Plenary Session 1: Dr Judy Paterson and Dr Claire Postlethwaite How is Applied Maths taught at University? Let's ask an Applied Mathematician! Join Judy Paterson as she asks Claire Postlethwaite. Plenary Session 2: Professor Bill Barton “Some Mathematical Vignettes” 1ASuzanne Van Den Heuvel and Catherine Udy-Bothwell [Rangitoto College]- Level 3 NCEA and Scholarship Mathematics with Calculus - the Rangitoto College approach. This workshop will look at some of the activities that our Scholarship class has been doing this year to improve their thinking skills. It will also include some activities that our mixed ability Calculus classes have attempted in order to improve their ability to think at the extended abstract level - excellence. 1B Philip Lloyd [EGGS ]- Phantom graphs.(AS SEEN ON TV!) Back by popular demand! The real solutions of f(x) = 0 are at the points where the graph of y = f(x) crosses the x axis but, physically where are the complex solutions? In this presentation, with the aid of several PERSPEX MODELS, you will actually SEE the physical position of the complex solutions! Did you know that most graphs have little “phantom bits” hanging off them? 1CGillian Frankcom [University of Auckland] –Carrot Cuts This workshop uses the humble carrot to model various techniques to find the volume of the said carrot. I will supply the carrots, and other accessories. The beauty of the carrot will soon become apparent when you see the many different uses in the classroom for different year levels. This is a repeat of last year’s workshop. 1D Vaughan Mitchell [Aorere College/University of Auckland] – "GeoGebra! The moving alternative to circle geometry" An opportunity for teachers to look at Geogebra and how it can be used in the classroom. Teachers will need to download the free software GeoGebra - http://www.geogebra.org/cms/ - and bring their laptops. They will see and learn to create simple GeoGebra files that will aid the demonstration of some core circle geometry ideas for Years 9 -11. 1E Sam McNaughton [Northcote College] – Getting ready for NCEA 2011 This workshop will outline one attempt at creating a manageable, accessible and relevant assessment task for the Number internal achievement standard (AS 1.1) in 2011. We will look at the task developing process as well as student work and making judgments for Achieved, Merit and Excellence 2A Dr Louise Sheryn et al [University of Auckland/CULMS] – Envisioning The Future Vision A national conference was held in April at the University of Auckland as part of an NZIMA-funded project to improve mathematical science education in New Zealand bringing together school teachers, mathematics lecturers and mathematics educators. These workshops are an opportunity to continue the conversations from the conference and further develop links between the sectors. The main focus of these meetings will be to discuss and refine a Vision Document, developed from the sessions at the April conference. We ask you bring your experience of teaching, your ideas, and an open mind. 2B Gary Judkins [St Paul’s Collegiate School] – Why use chess in the classroom? The beauty of chess is that it stimulates and engages students’ minds and helps to build many valuable skills while they are having fun. As a result, they become more creative thinkers, better problem solvers, and more independent decision makers. How to use chess as a valuable learning tool in the classroom to augment mathematical teaching is the theme of this workshop. Web sites, DVD’s, books and chess badges from NZ Chess Federation will be featured. 2C Prof. Mike Thomas [University of Auckland] – Scholarship Calculus Thinking This workshop will look at ways to promote the types of thinking expected from Mathematics with Calculus Scholarship students. This workshop is hands on - Teachers will be expected to do the same kind of thinking required by their students. This workshop will be particularly useful for those schools that only have a few students in their Mathematics with Calculus classes and are looking for ways to extend their most able. 2D Neil Marshall [Team Solutions] – Networks A look at the proposed new networks standard AS 2.5 -Use networksin solving problems. Teachers will have the opportunity to [re]familiarise themselves with the knowledge of concepts and terms associated with networks. We will look at methods and algorithms for the shortest path, traversability and minimum spanning trees. 2E Ann Leach (University of Waikato) – Rich Mathematical Tasks
Students of all abilities deserve tasks that demand higher level thinking but teachers and students conspire to lower the cognitive demand of tasks. This workshop with explore rich mathematical tasks that are accessible and extendable, allow learners to make decisions, promotes discussion and communication, encourages originality and invention and are enjoyable and contains the opportunity for surprise. The focus will be on Years 9 and 10. 3A Geoff Gibbs [Ministry of Education] – NCEA Realignment This workshop will take a look at the changes to NCEA in the realignment process. The session will look at the implications for teaching and learning in the preparations for 2011and beyond. This includes a look at the development of the Senior Secondary Teaching and Learning Guides, the alignment of standards with the NZC and the development of assessment resources and exemplars for the standards 3B Dr Caroline Yoon [University of Auckland], Peter Radonich [Northcote College], Anne Blundell [Waiheke College] – Design a model eliciting activity in 100 hours or less Model eliciting activities (MEAs) are engaging modelling activities that encourage students to notice deep mathematical relationships in meaningful real world contexts. However, experts say that it takes at least 100 hours to develop an MEA that will work effectively in a “real” classroom. In our experience, designing an MEA is an exciting, enjoyable, and sometimes frustrating process! In this workshop, you will learn the tools you need to begin and continue designing your own MEAs. 3D Catherine Lin [Westlake Girls’ High School/University of Auckland] - Teaching Calculus with GeoGebra This workshop will introduce a free, multi-platform dynamic mathematics software, GeoGebra. We will look at using GeoGebra, to support to a versatile approach to the learning concepts in Calculus. This session will also show the benefits and usefulness of using this powerful open-source mathematics software to promote learning and understanding in mathematics classrooms. This includes a demonstration of the GeoGebra files I have constructed for various topics in Mathematics and Calculus. 3E Phil Doyle [Team Solutions] – Making mathematics accessible to diverse learners
While the language of mathematics may be universal - the language of mathematics instruction is not. This workshop will look at ways to help make mathematics accessible to all learners. We will focus on working from problem to solution, not vice-versa. This means that rather than starting with numbers, processes and formulae - we will start with the problem. We will look at some simple strategies to make this possible for all learners in the classroom. The focus will be on Years 9 – 11

Plenary Session 1:Dr Judy Paterson and Dr Claire PostlethwaiteHow is Applied Maths taught at University? Let's ask an Applied Mathematician! Join Judy Paterson as she asks Claire Postlethwaite.

Plenary Session 2:

Professor Bill Barton“Some Mathematical Vignettes”

1ASuzanne Van Den Heuvel and Catherine Udy-Bothwell [Rangitoto College]-Level 3 NCEA and Scholarship Mathematics with Calculus - the Rangitoto College approach.This workshop will look at some of the activities that our Scholarship class has been doing this year to improve their thinking skills. It will also include some activities that our mixed ability Calculus classes have attempted in order to improve their ability to think at the extended abstract level - excellence.

1B Philip Lloyd [EGGS ]- Phantom graphs.(AS SEEN ON TV!)Back by popular demand! The real solutions of f(x) = 0 are at the points where the graph of y = f(x) crosses the x axis but, physically where are the complex solutions? In this presentation, with the aid of several PERSPEX MODELS, you will actually SEE the physical position of the complex solutions! Did you know that most graphs have little “phantom bits” hanging off them?

1CGillian Frankcom [University of Auckland] –Carrot CutsThis workshop uses the humble carrot to model various techniques to find the volume of the said carrot. I will supply the carrots, and other accessories. The beauty of the carrot will soon become apparent when you see the many different uses in the classroom for different year levels. This is a repeat of last year’s workshop.

1DVaughan Mitchell[Aorere College/University of Auckland] –"GeoGebra! The moving alternative to circle geometry"An opportunity for teachers to look at Geogebra and how it can be used in the classroom. Teachers will need to download the free software GeoGebra - http://www.geogebra.org/cms/ - and bring their laptops. They will see and learn to create simple GeoGebra files that will aid the demonstration of some core circle geometry ideas for Years 9 -11.

1E Sam McNaughton [Northcote College] – Getting ready for NCEA 2011This workshop will outline one attempt at creating a manageable, accessible and relevant assessment task for the Number internal achievement standard (AS 1.1) in 2011. We will look at the task developing process as well as student work and making judgments for Achieved, Merit and Excellence

2A Dr Louise Sheryn et al [University of Auckland/CULMS] – Envisioning The Future VisionA national conference was held in April at the University of Auckland as part of an NZIMA-funded project to improve mathematical science education in New Zealand bringing together school teachers, mathematics lecturers and mathematics educators. These workshops are an opportunity to continue the conversations from the conference and further develop links between the sectors. The main focus of these meetings will be to discuss and refine a Vision Document, developed from the sessions at the April conference. We ask you bring your experience of teaching, your ideas, and an open mind.

2BGary Judkins[St Paul’s Collegiate School] – Why use chess in the classroom?The beauty of chess is that it stimulates and engages students’ minds and helps to build many valuable skills while they are having fun. As a result, they become more creative thinkers, better problem solvers, and more independent decision makers. How to use chess as a valuable learning tool in the classroom to augment mathematical teaching is the theme of this workshop. Web sites, DVD’s, books and chess badges from NZ Chess Federation will be featured.

2C Prof. Mike Thomas [University of Auckland] – Scholarship Calculus ThinkingThis workshop will look at ways to promote the types of thinking expected from Mathematics with Calculus Scholarship students. This workshop is hands on - Teachers will be expected to do the same kind of thinking required by their students. This workshop will be particularly useful for those schools that only have a few students in their Mathematics with Calculus classes and are looking for ways to extend their most able.

2D Neil Marshall [Team Solutions] – NetworksA look at the proposed new networks standard

AS 2.5 -Use networksin solving problems. Teachers will have the opportunity to [re]familiarise themselves with the knowledge of concepts and terms associated with networks. We will look at methods and algorithms for the shortest path, traversability and minimum spanning trees.2E Ann Leach (University of Waikato) – Rich Mathematical TasksStudents of all abilities deserve tasks that demand higher level thinking but teachers and students conspire to lower the cognitive demand of tasks. This workshop with explore rich mathematical tasks that are accessible and extendable, allow learners to make decisions, promotes discussion and communication, encourages originality and invention and are enjoyable and contains the opportunity for surprise. The focus will be on Years 9 and 10.

3A Geoff Gibbs [Ministry of Education] – NCEA RealignmentThis workshop will take a look at the changes to NCEA in the realignment process. The session will look at the implications for teaching and learning in the preparations for 2011and beyond. This includes a look at the development of the Senior Secondary Teaching and Learning Guides, the alignment of standards with the NZC and the development of assessment resources and exemplars for the standards

3B Dr Caroline Yoon [University of Auckland],Peter Radonich[Northcote College], Anne Blundell [Waiheke College] – Design a model eliciting activity in 100 hours or lessModel eliciting activities(MEAs) are engaging modelling activities that encourage students to notice deep mathematical relationships in meaningful real world contexts. However, experts say that it takes at least 100 hours to develop an MEA that will work effectively in a “real” classroom. In our experience, designing an MEA is an exciting, enjoyable, and sometimes frustrating process! In this workshop, you will learn the tools you need to begin and continue designing your own MEAs.3D Catherine Lin [Westlake Girls’ High School/University of Auckland] -Teaching Calculus with GeoGebraThis workshop will introduce a free, multi-platform dynamic mathematics software, GeoGebra. We will look at using GeoGebra, to support to a versatile approach to the learning concepts in Calculus. This session will also show the benefits and usefulness of using this powerful open-source mathematics software to promote learning and understanding in mathematics classrooms. This includes a demonstration of the GeoGebra files I have constructed for various topics in Mathematics and Calculus.

3E Phil Doyle [Team Solutions] – Making mathematics accessible to diverse learnersWhile the language of mathematics may be universal - the language of mathematics instruction is not. This workshop will look at ways to help make mathematics accessible to all learners. We will focus on working from problem to solution, not vice-versa. This means that rather than starting with numbers, processes and formulae - we will start with the problem. We will look at some simple strategies to make this possible for all learners in the classroom. The focus will be on Years 9 – 11