On Saturday 10 August I attended the Sydney University STEM Teacher Enrichment Academy’s inaugural alumni conference, STEMMING the tide: Promoting STEM through Innovative Programs in Schools. What an amazing day of past and present academy schools presenting their STEM programs, pedagogical practices and student successes. With a mixture of keynotes, workshops and panel presentations there…
It’s Education week for 2019! All NSW Public Schools are celebrating Education week this week (first week of August) with the theme of ‘Every student, every voice’.
How do we get students talking about their mathematical thinking? This is a common question that classroom teachers ponder when reflecting on mathematics lessons. Reasoning in mathematics is also a current theme within mathematics education research; proportional reasoning, mathematical reasoning, spatial reasoning, algebraic reasoning and numerical reasoning, just to name a few. Two previous conferences…
This blog is a snapshot of some of the paper presentations and key notes I attended during the MERGA42 conference in Perth.
In light of last week’s SMH article by Jordan Baker regarding private tutoring, I thought this would be a good opportunity to expand on some of the current thinking and discourse surrounding this topic. Being ‘for’ or ‘against’ tutoring is not the ultimate focus for this blog. In fact, as with many aspects of education, it…
We have slow TV, slow fashion and even slow food, but what about slow teaching?
In this week’s blog I’m reflection on the Mathematics Association of NSW (MANSW) Riverina Cluster conference that I attended in Wagga on Saturday.
In this week’s blog I’m reflecting on a webinar I attended last week “Digital Technologies: It’s not all about coding” hosted by the CSIRO and lead by Professor Tim Bell.
Our aim as teachers is to discover what students are able to do, what are the most efficient and flexible strategies they are using, and foster those skills.
A common concern that teachers often bring up is that their students solve number tasks mentally by ‘visualising’ the vertical algorithm. I’ve been asked a couple of times in the last month or so, How do I stop, or discourage my students from using a vertical algorithm?