Kenya Wallach

Head of Professional Development

One of the strongest predictors of understanding is a learner’s level of prior knowledge and how the new information fits in with that. This relies on conceptual understanding.\nIn this session, we will explore the difference between conceptual and procedural fluency, and the pitfalls of only focusing on mathematical procedures.

Conceptual Fluency vs Procedural Fluency

Andrew Crisp

Lead Content Developer

In this talk, we will explore the interesting and surprising places that networks are embedded into our daily lives, giving us meaningful and engaging contexts to motivate each lesson. We will then cover the three major applications of networks (spanning trees and shortest paths, critical path analysis, and flow networks) to ensure everyone is across the material and ready to teach.\nAlong the way, we will highlight the important, and not-so-important, uses of language and notation that can easily cause a student (or teacher!) to feel unreasonably intimidated, and highlight delivery methods and classroom activities to truly bring the topic to life.\nNote: this talk is the same as the one presented in 2018. We’ve had a lot of requests to present this again.

Teaching Networks to Year 12 Standard

Mathspace content is currently undergoing its most significant rework since its inception. Guided by our teacher and student feedback, we have learned what hasn't been working, and what works best. From high-level restructuring of coursework to individual question overhaul and visual redesign, we have improved every aspect of the Mathspace experience - for students and teachers alike. We are very excited to show you what we have learned and what changes are in store!

Getting the most out of the 2020 edition

Students with a mastery approach to learning are more likely to embrace challenge. By encouraging students to question the why behind mathematical concepts rather than simply the steps to solving a problem, teachers help build growth mindsets, and influence what kind of learners their students become.\nIn this session, we will consider the importance of goal setting, task selection and questioning in facilitating meaningful mathematical discourse. We will also look at strategies to help build procedural fluency from conceptual understanding, to promote problem-solving skills and creative thinking.

Building Mathematical Mindsets

Tamara Heaney

School Liaison

Imagine a future where students’ reports chronicle their progress against goals they set with their teacher. Is that likely? And if yes, how far off is it?\nIn this session we will look into the history of the traditional grading system, the purpose of assigning traditional grades to students and whether it correlates with student achievement.\nWe will then consider a growth mindset (Carol dweck and Jo Boaler), focusing on:\nHow to foster a growth mindset in mathematics classes\rWhether the traditional summative grading (A-E) system allow students to develop a growth mindset\nFinally we will look at how we can better assess students to encourage them to develop a growth mindset in mathematics classes and leave their fixed mindset behind.

The future of grades and the impact on growth mindset

Erin Byrne

There are a myriad of online mathematics resources. So how do we ensure effective integration and implementation of online learning resources for strong classroom pedagogy?\nIn this session, we will consider what “good” teaching practice looks like, both from teacher experience, as well as from educational research, particularly that of John Hattie.\nWe will then look at how this research can be used to:\nengage students,\rgenerate and effectively use student data to direct teaching and reporting,\rdifferentiate delivery of content based on student needs, and\rmodify teaching practice to best address these issues

Effective Implementation of Online Learning

The way teachers present information to students has a profound impact on students’ ability to learn. Cognitive Load Theory has a strong research base indicating that optimal learning occurs when the limitations of learners’ working memory are taken into consideration during the instructional design.\nIn this session, we will look at how humans learn from a cognitive perspective. We will then explore some of the key concepts within Cognitive Load Theory, as well as strategies teachers can use to help minimise cognitive overload and create the best possible conditions for learning.

Lightening the load: An introduction to concepts in Cognitive Load Theory and tips to help students

The world is an ever-changing place. Access to digital skills are no longer a bonus but an essential part of education. Building 21st century skills will help prepare our students for these changes.\nThe “flipped” classroom provides students with opportunities for critical and creative thinking, as well as opportunities to collaborate. However, the process of “flipping” the classroom can seem daunting to many teachers. So in this session, we will use the SAMR model to provide teaching with practical, incremental steps they can use to substitute, augment, modify and redefine their classrooms.

Flipping the Classroom to Build 21st Century Skills

Mohamad Jebara

Co-founder & CEO

Richmond Foo

At Mathspace, we highly value the feedback received from our teachers. It holds a crucial part in shaping the direction of our program, which in turn, helps teachers with a smoother implementation of Mathspace in their teaching.\nGeneral feedback points us towards the areas of the product teachers want to improve, while our customer discovery program allows us to work with our teachers to dive deep into the problem area and generate solutions.\nJoin us to learn about the process and meet some of the teachers that co-developed some of our recent features including Class Insights, Diagnostic Reports, and Task Templates.

Shaping Digital Resources: How we turn teachers' ideas into product features at Mathspace

The areas of mathematics we typically operate in can feel so well-decided as to be set in concrete, where questions have an unambiguous, well-known answer. Students learn to chase the tick and fear the cross, or they are posed open-ended problems removed from the realm of truth altogether.

\nThe unsolved areas of mathematics can seem impossibly far away, over the horizon and high up the ivory towers of expert, career mathematicians. But the frontier is sometimes right beneath our feet. There are many problems in mathematics that are easy to express and comprehend, yet remain unsolved to this day - the best anyone can say is “we just don’t know”!

\nThis talk will present a rationale and advice for introducing several unsolved problems in your high school classroom: finding a route for the travelling salesman and moving a sofa around a corner, Goldbach, four fours, Collatz, tree(3), and more. Not only are they suitable for introduction in your class, but they absolutely should be, harnessing their unique ability to inspire exploration and creativity in students, solidify understanding throughout the curriculum as a whole, while teaching them (and you!) the power, the limits, and the beauty of mathematics.

The beauty and promise of "we just don't know": unsolved and unsolvable problems for your classroom

Erin Gallagher

Head of Curriculum

It’s commonly reported by teachers in latter years education is that students are being held back in their mathematics success by a lack of fluency in number calculations. Number facts, multiplication facts and mental computation are all critical for success in mathematics. These number facts are also commonly what’s required to be deemed numerate, although numeracy is far more than just number facts.

\nThis session will discuss
\nNumeracy vs number facts
\rConcepts behind developing fluency
\rDifference between consolidation and rote learning, and there are times when rote learning is necessary!

\nWe will also develop strategies using a simple tool that teachers can use flexibly in their classrooms to support the development of fact fluency.  From 15 minutes a day as a warm-up activity, through to full hour-long numeracy sessions in a classroom, the use of this tool can be adjusted to suit time constraints and the needs of teachers and targeted students.

Conceptual Fluency vs Procedural Fluency

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