Teacher Workshops

Workshops and presentations are available from the Australian Mathematics Trust. They will be offered from time to time at a central venue or schools may request a presenter to come to their school (or cluster of schools). Each workshop is designed to last about 90 minutes (though 2 hours is preferable for the Enrichment workshops). Thus, it should fit into a Faculty meeting or School Professional Learning time. However, an individual workshop can be adapted or combined to fit the circumstances of a particular school.

All presenters are experienced and have been trained and endorsed by AMT. They offer their service free of charge (except for travel expenses). We charge $30 per participant for resources provided (though these are usually worth considerably more). Teachers attending will also receive a $20 discount voucher for their next purchase from the AMT bookshop. They will also receive a certificate of attendance which will include a statement of Australian Professional Standards for Teachers addressed in the workshop.

Upcoming Workshops

 
Workshop
Date
Venue
Time
Presenter

There are no workshops scheduled.

 

Workshop Descriptions

Workshop/Presentation

Description

Australian Professional Standards

Introduction to Challenge (Primary)

This workshop introduces teachers to the AMT Maths Challenge program, designed to introduce students in Years 3–6 to extended problem-solving questions.  The workshops will be hands-on and introduce teachers to a number of past Challenge problems, and the techniques required to solve them and to be able to approach new problems systematically.  It will also address appropriate strategies for assessing and reporting problem-solving capacity.

1.1(P), 1.5(P)
2.1(P), 2.2(P), 2.5(P)
3.1(HA), 3.2(P), 3.3(P), 3.5(P)
4.2(P)
5.1(P), 5.2(P)

Introduction to Challenge (Secondary)

This workshop introduces teachers to the AMT Maths Challenge program, designed to introduce students in Years 7–10 to extended problem-solving questions.  The workshops will be hands-on and introduce teachers to a number of past Challenge problems, and the techniques required to solve them and to be able to approach new problems systematically. It will also address appropriate strategies for assessing and reporting problem-solving capacity.

1.1(P), 1.5(P)
2.1(P), 2.2(P), 2.5(P)
3.1(HA), 3.2(P), 3.3(P), 3.5(P)
4.2(P)
5.1(P), 5.2(P)

Enrichment (Primary)

This workshop introduces teachers to the AMT Maths Enrichment program (Newton and Dirichlet levels).  This program is designed to provide meaningful maths extension to students in Years 5–6 by introducing them to some more advanced problem-solving ideas and techniques.  The workshops will be hands-on and will explore some of the less familiar mathematics to teachers so that they are more able to support their students in the program.

1.1(P), 1.5(P)
2.1(P), 2.2(P), 2.5(P)
3.1(HA), 3.2(P), 3.3(P), 3.4(P)
4.2(P)
5.2(P)
6.4(P)

Enrichment (Secondary)

This workshop introduces teachers to the AMT Maths Enrichment program (Euler, Gauss and Noether levels).  This program is designed to provide meaningful maths extension to students in Years 7–10 by introducing them to some more advanced problem-solving ideas and techniques.  The workshops will be hands-on and will explore some of the less familiar mathematics to teachers so that they are more able to support their students in the program.

1.1(P), 1.5(P)
2.1(P), 2.2(P), 2.5(P)
3.1(HA), 3.2(P), 3.3(P), 3.4(P)
4.2(P)
5.2(P)
6.4(P)

Keeping Problem Solving at the Centre

This presentation will explore ways in which teachers can provide problem-solving and extension activities for students which will enrich their learning. Whilst there are many resources available for enrichment and extension in mathematics, these are often poorly sequenced and structured. The presentation will explore the use of AMT, and other, materials that are well-sequenced and aim to develop problem-solving skills and to encourage students to think mathematically.

1.1(P), 1.2(HA), 1.5(P)
2.1(P), 2.2(P), 2.3(P), 2.5(P)
3.1(HA), 3.2(P), 3.3(P), 3.5(P)
4.1(HA), 4.2(P)
5.1(P), 5.2(P)

Algorithmic Thinking & CAT

The Australian Curriculum has now embraced Digital Technologies as a strand in the Technologies learning area.  Students in Years 5 and 6 are expected to be able to design, modify and follow simple algorithms represented diagrammatically and in English involving sequences of steps, branching, and iteration (repetition), whilst by Year 8, they are able to implement and modify programs with user interfaces involving branching, iteration and functions in a general-purpose programming language. This potentially will have a large impact on the way mathematics needs to be taught.  The Computational and Algorithmic Thinking competition (CAT) is probably the most significant resource material available in this area which does not require programming skills. This session will introduce this resource to teachers in a practical way.  Incorporating Algorithmic problems into the maths curriculum has the potential to identify problem-solvers and to stimulate logical thinking.

1.1(P), 1.5(P)
2.1(P), 2.2(P), 2.5(P), 2.6(P)
3.1(HA), 3.2(P), 3.3(P), 3.4(P), 3.5(P)
4.5(P)
5.1(P), 5.2(P)

When are we going to use this?

This presentation explores ways in which we might answer this question in a practical way, emphasising the dangers of maths teaching becoming an exercise in technical skill development at the expense of problem solving and problem formulation. Although there is a philosophical element to this discussion, the emphasis is on practical pedagogies which engage students in the mathematical narrative.

1.1(P), 1.2(HA), 1.5(P)
2.1(P), 2.2(P), 2.5(P)
3.1(HA), 3.2(P), 3.3(P), 3.5(P)
4.2(P)
5.1(P), 5.2(P)

Convergent/Divergent Thinking

This presentation is designed to assist teachers in developing enrichment programs in their school that incorporate elements of both convergent and divergent thinking in order to assist students in developing mathematical creativity.  It will include exploring a very large number of activities which have been successful in the classroom.

1.1(P), 1.2(HA), 1.5(P)
2.1(P), 2.2(P), 2.5(P)
3.1(HA), 3.2(P), 3.3(P), 3.5(P)
4.2(P)
5.1(P), 5.2(P)

Algebra as Storytelling

This presentation describes a framework for the introduction and development of algebraic thinking, which develops in students the understanding that algebra is about ‘things that happen to numbers’ in a narrative context.  Whilst it draws on some well understood pre-algebraic pedagogies such as machine games and back-tracking, it develops these into a fuller picture of algebraic processes using the technique of ‘unambiguous labelling’, which relates every algebraic expression (or equation) to the story which it tells about numbers.  Many examples will be given of practical activities which will allow students to use their emerging algebraic skills to explore patterns and develop algebraic thinking.

1.1(P), 1.2(HA), 1.5(P)
2.1(P), 2.2(P), 2.5(P)
3.1(HA), 3.2(P), 3.3(P), 3.5(P)
4.2(P)
5.1(P), 5.2(P)