working like a mathematician by noel johnson, otago just for fun
TRANSCRIPT
![Page 1: Working like a Mathematician by Noel Johnson, Otago Just for fun](https://reader035.vdocuments.mx/reader035/viewer/2022062805/5697bfe71a28abf838cb5c2f/html5/thumbnails/1.jpg)
Working like a Mathematicianby Noel Johnson, Otago
• Just for fun
![Page 2: Working like a Mathematician by Noel Johnson, Otago Just for fun](https://reader035.vdocuments.mx/reader035/viewer/2022062805/5697bfe71a28abf838cb5c2f/html5/thumbnails/2.jpg)
Pathwaysand
Learning Programme Design
National Workshop 1Region
Term 2 2012
![Page 3: Working like a Mathematician by Noel Johnson, Otago Just for fun](https://reader035.vdocuments.mx/reader035/viewer/2022062805/5697bfe71a28abf838cb5c2f/html5/thumbnails/3.jpg)
Objectives• to develop connected pathways of learning • to revise understandings of the inquiry
process • to revise understandings of Maoritanga in the
context of education • to develop literacy skills
• to unpack 2.9 and 2.14
![Page 4: Working like a Mathematician by Noel Johnson, Otago Just for fun](https://reader035.vdocuments.mx/reader035/viewer/2022062805/5697bfe71a28abf838cb5c2f/html5/thumbnails/4.jpg)
Plan de jour
• Admin and introductions• Stickies for issues and queries, self eval.• Session 1 - Connections AOs and Standards• Session 2 - Scenarios• Session 3 - Marginal numeracy concerns• Session 4 - Junior programmes• Session 5 - Accessing 2.14 • Session 6 - Accessing 2.9• Session 7 – Plenary and Future Workshops
![Page 5: Working like a Mathematician by Noel Johnson, Otago Just for fun](https://reader035.vdocuments.mx/reader035/viewer/2022062805/5697bfe71a28abf838cb5c2f/html5/thumbnails/5.jpg)
Culturally Responsive Teacher• http://myportfolio.school.nz/artefact/file/do
wnload.php?file=468863&view=92809
• http://www.listener.co.nz/commentary/breaking-the-pacific-tethers/
• http://mathsleadteachers.wikispaces.com/file/view/10+BES+characterstics.doc/218215058/10%20BES%20characterstics.doc
![Page 6: Working like a Mathematician by Noel Johnson, Otago Just for fun](https://reader035.vdocuments.mx/reader035/viewer/2022062805/5697bfe71a28abf838cb5c2f/html5/thumbnails/6.jpg)
Ako: Teachers can use a range of strategies that promote effective teaching interactions and relationships with their learners. [ Ako means to learn as well as to teach. It refers both to the acquisition of knowledge and to the processing and imparting of knowledge.
More importantly it is a teaching-learning practise that involves teachers and students learning in an interactive dialogic relationship]
![Page 7: Working like a Mathematician by Noel Johnson, Otago Just for fun](https://reader035.vdocuments.mx/reader035/viewer/2022062805/5697bfe71a28abf838cb5c2f/html5/thumbnails/7.jpg)
![Page 8: Working like a Mathematician by Noel Johnson, Otago Just for fun](https://reader035.vdocuments.mx/reader035/viewer/2022062805/5697bfe71a28abf838cb5c2f/html5/thumbnails/8.jpg)
![Page 9: Working like a Mathematician by Noel Johnson, Otago Just for fun](https://reader035.vdocuments.mx/reader035/viewer/2022062805/5697bfe71a28abf838cb5c2f/html5/thumbnails/9.jpg)
Thinking about Inquiry
http://www.inquiringmind.co.nz/WhatIsInquiry.htm
![Page 10: Working like a Mathematician by Noel Johnson, Otago Just for fun](https://reader035.vdocuments.mx/reader035/viewer/2022062805/5697bfe71a28abf838cb5c2f/html5/thumbnails/10.jpg)
Pathways
![Page 11: Working like a Mathematician by Noel Johnson, Otago Just for fun](https://reader035.vdocuments.mx/reader035/viewer/2022062805/5697bfe71a28abf838cb5c2f/html5/thumbnails/11.jpg)
Pathways 2
![Page 12: Working like a Mathematician by Noel Johnson, Otago Just for fun](https://reader035.vdocuments.mx/reader035/viewer/2022062805/5697bfe71a28abf838cb5c2f/html5/thumbnails/12.jpg)
Planning Scenario• Small school• Medium size • Large size
TASKChoose a scenario and using AO’s design a mathematics programme. In groups, 20 mins.
2 3 4 5 60%
10%
20%
30%
40%
50%
60%
School Data at End of Year 9
School Data at End of Year 9
![Page 13: Working like a Mathematician by Noel Johnson, Otago Just for fun](https://reader035.vdocuments.mx/reader035/viewer/2022062805/5697bfe71a28abf838cb5c2f/html5/thumbnails/13.jpg)
Small School (Decile 2)Students Ethnicity Features
150 85% Maori Identified low literacyAttendance issues
2 3 4 5 60%
10%
20%
30%
40%
50%
60%
School Data at End of Year 9
School Data at End of Year 9
![Page 14: Working like a Mathematician by Noel Johnson, Otago Just for fun](https://reader035.vdocuments.mx/reader035/viewer/2022062805/5697bfe71a28abf838cb5c2f/html5/thumbnails/14.jpg)
Medium School (Decile 4)Students Ethnicity Features
400 60% Maori Identified low literacy and numeracy.
2 3 4 5 60%
5%
10%
15%
20%
25%
30%
35%
40%
45%
School Data at End of Year 9
School Data at End of Year 9
![Page 15: Working like a Mathematician by Noel Johnson, Otago Just for fun](https://reader035.vdocuments.mx/reader035/viewer/2022062805/5697bfe71a28abf838cb5c2f/html5/thumbnails/15.jpg)
Large School (Decile 6)Students Ethnicity Features
1800 50% Maori Identified low literacyGood community support
2 3 4 5 60%
5%
10%
15%
20%
25%
30%
35%
40%
45%
School Data at End of Year 9
School Data at End of Year 9
![Page 16: Working like a Mathematician by Noel Johnson, Otago Just for fun](https://reader035.vdocuments.mx/reader035/viewer/2022062805/5697bfe71a28abf838cb5c2f/html5/thumbnails/16.jpg)
Report back time
Group to report back 5 mins each and discussion.
Overview of courses planned and pathways.
![Page 17: Working like a Mathematician by Noel Johnson, Otago Just for fun](https://reader035.vdocuments.mx/reader035/viewer/2022062805/5697bfe71a28abf838cb5c2f/html5/thumbnails/17.jpg)
Old Issues, New Situation
Programmes for students not well served by traditional math programmes.
Low ability Y10 students, how do
they get numeracy?
![Page 18: Working like a Mathematician by Noel Johnson, Otago Just for fun](https://reader035.vdocuments.mx/reader035/viewer/2022062805/5697bfe71a28abf838cb5c2f/html5/thumbnails/18.jpg)
Old Issues, New Situation
Programmes for students not well served by traditional math programmes.
Students who have 10 numeracy credits
ONLY – now what?
![Page 19: Working like a Mathematician by Noel Johnson, Otago Just for fun](https://reader035.vdocuments.mx/reader035/viewer/2022062805/5697bfe71a28abf838cb5c2f/html5/thumbnails/19.jpg)
Old Issues, New Situation
Programmes for students not well served by traditional math programmes.
Students who have 14 credits all at Achievement level and NCEA L1.
Now what?
![Page 20: Working like a Mathematician by Noel Johnson, Otago Just for fun](https://reader035.vdocuments.mx/reader035/viewer/2022062805/5697bfe71a28abf838cb5c2f/html5/thumbnails/20.jpg)
A Solution?• Year 12 Statistics Course along side Year 12
Mathematics Course.
• Who does this pathway fit?
• Possibility, Year 13 might be Calc, Stat and Math in 2013. Hmmmm…
![Page 21: Working like a Mathematician by Noel Johnson, Otago Just for fun](https://reader035.vdocuments.mx/reader035/viewer/2022062805/5697bfe71a28abf838cb5c2f/html5/thumbnails/21.jpg)
Junior programmes
• What are the big picture ideas for Year 9/10 programmes?
• Do we do NCEA assessment here?
Next slide is nearly last for 1st session.
![Page 22: Working like a Mathematician by Noel Johnson, Otago Just for fun](https://reader035.vdocuments.mx/reader035/viewer/2022062805/5697bfe71a28abf838cb5c2f/html5/thumbnails/22.jpg)
![Page 23: Working like a Mathematician by Noel Johnson, Otago Just for fun](https://reader035.vdocuments.mx/reader035/viewer/2022062805/5697bfe71a28abf838cb5c2f/html5/thumbnails/23.jpg)
How to solve a problem
• Read the question• Draw a picture of the problem• Outline your strategy to use• Do the calculations• Answer the task
![Page 24: Working like a Mathematician by Noel Johnson, Otago Just for fun](https://reader035.vdocuments.mx/reader035/viewer/2022062805/5697bfe71a28abf838cb5c2f/html5/thumbnails/24.jpg)
A successful approach
• 2012 data• TS• 64 Year 11 students
assessed. • 47 passed with A and M. • Nearly 75% success. • Almost all Maori.
![Page 25: Working like a Mathematician by Noel Johnson, Otago Just for fun](https://reader035.vdocuments.mx/reader035/viewer/2022062805/5697bfe71a28abf838cb5c2f/html5/thumbnails/25.jpg)
End of Session 1
• When Brownie, the chicken farmer travelled to town at 30km/hr he noticed he arrived an hour too early. He noticed that when he travelled at 20km/hr he arrived an hour too late.
• Write a question that we can answer.
Literacy Question
![Page 26: Working like a Mathematician by Noel Johnson, Otago Just for fun](https://reader035.vdocuments.mx/reader035/viewer/2022062805/5697bfe71a28abf838cb5c2f/html5/thumbnails/26.jpg)
Session 2• The answer is of course
• 24km/hr or 120km or 5 hrs.
• Mrs Brown
• What was the question?
![Page 27: Working like a Mathematician by Noel Johnson, Otago Just for fun](https://reader035.vdocuments.mx/reader035/viewer/2022062805/5697bfe71a28abf838cb5c2f/html5/thumbnails/27.jpg)
UNPACKING 2 standards
• 2.9 Inference
• 2.14 Simultaneous
• A curious question? If circles are not in 2.2 (non-function), why is y=√x in the secguides?
• Are circles in 2.14?
![Page 28: Working like a Mathematician by Noel Johnson, Otago Just for fun](https://reader035.vdocuments.mx/reader035/viewer/2022062805/5697bfe71a28abf838cb5c2f/html5/thumbnails/28.jpg)
2.9 Inference
• AME see file 8 and 8.1
• What do students have to learn.
• Discuss boundaries with student work.
• Good info on BLOG/Census at Schools and the aucksec.wiki
![Page 29: Working like a Mathematician by Noel Johnson, Otago Just for fun](https://reader035.vdocuments.mx/reader035/viewer/2022062805/5697bfe71a28abf838cb5c2f/html5/thumbnails/29.jpg)
2.9 Teaching Sequence
How would you go about teaching this?
What practice activities can I use to make this task more accessible.
Innovation?
![Page 30: Working like a Mathematician by Noel Johnson, Otago Just for fun](https://reader035.vdocuments.mx/reader035/viewer/2022062805/5697bfe71a28abf838cb5c2f/html5/thumbnails/30.jpg)
2.14 Simultaneous
• AME see file 9.2 and 9.3
• What do students have to learn.
• Discuss boundaries with student work.
• Good info on senior sec guides
![Page 31: Working like a Mathematician by Noel Johnson, Otago Just for fun](https://reader035.vdocuments.mx/reader035/viewer/2022062805/5697bfe71a28abf838cb5c2f/html5/thumbnails/31.jpg)
2.14 Teaching Sequence
How would you go about teaching this?
What practice activities can I use to make this task more accessible.
Calculators?
![Page 32: Working like a Mathematician by Noel Johnson, Otago Just for fun](https://reader035.vdocuments.mx/reader035/viewer/2022062805/5697bfe71a28abf838cb5c2f/html5/thumbnails/32.jpg)
Accessible Learning
• What innovative practice activities can I use to make this task more accessible.
![Page 33: Working like a Mathematician by Noel Johnson, Otago Just for fun](https://reader035.vdocuments.mx/reader035/viewer/2022062805/5697bfe71a28abf838cb5c2f/html5/thumbnails/33.jpg)
SUMMING UP
• WHAT HAVE LEARNED?• Card comment with questions (prompt)
• Stickies questions need answering
• Evaluation forms please.
![Page 34: Working like a Mathematician by Noel Johnson, Otago Just for fun](https://reader035.vdocuments.mx/reader035/viewer/2022062805/5697bfe71a28abf838cb5c2f/html5/thumbnails/34.jpg)
ACTION
I am now going to …….
![Page 35: Working like a Mathematician by Noel Johnson, Otago Just for fun](https://reader035.vdocuments.mx/reader035/viewer/2022062805/5697bfe71a28abf838cb5c2f/html5/thumbnails/35.jpg)
Nec time
• Accessing NCEA assessments
• 2.2, 2.9, 2.8, 2.11
• Have you signed the roll check?
• All files on …
![Page 36: Working like a Mathematician by Noel Johnson, Otago Just for fun](https://reader035.vdocuments.mx/reader035/viewer/2022062805/5697bfe71a28abf838cb5c2f/html5/thumbnails/36.jpg)
• Thank you
• Travel safely