, 27 tweets, 20 min read Read on Twitter
Second session on mathematics at #ESSLC by @attard_c
.@attard_c Mathematical understanding takes a step back from year 4 to 8 #ESSLC
.@attard_c Examples of mathematical misconceptions of university students #ESSLC
.@attard_c Video: Why do some people hate mathematics? #ESSLC Mathematics is freedom.
.@attard_c Defining engagement in mathematics #ESSLC When these are combined you get substantive engagement. Not every single task/lesson/segment can include all, but it must be in the picture regularly (to get you through Disneyland queue per example from @richardgerver this am)
.@attard_c Characteristics of a good teacher of mathematics in words of primary students #ESSLC #vicpln
.@attard_c Foundations for engagement w mathematics #ESSLC #ESSLC19 #vicpln
.@attard_c Putting the proficiencies at the centre of the curriculum is vital. This is the NSW example/model. #ESSLC #ESSLC19 #vicpln
.@attard_c Referring to the Map of Mathematics in looking at different understandings/models of what maths is, and the models in which we teach it #ESSLC #ESSLC19 #vicpln Vital role of teacher PCK and training/PD.
Credit for the above video and image to @DominicWalliman
.@attard_c Teacher engagement in mathematics #ESSLC #ESSLC19
.@attard_c Mathematical knowledge for teaching #ESSLC #ESSLC19 #vicpln buildingmathematicians.wordpress.com/2017/03/26/pro… Referring to the work of @deborah_ball
.@attard_c Addressing engagement in mathematics #ESSLC #ESSLC19 #vicpln
.@attard_c Open ended tasks to promote reasoning for the middle years #ESSLC #ESSLC19 #vicpln They are impossible but you need to understand why
.@attard_c Promoting substantive conversation in mathematics #ESSLC #ESSLC19 #vicpln
.@attard_c Promoting substantive talk in mathematics. Which one doesn't belong - online resource wodb.ca #ESSLC #ESSLC19 #vicpln
.@attard_c Example that could be used for mathematical inquiry #ESSLC #ESSLC19 #vicpln
.@attard_c Reflection is vital in every maths lesson. #ESSLC #ESSLC19 #vicpln
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