed challenges. They will love to learn them because they can baffle their buddies with brilliance, dazzle dad with their dexterity and mesmerise mum with multiplication. Who doesn't want to be the teacher who shared that?

Timeslot 26

Measurement Ideas Year 1 to Year 6
12:05 pm on Friday, November 27 2020
Sheila Griffin—Association of Independent Schools of Western Australia (AISWA)
Meeting Room 1
K–6
Session

The big ideas students need to understand for measurement concepts and some classroom activities for you to develop with your students will be explored in this session.

Timeslot 27

Developing proportional reasoning
12:05 pm on Friday, November 27 2020
Lorraine Day—The University of Notre Dame Australia
Astral 3
5–8
Session

Many students find proportional reasoning particularly difficult as it is a complex topic that relies on the connections being made between between several big concepts. In this workshop a range of tasks that assist to develop some of the conceptual underpinnings of proportional reasoning will be introduced.

Timeslot 28

Building Positive Learning Environments in Maths Class
12:05 pm on Friday, November 27 2020
Shyam Drury—Scitech Discovery Centre
The Studio
3–6
Session

Drawing on the experience of coaching and mentoring problem solving lessons in schools throughout WA over the last few years, Shyam will share practical activities and ideas that transform the culture of a maths classroom to one where students take ownership of their thinking, in turn boosting their achievement.

Timeslot 29

Supporting school to home links in Early Childhood Mathematics
12:05 pm on Friday, November 27 2020
Erica Zis—Heathridge Primary School
Studio 1
K–2
Session

How to build links between home and school to support Maths understanding and fluency. Explore a range of simple games and the use of guided activities based on picture books to support families to develop and practice Maths skills. Aim is to broaden families knowledge of the relevance of Maths in everyday life and build positive attitudes about their ability to support their little ones growing knowledge.

Timeslot 30

Using Numero productively in your classroom
12:05 pm on Friday, November 27 2020
Julie Richards—Independent Education & Training Pty Ltd (IETPL)
Studio 2
K–10
Session

Join this hands–on workshop to see what Numero can do for your students! Learn to play the game as well as teach it. You will be introduced to all aspects of the game to ensure you leave this session with the tools to introduce Numero to your classroom, be it primary or secondary. Numero' provides a fun, almost contagious, way to focus on fluency, problem solving and reasoning. It is ideal for introducing and reinforcing both simple and complex maths concepts.

Timeslot 31

Lunch
1:00 pm on Friday, November 27 2020
Session

Timeslot 32

The Game of SET
2:00 pm on Friday, November 27 2020
Amie Albrecht—University of South Australia
Crown Ballroom 1
5–12
Session

SET is a game in which each card shows a design with four attributes. A SET is a group of three cards where each attribute is either the same or different across all cards. The game inspires many questions from players of all levels—from primary students to research mathematicians. We'll experience the mathematical thinking needed when exploring SET, and uncover just a few of the mathematical ideas which are adaptable to a range of year levels. No previous experience with SET is necessary.

Timeslot 33

Place value – a really big idea
2:00 pm on Friday, November 27 2020
Dianne Siemon—RMIT University
Botanical 1
K–6
Session

While many children can identify place value parts, they still think of numbers as counts of ones and are unable to rename numbers in multiple ways. We will consider why the initial place–value pattern (ten of these is one of those) is difficult to teach and even more difficult to learn and explore strategies for introducing and consolidating place–value knowledge including the special role of renaming (i.e. regrouping, rearranging) numbers in supporting efficient computation.

Timeslot 34

Entrepreneurship in the Classroom
2:00 pm on Friday, November 27 2020
Veronica Smith—The YACC Project
Botanical 2
7–10
Session

Be inspired to confidently deliver mathematics using a tried and true, fun and engaging, enterprise framework. Now, more than ever, educators are required to create interesting, relevant and purposeful learning opportunities for students and a more traditional delivery of mathematics simply does not work for every student. See real world examples of student work and engage with the digital technologies that make classroom enterprise projects easy to plan and manage.

Timeslot 35

Why do they keep counting their fingers?
2:00 pm on Friday, November 27 2020
Tierney Kennedy—Kennedy Press
Botanical 3
K–2
Session

Have you ever had students count their own fingers? This session demonstrates simple tasks that all teachers can use to check that their students understand “how many” and gives practical examples of what to do about it.

Timeslot 36

Explanations of Measurement Formulae
2:00 pm on Friday, November 27 2020
Peter Mee—Mercedes College
Botanical 4
3–10
Session

Is there anything less satisfying than delivering a formula to a student with absolutely no justification? This session will focus on understandable explanations of formulae. We will start with some simple area formulae … then ramp up to justifying the sphere volume and TSA formulae (year 10 level, no calculus involved). We will then establish a method for developing our own formulae … apply it to the Torus shape … and finally, use it to establish the centre of gravity of a semicircle.

Timeslot 37

Karnup Numeracy Network Collaboration
2:00 pm on Friday, November 27 2020
Kelly Rademan—Karnup Numeracy Network
Meeting Room 1
K–10
Session

Baldivis is a rapidly growing area with new schools opening up each year. We created the Karnup Numeracy Network to share ideas and provide support to fellow colleagues in the area of Mathematics. This workshop is a snippet of how the Network operates to provide in–house PL, and the types of resources and programs that we have helped each other to implement in our schools. We will provide a great snapshot of ideas that you may have heard of or wish to try.

Timeslot 38

Transforming mathematical games into investigations
2:00 pm on Friday, November 27 2020
James Russo—Monash University
Astral 3
K–6
Session

Games are effective for engaging students, promoting fluency, and encouraging the exploration of new concepts. However, the most powerful games are those that can be transformed into rich investigations, where students can explore underlying concepts and use deep reasoning. In this presentation, James introduces strategies for extending games into investigations, workshops several examples, and gives participants’ an opportunity to extend their favourite mathematical game into an investigation.

Timeslot 39

Each day is a journey
2:00 pm on Friday, November 27 2020
Rachel Theunissen—Lesmurdie Senior HIgh School
The Studio
7–10
Session

In this workshop participants will move around the room experiencing some of the rich problem solving activities that we use with students in our lower secondary classes every day.

Timeslot 40

Games and Activities to conclude your lesson
2:00 pm on Friday, November 27 2020
Warren Beckwith—Helena College
Studio 1
7–10
Session

This presentation focuses on quick 5 minute tasks and games which can be used to conclude a lesson, or provide a quick break. The aim is to use some aspect of Mathematics, but also to have fun and ceate an enjoyable experience.

Timeslot 41

Engaging Students with Contextual Maths
2:00 pm on Friday, November 27 2020
Kate Petchell—Dowerin District High School
Studio 2
5–8
Session

Spark curiosity and ignite students thinking using 3 Act Maths Tasks and other relevant, contextual activities. This session will explain how these tasks can cater for a wide range of abilities as well as motivate students to apply Maths skills to solve purposeful problems.

Timeslot 42

Nurturing Number Sense with Number Plates
3:05 pm on Friday, November 27 2020
Paul Swan, David Dunstan—A–Z Type
Crown Ballroom 1
5–8
Session

Remember the various Number Plate games that you might have played in the car. David Dunstan and Paul Swan will show you how to use number plates to play various games such as cricket and football. The number plates will be used to generate data that is recorded and then used to create interesting statistics.

Timeslot 43

The NAPLAN – findings of independent research
3:05 pm on Friday, November 27 2020
Dr Paul Brown—Curtin University
Botanical 1
3–10
Session

This session is a presentation of research on recent NAPLAN tests in Year 5 and Year 9. The tests were coded according to curriculum content, general capabilities and cross–curriculum priorities, depth, and proficiency strands. Results reveal the year levels targeted by the tests and the topic coverage within the Australian Curriculum. Issues surrounding NAPLAN testing will be discussed, including the migration to online testing.

Timeslot 44

Mathematics Investigation for ATAR and Essential courses
3:05 pm on Friday, November 27 2020
St Norbert College Team
Botanical 2
11–12
Session
"Are you wondering how to write a mathematics investigation for year 11 and 12 that satisfies the key behaviours as described in the SCSA grade descriptors? In this session, Investigation ideas for both ATAR and Essential courses will be discussed. Sample investigations will be given along with marking rubrics/solutions which meet the standard according to the WA course requirements."

Timeslot 45

Mathematics, Mentoring and the Moon
3:05 pm on Friday, November 27 2020
Tyril Houghton—Edith Cowan University
Botanical 3
7–12
Session

Experienced in both difficult to staff schools and Gifted and Talented programs, the need for effective mentoring in mathematics will be highlighted. As Head of Mathematics she successfully mentored her students, beginning teachers for rapid advancement, and colleagues. How to increase female enrolment in Mathematics Specialist and Methods as well as elevating Year 9 NAPLAN results is explained. Personal growth, research opportunities and a NEiTA award can take you to the MOON. Interested?

Timeslot 46

Structured Hands On Activities = Engagement + Understanding
3:05 pm on Friday, November 27 2020
Amanda Nicholas—Gnowangerup District High School
Botanical 4
5–8
Session

This session will demonstrate a 3–part lesson structure (Whole Class, Hands–On, Independent) that builds understanding using inquiry style questioning and hands–on resources to develop deep understand the big ideas of Maths. Participants will work through all three parts of at least one lesson to experience using the resources and inform discussion about the learning potential.

Timeslot 47

Mathematicians = Storytellers
3:05 pm on Friday, November 27 2020
Louisa Kennard —St Hilda's Anglican School for Girls
Meeting Room 1
K–6
Session

A hands on session using literature, games and manipulative materials to engage and spark wonder with the reluctant mathematicians in your classroom. We will share our experiences of using collaboration, inquiry and “wonder” questioning with our students and provide ideas to take back and use in your classroom immediately. We will focus on the mastery of concepts rather the retention of number facts.

Timeslot 48

Transforming location and transformation
3:05 pm on Friday, November 27 2020
Jennifer Bowden, Ellen Corovic—The Mathematical Association of Victoria (MAV)
Astral 3
K–6
Session

This hands on session will guide teachers through practical and engaging tasks to develop students understanding of location and transformation from Foundation – Yr 6. Both developmental learning sequences and the curriculum will be explored and the implication these have on our teaching, and student learning. Come and explore a world beyond grid maps and legends.

Timeslot 49

Practical Hands On Maths in the Early Years
3:05 pm on Friday, November 27 2020
Camilla Marriott—St Hilda's Anglican School for Girls
The Studio
K–2
Session

There has been an abundance of research that highlights the importance of hands on manipulatives to support the learning of Mathematical concepts. I would like to share some of the ways I have implemented hands on activities and games in the Early Years. These learning centers and games provide opportunities for children to learn through play, which we know from anecdotal evidence and research is the best way for our children to learn (EYLF Educator's Guide, 2010)

Timeslot 50

Open ended challenges in Mental open concepts and conversations
3:05 pm on Friday, November 27 2020
Ellita De Nardi—Elite Education
Studio 1
3–6
Session

Open ended questions are a powerful tool in the teaching, learning and assessment of mathematics. In this session, a range of open ended questions designed to promote the development of mental maths concepts and strategies will be explored. We will look at how students can be challenged to explain, justify and evaluate their ideas and how this provides teachers with a valuable insight into their students' conceptual understanding.

Timeslot 51

The Mathematics Platform of the Future
3:05 pm on Friday, November 27 2020
Richmond Foo—Mathspace
Studio 2
3–12
Session

Are you planning to transition to digital resources? If you answered yes to this question then come and see Mathspace in action, the complete digital platform of the future which is the right help at the right time for your students. This session is for anyone interested in learning how Mathspace allows you to diagnose the point of need for your students, address these learning needs using a combination of online and offline resources and then measure the growth based on the student learning.

Timeslot 52

Networking Drinks
4:00 pm on Friday, November 27 2020
Session