In this one-day workshop participants will participate in an in-depth exploration of the five components that make up the Working Mathematically strand: problem solving, communicating, reasoning, understanding, and fluency. Links to mathematics education theory and research will be provided to support the argument that Working Mathematically should form the foundation of all mathematics teaching and learning activities.
During the workshop participants will engage with a range of mathematical tasks that promote each of the Working Mathematically components in ways that promote sustained engagement and deeper learning of mathematical concepts. A range of tasks from short lesson starters through to rich tasks and problem solving activities will be investigated. Participants will also be provided with an opportunity to design a set of open-ended tasks that they will be able to take away and use immediately.
Completing a Maths Years 5-8: Working Mathematically in the Middle Years course will contribute 5 hours of NESA Registered PD addressing: 1.2.2, 1.5.2, 2.1.2, 2.5.2, 3.2.2, 3.4.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.
Teachers 5-8 who wish to develop a deeper understanding of how to promote deep learning and improve student engagement through the Working Mathematically strand.
The course will commence with a theoretical base derived from contemporary research in mathematics education. Participants will then engage in and be exposed to a range of mathematics tasks that address each of the components of the Working Mathematically strand. Participants will be given the opportunity to reflect on task differentiation, assessment, and integration across the mathematics curriculum. They will also design a range of open-ended tasks based on Tony Ryan’s Thinkers Keys.