AMA Mathematics and Calculus Teachers' Day 2017
AUT City Campus, 55 Wellesley Street East, Auckland, 1010
Thursday 30 November 2017
The annual Mathematics and Calculus Teachers’ Day will be held on Thursday 30 November 2017, at the City Campus of AUT (Auckland University of Technology
The day is an opportunity to catch up with developments in Mathematics; to share resources and ideas; to listen to others; and to meet up with people old and new.
Registrations open on Thursday 2 November and will close on Friday 24 November.
Programme outline
8:30 – 9:00 am / Registration9:00 – 10:00 am
/ Plenary 1 : Steven Galbraith, University of Auckland
10:00 - 10:30 am / Morning tea
10:30 - 11:30 am / Workshop 1 (separate rooms)
11:35 am - 12:35 pm / Workshop 2 (separate rooms)
12:35 - 1:20 pm / Lunch
1:20 - 2:20 pm / Workshop 3 (separate rooms)
2:20 - 3:20pm / Panel Discussion
Registration Information
Notice of late withdrawal
If, after registration, you cannot attend, you are welcome to send a replacement from your school. If you don’t have a replacement please let us know because there could be a waiting list. E-mail non-attendance to . Deadline for withdrawal and refund is 12 noon Monday 27 November 2017.
Registration Form
Before proceeding to register please ensure that you have selected the workshops you wish to attend. You willbe askedto choose, in order of preference, three workshops in each of the three sessions. We will do our best to give everyone at least 2 of their first 3 choices.
Access the registration form
Confirmation of registration
Registration will be confirmed (by email) within two days of receipt, and at the latest by late Friday afternoon 24 November 2017
Cost
· AMA School Members $90 (incl. GST)
· AMA Personal Members $70 (incl. GST)
· Non-members $110 (incl. GST)
· Pre-service Teachers $90 (incl. GST)
Payment details
· Payment should be made to the Auckland Mathematical Association (GST Number 55-126-402) as soon as possible after registration is confirmed.
· Details of payment methods will be included in the information sent with confirmation of registration.
Contact for queries
Tony Carey Steve Buckley
Phone: 09 269 0690 ext 234 09 535 2620 ext 805
Email:
Plenary:
Steven Galbraith, University of Auckland – Cryptosystems based on simple mathematics for the post-quantum world
Cryptography is the science of secrets, and it provides tools to secure our online lives. The RSA cryptosystem, based on modular arithmetic and integer factoring, is often taught to students as an example of how mathematics can be useful. However, quantum computers (if they can be built) will break the RSA cryptosystem.
The research field of post-quantum cryptography aims to develop systems that are secure even if the attacker has a quantum computer. Amazingly, there are cryptosystems that are even simpler to understand than RSA and yet are believed to be quantum secure.
The talk will give an overview of these recent trends in cryptography, and I will explain how modular arithmetic can give rise to very simple cryptosystems..
Workshops:
Workshop 1 (pick three in order of preference)
1A Peter Radonich & Kate Jones, Northcote College - STEM Online NZ - a free interactive teaching and learning resource for NCEA external standards in STEM subjects.
STEM Online NZ is a free interactive teaching and learning resource that currently covers Mathematics level 1 Tables, Equations and Graphs and Algebra as well as Physics Mechanics level 1 and 2. The aim is to increase the number of secondary school students successfully completing NCEA external standards in STEM (Science, Technology, Engineering and Mathematics) subjects, starting with Mathematics and Physics.
During this presentation you will be introduced to the online learning materials your students would use if you choose to use the resource in your school. The University of Auckland is responding to a New Zealand-wide specialist teacher shortage by harnessing technology in an innovative new way to compensate for STEM teaching shortages. These highly interactive online teaching and learning resources will help teachers, particularly those who are not subject specialists, teach STEM subjects. They do not replace teachers, but are designed to support teachers and engage students with content that is relevant, contextual and interesting.
1B Peter Jaques, Pinehurst School - Hop Off the Bus for a Moment
Ever wondered what Cambridge examinations are like, but were afraid of asking? This workshop will give you the chance to get a taste of the Cambridge A-Level course. We can look at both Pure Maths and Statistics and see the good and bad sides of the curriculum. We will then go on to reflect on NCEA from this standpoint to give you some new perspectives to take back to your current teaching.
The facilitator, Peter Jaques, has just moved to a Cambridge School (Pinehurst). He has found it invigorating to “hop off the NCEA bus” and is keen to share some of the fresh reflections on NCEA that he has had in his first year away. Declaration: No axes will be ground!
1C Liz Sneddon, Ormiston College - Personalised Learning in Year 11
This year I have set up a Year 11 course that is extremely flexible, both with the choice of Achievement Standards, and the assessments that the students complete. The key has been designing assessments that can be completed as a project, managing the authenticity and validity through randomisation, and allowing and encouraging students to engage with and understand topics before they sit the assessment. Multiple pathways means that each student is developing their own personalised learning programme for the year. Come along and find out about the innovative assessment ideas, structures we have designed to track students’ progress, and our initial results which have been inspiring.
1D Nicole Liu, Pinehurst School - Rotate your imagination from a centre of your choice through an angle you like
Are you looking for some nice hands on activities to spice up your planning at the end of the year and some ideas to decorate your classrooms for next year? In this workshop we will try some very nice close ended tasks under the themes of Constructions and Transformations, discuss on the possibilities of making these tasks more open ended and creative and then finish the workshop with an open ended rotation task to let your imagination fly. A compass, a protractor and a ruler are highly recommended.
1E Dr Nicola Petty, Statistics Learning Centre - Developing mathematical and statistical fluency at all levels
Description: Number fluency is essential for continuing development in mathematics. At higher levels, students also need fluency in recalling and applying concepts and rules around algebra, calculus and statistics. Fluency is often associated with speed of recall, whereas it involves conceptual understanding and ability to transfer. In this workshop we will examine what fluency and retrieval are, and how to develop them at all levels of the curriculum.
Biography: Dr Nicola Petty (Dr Nic) is well known for her innovative and engaging approaches to teaching statistics and mathematics. She has spent the past 25 years developing online and physical learning resources for primary, secondary and university students. Nicola is a qualified high school mathematics teacher with additional experience teaching innovative primary school mathematics lessons and running mathematics events. Nicola writes a well-respectedstatistics learning and teaching blog and keeps current with thinking and research about mathematics education. She is co-director of Statistics Learning Centre, a social enterprise with a mission to invent, create and disseminate resourcesand ideas to enable people to learn and teach mathematics and statistics in a more enjoyable way
1F Subash Chandra K, Ormiston Senior College - Learning with Sphero Robots – a repeat from NZAMT 17
In this workshop I would like to share our department's journey in using these robots in an exciting context for learning. These robots were used for assessing AS 1.4 Linear Algebra, AS 1.7 Right Angled Triangles and a few more Level 1 standards.
You will drive the robots in this session using a smartphone and complete a couple of tasks.
Please have the app (SpheroEdu - available in iOS & Google Play) installed in your smart device for this session.
Workshop 2 (pick three in order of preference)
2A Amy Shen, Baradene College - Life of Pi
After running the “Power of e” workshop on AMA Calculus Day last year, Amy is inspired to continue to complete the alphabetical story about Love through presenting the “Life of Pi” workshop this year. Bring any questions involving Pi with you to join the journey of discovery! Amy has prepared some challenging pi questions selected from past calculus scholarship papers from 2004 to 2016 so that we can explore the number wonderland from circles to conics and complex numbers, right-angled triangles to trigonometry and the Golden Ratio Phi, wheels to differentiation and revolutions to integration!
2B Kenneth Clarkson, Kristin School - Incredible investigations into exponentials
A great way to start mathematical conversations and provoke mathematical thought in your classroom is to start with a question. A BIG question. A simple question. A question with, perhaps, seemingly no answer. By starting with a few BIG, yet simple questions, we can investigate a large portion of the content pertaining to exponential equations, growth, and decay. With a few big, simple questions we can link some of the greatest scientific discoveries of mankind, and some of the mathematics behind them.
In this presentation I will make you interested in these questions, then tackle them in a way which is entirely accessible to the average year 12 student. We will discover, using modern technology, Euler’s number, and answers to these questions… I use these in my classroom, and you should too.
2C Julia Novak, University of Auckland (awaiting abstract)
2D .Marius Sandhu, Long Bay College - iMathLync - FromAssessment as learning opportunity to Online Problem solving
iMathLync is a FREE web based mathematics platform which integrates diagnostic, teaching, learning and assessment, with rich mathematical content. This year’s workshop is about some success stories, Assessment as a learning opportunity and“textualizing” or transforming a “Solve this” Maths question into a “problem solving task” in iMathLync.
This workshop will also provide the opportunity to rub shoulders with some of the great minds of Mathematics of all time, from Pythagoras to Leibnitz and even grumpy Sir Isaac... or even be surprisedby who the actual father of Calculus is.
Just sign up and bring an internet enabled device plus PEN and PAPER.
Welcome to https://www.imathlync.com
2E Jamie Sneddon, St Kentigern College - Calcex – a new Mathex style competition for Level 3 Calculus
This year, a first attempt at a Year 13 Mathex-style interschool competition was trialled. 12 teams from 6 schools competed.
The questions were based on the externals and some ‘general’ maths questions.
We’ll look at some questions, discuss the logistics, and maybe play a shortened Calcex competition.
2F Jing Chang, Rototuna Junior High School - Cross-curricular teaching – my journey so far
In this workshop, I will be sharing what I have wrestled with and learnt from teaching at Rototuna Junior High School – a 2-year-old MLE school in Hamilton where all subjects are taught in an integrated approach. I will talk about the joy of seeing deepened understanding in students, battling with having the integrity of Maths compromised, and proposing ideas of how the approach can be effectively used in Junior and Senior Maths to promote learning and achievement in NCEA. Hopefully, this will give the attendees some food-for-thought as schools prepare to tackle cross-curricular teaching in the near future.
Workshop 3 (pick three in order of preference)
3A Priscilla Allan, Pakuranga College - E-learning Workshop using New Google Sites.
This is a repeat of an NZAMT conference workshop. Recommended Audience: Year 9 – 10 Teachers.
The workshop may include: (subject to change depending on what people want on the day).
· creating your own "New" Google Site
· inserting links, text, images & files into your site
· adding multiple pages to your site
· creating a DESMOS graph and inserting it into your site
· doing some TRANSUM activities and inserting your trophy cabinet link into your site
· looking at sample student sites
· making an animation using DESMOS
https://sites.google.com/view/2017math is my site which students use most lessons.
https://sites.google.com/view/2017math/apn has notes from my presentations at Pakuranga College.
3B Liang Qiu, Baradene College - Apply logical reasoning skills in the teaching of Calculus
The Calculus course involves many formulae and mathematical terminology. Memorization and the simple use of the formulae are not the spirit of the course. In this presentation, Liang will share her ideas on developing students’ logical reasoning skills and help students to gain conceptual understanding of the Calculus concepts. The activities are suitable for both less able students and those who wish to excel in the subject.
3C Jared Hockly, Western Springs College - Teaching Coding for Engaging, Rich and Creative Learning
Note: this is a repeat of a workshop run at NZAMT17 in Christchurch
Coding is a tool that is valuable for our students to learn and connect with Maths and Stats. It has the potential to:
· create a context for students to want to learn our subject content,
· a modern form of teaching problem solving,
· and a way for student to be creative with our subject area
We'll look at using Scratch (free online coding developed by MIT) with students. We'll have a good play with a mathematical coding task (Flash enable device required - i.e most phones and tablets will not work). You'll get a good sense of how to code and what a good task can look like. We will consider how to develop coding ability with our students as they move up the levels, and some other platforms that we can use.
3D Wiaam Al-Salihi, Ormiston Senior College, Teacher Desmos
What is Teacher Desmos? It is an online resource where Desmos in conjunction
with teachers have created engaging tasks for students. In this session I will be
sharing some of my experiences with using and creating custom tasks in
Teacher Desmos. I shall start with the basics of how to create your own custom