Innovating With Mathematics

1:1 Empowered
Day 2

CEO, RELS, Curriculum and Pedagogy Team – RM/MW – 25/03/2010

 ACKNOWLEDGEMENT TO COUNTRY

As we gather today
let us acknowledge
the traditional custodians of this land,
where the Aboriginal people
have performed age-old ceremonies
of story telling, music, dance,
celebrations and renewal.

Let us acknowledge this

living culture and its unique role in the life of
Australia today.

Let us acknowledge our

Elders past and present
and pay our respects to
those who have and still
do guide us with
their wisdom

CEO, RELS, Curriculum and Pedagogy Team – RM/MW – 25/03/2010

 Prayer
Let us bow our heads and pray for God’s blessing

May God who is the source of all blessings and all that is blessed, be part of this
gathering.
At is beginning and at its end.
And during all the time in between.

May God’s Holy Spirit guide us in all that is discerned and decided here.
May the Spirit inspire us with words that say all that they mean.
Yet gently fall on the ears on all those gathered here.

May God bless us with the ability to speak with integrity and work with
uncompromising diligence.

May God help us focus on what truly matters and give us the insight to discern
what is right.
May God fill our hearts with love and may that love determine the course we take
and shape all our interactions.

May God give us the wisdom to make good decisions, courage to take the necessary
risks, unshakeable hope to maintain steadfast spirit
Good Humour to keep things in perspective, and deep trust so that as we risk, we
remain grounded in God.
May God bless us with the personal joy of knowing that we have acted out of love,
that we have done our best, and that we have served God with all our hearts.
Amen.

CEO, RELS, Curriculum and Pedagogy Team – RM/MW – 25/03/2010

 Agenda

Welcome
Sharing Session - Activity
Day 1 Recap
What does research say?
Exploring resources - Activities
Plan, Explore and Create
Future Video conference

CEO, RELS, Curriculum and Pedagogy Team – RM/MW – 25/03/2010

 Sharing

CEO, RELS, Curriculum and Pedagogy Team – RM/MW – 25/03/2010

 Day 1 Revisited

CEO, RELS, Curriculum and Pedagogy Team – RM/MW – 25/03/2010

 What does research say?

CEO, RELS, Curriculum and Pedagogy Team – RM/MW – 25/03/2010

“The  influx  of  compu0ng  technology  into  schools  reflects  
the  policies  that  posi0on  such  technologies  as  powerful  
tools  for  learning  and  for  life,  and  to  which  all  students  
should  have  access  to”

Julianne  Lynch,  Deakin  University  2006

CEO, RELS, Curriculum and Pedagogy Team – RM/MW – 25/03/2010

•During  the  1990s,  mathema=cs  curriculum  policy  in  
Australia  began  to  promote  the  use  of  technology  to  
aid  student’s  learning  and  understanding  of  
mathema=cs.

•1999  state  and  federal  ministers  of  educa=on  agreed  on  

a  set  of  goals  for  schooling  in  Australia  in  the  21st  
century.
•They  specified  eight  general  goals  for  learning  one  of  
which  was  for  students  to  be  confident,  crea=ve  
produc=ve  users  of  new  technologies  including  ICT,  and  
understand  the  impact  of  those  technologies  on  
society.

CEO, RELS, Curriculum and Pedagogy Team – RM/MW – 25/03/2010

•The  mathema=cs  teaching  profession  in  Australia  also  
recognises  that  teachers  need  knowledge  of  a  range  of  
technologies.

“Excellent  teachers  of  Mathema0cs  are  purposeful  and  

responsive  in  their  use  of  technologies  and  are  aware  of  
a  range  of  strategies  and  techniques  for  using  
informa0on  and  communica0on  technologies  in  
Mathema0cs  teaching”

Australian  Associa=on  of  Mathema=cs  Teachers,  2002

CEO, RELS, Curriculum and Pedagogy Team – RM/MW – 25/03/2010

Does  the  provision  of  technologies  (such  as  1:1  laptops)  
to  students  alone  result  in  improved  outcomes?

•Early  studies  showed  that  there  was  very  liQle  impact  

on  learning  if  schools  were  technology  rich  in  both  
hardware  and  soRware.

•Improving  computer  to  student  ra=o  will  not  

necessarily  improve  learning  (DER)

•Lynch,  remarks  that  there  was  an  increase  in  the  usage  
of  computers  by  teachers  but  this  did  not  directly  relate  
to  improved  na=onal  test  scores.
•
CEO, RELS, Curriculum and Pedagogy Team – RM/MW – 25/03/2010
When  qualita=ve  studies  were  introduced  rather  than  
quan==ve  studies  a  much  more  accurate  effect  of  
technology  was  found.

“Some  students  may  have  used  technology  for  less  0me  

but  used  the  specific  0me  for  specific  applica0ons,  
simula0ons  and  real  world  problems  scored  above  
average  on  na0onal  tests”  

Wenglinsky  2000

CEO, RELS, Curriculum and Pedagogy Team – RM/MW – 25/03/2010

Increase  in  frequency  of  classroom  use  did  not  appear  to  
translate  into  higher  test  scores.

Those  who  use  computers  for  less  =me  but  for  the  
purpose  of  specific  applica=ons  and  real  problem  solving  
(higher  order  skills  learning)  score  beQer  than  students  
who  use  computers  less  frequently  for  drill  and  prac=ce.

CEO, RELS, Curriculum and Pedagogy Team – RM/MW – 25/03/2010

Department  of  Educa1on  and  Training  NSW

1:1  Compu=ng  Review  Curriculum  K-­‐12,  March  2009

“The  focus  will  never  be  on  the  technology,  Rather  its  the  
pedagogy  that  counts.  It’s  worth  keeping  in  mind  that  
laptops  are  only  a  tool.  They’re  at  our  disposal  to  make  
learning  easier,  and  more  meaningful  and  enjoyable  for  
children”  

Holmes,2008

CEO, RELS, Curriculum and Pedagogy Team – RM/MW – 25/03/2010

Maine,  Henrico  County  Virginia,  Louisiana  and  other  
programs  across  the  USA
Whilst  laptop  programs  have  varied  approaches,  they  are  
most  effec=ve  when:

•each  student  has  individual  access  to  his/her  own  

computer

•every  computer  is  loaded  with  the  appropriate  

soRware

•There  is  wireless  access  to  the  network

•Every  computer  is  fiQed  with  a  long  life  baQery
CEO, RELS, Curriculum and Pedagogy Team – RM/MW – 25/03/2010
“What  is  unique  about  a  1:1  Compu0ng  environment?
Swan,  Kratkoski,  Mazzer  &  Schenker,  (2005)  report  that  
teachers  believe  a  learning  environment  where  students  
use  laptops  facilitates  more  authen0c,  collabora0ve    and  
project  based  learning  where  students  are  more  engaged  
and  mo0vated  to  learn,  producing  higher  quality  work”

“We  all  know  that  ICT  engages  children  and  engagement,  

of  course  this  is  the  key  to  successful  teaching”  Holmes,  
2008

CEO, RELS, Curriculum and Pedagogy Team – RM/MW – 25/03/2010

Zucker  &  Hug,  2007,  report  that  “students  are  very  
posi0ve  about  the  use  of  the  laptops.  Many  students  
believed  using  laptops  had  a  very  posi0ve  impact  on  
what  they  learned  and  influenced  how  they  worked”

Teachers  involved  in  the  same  study,  reported  posi=ve  

impacts  on  students  using  laptops  for  learning,  Most  
teachers  agreed  there  were  increased  opportuni=es  for  
students  to  apply  their  knowledge  and  to  think  crea=vely  
helping  to  prepare  their  students  for    life  in  the  21st  
century.
They  also  found  that  teachers  using  computers  for  
assessment  believe  that  they  provided  more  =mely,  
detailed  and  complete  feedback  to  students.
CEO, RELS, Curriculum and Pedagogy Team – RM/MW – 25/03/2010
How  oRen  students  use  their  laptops  in  class  varies.

Grimes  &  Warchauer  (2008)  study  es=mates  23%  of  class  

=me  for  Mathema=cs.

“One  cannot  assume  that  our  k-­‐12  teachers  have  either  

the  21st  century  skills  or  the  natural  capacity  to  change  
their  teaching  methods  on  demand.Only  through  
professional  development  and  the  support  of  the  school  
leadership  can  these  changes  in  the  classroom  occur.”  
Barrios,  2004

CEO, RELS, Curriculum and Pedagogy Team – RM/MW – 25/03/2010

 Group  Discussion  -­‐  Use  of  technology  in  Mathema=cs

Do  you  think  secondary  students  should  use  a  variety  of  

technologies  including  notebooks  when  learning  
Mathema=cs?  Why?

What  are  some  of  the  benefits  and  disadvantages  in  

teaching  and  learning  Mathema=cs  using  technology?

CEO, RELS, Curriculum and Pedagogy Team – RM/MW – 25/03/2010

 Benefits  of  learning  Mathema2cs  using  technology

•Learning  from  instant  feedback  -­‐  eg  compound  interest  

spreadsheet.

•Observing  pa>erns  -­‐  linear  func=ons  where  there  is  a  

constant  rate  of  change.  Compare  mobile  phone  bills  and  
graph  the  plans.  They  are  then  able  to  describe  the  plans  
verbally  and  write  equa=ons  for  each  plan.

CEO, RELS, Curriculum and Pedagogy Team – RM/MW – 25/03/2010

Making  connec1ons  between  mul1ple  representa1ons

CEO, RELS, Curriculum and Pedagogy Team – RM/MW – 25/03/2010

Working  with  dynamic  images

CEO, RELS, Curriculum and Pedagogy Team – RM/MW – 25/03/2010

•Exploring  simulated  or  authen1c  data  use  of  spinners  for  
probability,  random  experiments  and  access  to  real  world  
sta=s=cs,  Olympic  Games  gold  medals

•Visualisa1on  digital  images,  movies  for  real  world  

applica=ons,  rela=onship  between  data.  Visual  reasoning  
has  become  more  widely  acknowledged  as  an  acceptable  
prac=ce  for  mathema=cians  and  the  mathema=cal  
discovery  process.

CEO, RELS, Curriculum and Pedagogy Team – RM/MW – 25/03/2010

What  is  the  key??????????????

You  decide......................................................

CEO, RELS, Curriculum and Pedagogy Team – RM/MW – 25/03/2010

 SRI
• Sound  Mathema1cal  Pedagogical  Knowledge

• Regular  Professional  Development

• Integrate  where  possible  and  appropriate.

CEO, RELS, Curriculum and Pedagogy Team – RM/MW – 25/03/2010

 Morning tea!

CEO, RELS, Curriculum and Pedagogy Team – RM/MW – 25/03/2010

 Website - PMI

CEO, RELS, Curriculum and Pedagogy Team – RM/MW – 25/03/2010

 Exploring GeoGebra

CEO, RELS, Curriculum and Pedagogy Team – RM/MW – 25/03/2010

 Lunch!

CEO, RELS, Curriculum and Pedagogy Team – RM/MW – 25/03/2010

 Plan, Explore and Create

CEO, RELS, Curriculum and Pedagogy Team – RM/MW – 25/03/2010

 Video Conference

CEO, RELS, Curriculum and Pedagogy Team – RM/MW – 25/03/2010

 Innovating With Mathematics
1:1 Empowered
Day 2

CEO, RELS, Curriculum and Pedagogy Team – RM/MW – 25/03/2010