Connect with Maths: Advocating for the mathematically highly capableRenee Hoareau
Advocating for mathematically highly capable students (Primary years) presented by Linda Parish
Contrary to popular belief students who are mathematically highly capable or gifted are not a ‘privileged’ group, they are simply children who learn differently and therefore may require a different type of teacher support. This session explores some of the unique learning needs of mathematically highly capable students, and suggests some important ways teachers may be able to support this learning in the regular mathematics classroom.
The associated webinar and resources can be found at the Connect with Maths Engaging All Students community - http://connectwith.engaging.aamt.edu.au
Connect with Maths~ supporting the teaching of mathematics ONLINE
Connect with Maths ~Maths leadership series- Session 3- the right knowledgeRenee Hoareau
Connect with Maths ~Maths leadership series- Session 3- the right knowledge presented by Rob Proffitt-White
The right knowledge – A clear valuing and understanding of mathematical content, the connections and a working knowledge of the proficiency strands underpins successful teaching
This workshop targets teachers and school leaders and aims to upskill their assessment literacy by:
• Creating cognitive activation tasks that promote critical thinking in all students
• Ensuring a consistent and shared responsibility for numeracy transfer
• Differentiating tasks through a focus on the proficiency strands
• Classifying the different problem solving types.
Connect with Maths ~ supporting the teaching of mathematics ONLINE
Engaging All Students community ~ http://connectwith.engaging.aamt.edu.au
Connect with Maths: Advocating for the mathematically highly capableRenee Hoareau
Advocating for mathematically highly capable students (Primary years) presented by Linda Parish
Contrary to popular belief students who are mathematically highly capable or gifted are not a ‘privileged’ group, they are simply children who learn differently and therefore may require a different type of teacher support. This session explores some of the unique learning needs of mathematically highly capable students, and suggests some important ways teachers may be able to support this learning in the regular mathematics classroom.
The associated webinar and resources can be found at the Connect with Maths Engaging All Students community - http://connectwith.engaging.aamt.edu.au
Connect with Maths~ supporting the teaching of mathematics ONLINE
Connect with Maths ~Maths leadership series- Session 3- the right knowledgeRenee Hoareau
Connect with Maths ~Maths leadership series- Session 3- the right knowledge presented by Rob Proffitt-White
The right knowledge – A clear valuing and understanding of mathematical content, the connections and a working knowledge of the proficiency strands underpins successful teaching
This workshop targets teachers and school leaders and aims to upskill their assessment literacy by:
• Creating cognitive activation tasks that promote critical thinking in all students
• Ensuring a consistent and shared responsibility for numeracy transfer
• Differentiating tasks through a focus on the proficiency strands
• Classifying the different problem solving types.
Connect with Maths ~ supporting the teaching of mathematics ONLINE
Engaging All Students community ~ http://connectwith.engaging.aamt.edu.au
IBC 2013 персонализированная настройка Google AnalyticsOleg Rudakov
Презентация с конференции IBC 2013
Описываются настройки асинхронного кода отслеживания Google Analytics для корректного сбора данных. Также показано использование расширенных сегментов, персонализированных отчетов и ремаркетинга Google Analytics
Connect with Maths Early Years Learning in Mathematics community
The revised VEYLDF: Supporting the cycle of teaching and learning through the early years
Presenters: Caroline Cohrssen [University of Melbourne] Carmel Phillips and Mary Holwell [VCAA]
The revised Victorian Early Years Learning and Development Framework: Supporting the cycle of teaching and learning through the early years
In this webinar, the focus will be on formative assessment children’s mathematical thinking to support the cycle of teaching and learning. Children demonstrate mathematical thinking in diverse ways. This requires early childhood educators to recognise this thinking when it is demonstrated and to develop playful learning experiences for children to consolidate and extend their thinking. High quality interactions with children create opportunities for educators to provide feedback that extends children’s learning, to model mathematical language and to encourage children to articulate their thinking. This in turn provides opportunities for further planning, and thus the cycle of teaching and learning continues. Finally, by demonstrating how the VEYLDF intersects with the Victorian Curriculum, the revised framework supports smooth transitions for every child from the home learning environment, into early childhood education and care settings, and into school.
Connect with Maths ~ supporting the teaching of mathematics ONLINE.
Join the Early Years Learning in Maths Community to access webinar. Membership is free.
http://connectwith.earlyyears.aamt.edu.au
IBC 2013 персонализированная настройка Google AnalyticsOleg Rudakov
Презентация с конференции IBC 2013
Описываются настройки асинхронного кода отслеживания Google Analytics для корректного сбора данных. Также показано использование расширенных сегментов, персонализированных отчетов и ремаркетинга Google Analytics
Connect with Maths Early Years Learning in Mathematics community
The revised VEYLDF: Supporting the cycle of teaching and learning through the early years
Presenters: Caroline Cohrssen [University of Melbourne] Carmel Phillips and Mary Holwell [VCAA]
The revised Victorian Early Years Learning and Development Framework: Supporting the cycle of teaching and learning through the early years
In this webinar, the focus will be on formative assessment children’s mathematical thinking to support the cycle of teaching and learning. Children demonstrate mathematical thinking in diverse ways. This requires early childhood educators to recognise this thinking when it is demonstrated and to develop playful learning experiences for children to consolidate and extend their thinking. High quality interactions with children create opportunities for educators to provide feedback that extends children’s learning, to model mathematical language and to encourage children to articulate their thinking. This in turn provides opportunities for further planning, and thus the cycle of teaching and learning continues. Finally, by demonstrating how the VEYLDF intersects with the Victorian Curriculum, the revised framework supports smooth transitions for every child from the home learning environment, into early childhood education and care settings, and into school.
Connect with Maths ~ supporting the teaching of mathematics ONLINE.
Join the Early Years Learning in Maths Community to access webinar. Membership is free.
http://connectwith.earlyyears.aamt.edu.au
