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Developing a Personal Mathematical Identity

Townsville, 2013

Janine McIntosh

on 6 May 2014

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Transcript of Developing a Personal Mathematical Identity

Developing a
personal mathematical identity

Who Me?
What does it mean to say " I am a teacher of mathematics"?
"Why do I need to know that?"
What do I need to know?
Primary Teacher
Teacher Educator
Schools Manager AMSI
Australian Curriculum - Mathematics
The Australian Curriculum gives us the opportunity, for the first time to discuss, learn and teach mathematics on a national level. This is a chance to share the vast repository of knowledge about what we know about good teaching and learning in mathematics. Our aim is to engage the community with a love of mathematics to enhance our social, economic and personal wellbeing.
At AMSI we aim to provide material that helps teachers understand where the content they are teaching fits in the continuum.

What are the links forward and back?
Where does it connect to history?
What are the applications in industry?
Where does this mathematics makes sense in the world outside of school?
We want to help students see that there are careers in mathematics as well as mathematics in a range of careers. We want them to leave their options open, by continuing with mathematics as long as possible. The demand for mathematics in the workforce will be high as we replace the talent soon to retire across a range of jobs and as we go into the future and new job opportunities in science, technology, engineering and mathematics demand more from our favourite subject than ever before.
We need well trained teachers with good maths understanding.
It is a time to look a little less at under-achieving students, and refocus our attention on under-teaching teachers.
Kaye Stacey calls this 'Shallow Teaching".
John Mighton, founder of the Canadian JUMP program, suggests that
"If your students are not successful in mathematics, look not to deficiencies in the student, instead look to how you can change your practice".
WHAT do I need to know?
Here are some I prepared earlier:
What do teachers of mathematics need to know?
1. Arrays to demonstrate multiplication
2. Prime factorisation
3. What is a fraction?
4. How do I compare decimals?
6. The number system
7. Why are there 360 degrees in a circle?
8. How do the subtraction algorithms work?
9. What should I know about squares?
10. When do I use a line graph?
Left to right, comparing the digits in the same place value. When you get to one that is larger - that is the larger number.
5. The unitary method
A well-prepared teacher teaches mathematics well.
See Hattie's meta-analysis.
AMSI Teacher Modules
AMSI Careers Materials
Janine McIntosh

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