1. Bringing the Joy back into Maths
Belinda Walker

2. In this workshop you will:
Explore and think about what mathematics is
Explore barriers that can occur for teachers when teaching mathematics
Explore and discuss ways in which you can be an effective mathematics teacher
Create some artwork that links with a maths lesson
Welcome. As teachers, we are all looking for ways to perfect our craft, ignite the passion in our students, and create ‘aha’ moments empowering students to learn and want to learn more.

3. What is Mathematics? Maths is also…
An abstract concept, with numerals assigned to represent the concept
Rules and methods to follow
It is an axiom (a statement regarded as true)
Maths is also…
What is maths? Understanding and accepting the complex nature of maths is part of it –
axioms; cognitive shifts between additive and multiplicative thinking; the concept of number and forming images in your head that you can work with
Problem solving
Patterns
Relationships
Calculations and counting
Reasoning and generalizing & communicating

4. Think of the number 5 in your head.
What does it look like?

6. Our dream maths class… Fun Easy Engaging Targeted Effective
Think about your own classroom – what would you like your maths lessons to look and feel like?
Fun; Easy; Engaging; Targeted; Effective
But often (not always) Maths is the area that is least inspiring for teachers to teach. Why?
Effective

7. What math lessons do you enjoy teaching and why?
Statistics
Geometry – tessellations and patterns
Why – because they are hands on, creative, whole class activities accessible to all
Firstly, have a think about the maths lessons you do enjoy - what are the common factors of those lessons?

8. What math lessons do you least enjoy teaching and why?
The topics least likely to be covered in class were comparing and drawing angles (40 percent); concepts of decimals, including place value and ordering, and adding and subtracting with decimals (62 percent); and using informal coordinate systems to locate points in a plane (67 percent).
Numeracy
Angles
Anything that ‘requires’ grouping, deeper content knowledge
Then think about those you least enjoy – why? What are the reasons you feel that way? Share..

9. What can be some barriers for teachers?
Things out of our immediate control
Class sizes
Behaviour issues
Overcrowded curriculum
Resources
Things we can effect change on directly
Personal Attitude
Personal Confidence
Content Knowledge
There are a wide range of reasons, some of which might describe your feelings for teaching maths, or yours might be different. Generally we find the following are the common factors
Personal Attitude: Teachers don’t like maths themselves (perhaps they had a bad experience at school)
Personal Confidence: Often teachers don’t feel confident in their own abilities
Content Knowledge: Some feel a bit out of their depth – they don’t always know how to explain certain concepts or understand the concept themselves
Materials & Resources Knowledge: Not knowing how to use all this equipment that is in their classroom – the need for them, the strengths and weaknesses of each manipulative
Overwhelmed: trying to meet too many needs within the classroom, creating too many groups and activities – constantly planning, finding resources, finding time in the timetable…
There are no easy answers to any of the above, but there are ways to make your lessons inspiring and engaging for both you and your students. Today we are going to explore some of those ways, then put them into action for our own class.
Materials & Resources
Knowledge
Feeling Overwhelmed

10. Breaking the barriers - Some tips for making your lessons fun again:
Keep it simple: work out what is complicating your lessons
e.g grouping
The TIMMS report found that, compared with Year 5 teachers in other countries, New Zealand teachers made less use of whole-class teaching and more of group activities. They frequently used ability grouping and more often had students work on problems, individually or with peers, while they occupied themselves with other tasks. In New Zealand classrooms, activities that involved the teacher explaining new mathematics content or how to solve problems or asking students to memorise rules, procedures and facts were less likely to be part of nearly every lesson
provide opportunity for mixed ability grouping and whole class discussions/lessons – the research shows that those students who are less cofindent quickly gain confidence as they learn off their peers – and those of a higher ability think deeper

11. Reflect on the attitudes in your class
Do you love maths? Do your kids love maths?
Find your passion and link your lessons through it– change your attitude and make it exciting - Be aware that your attitude will affect the students attitude: When you love something they generally love it
The report also found that Year 8 students were less positive about mathematics than Year 4 students. The box-and-whisker chart at right highlights this decline in positive disposition

12. Content Knowledge Approaches
Be confident in yourself - you have this! You don’t need an in depth coverage of content knowledge, but understanding what you are teaching is key. In fact, too much knowledge can also be a barrier!
Focus on patterns and relationships more, along with generalising and communicating
Approaches
Open, rich mathematical tasks and investigations are great approaches

13. Art the CPA Model Note: Keep the maths at the core of the lesson
CONCRETE – PICTORIAL – ABSTRACT
Art brings the abstract into a pictorial and concrete representation
Note: Keep the maths at the core of the lesson

14. Lets have some fun! String Art Level 3 & 4 Number and Algebra:
Patterns and Relationships
AO’s
Generalise the properties of addition and subtraction with whole numbers.
Connect members of sequential patterns with their ordinal position and use tables, graphs, and diagrams to find relationships between successive elements of number and spatial patterns
Use graphs, tables, and rules to describe linear relationships found in number and spatial patterns.
Investigate
A + 10 = B
A x = B A 1 2 3 4 5 6 7 8 9 B

15. Patterns and Relationships
Fibonacci Sequence
Level 3 & 4
Number and Algebra:
Patterns and Relationships
The Fibonacci Sequence is the series of numbers:
0, 1, 1, 2, 3, 5, 8, 13, 21, 34, ...
The next number is found by adding up the two numbers before it. 𝒏 1 2 3 4 5 6 7
𝑥 𝑛 8 13

16. Investigate Square numbers, Polygonal numbers, and Multiples
Level 3 & 4
Number and Algebra:
Patterns and Relationships
Generalise the properties of addition and subtraction with whole numbers.
Connect members of sequential patterns with their ordinal position and use tables, graphs, and diagrams to find relationships between successive elements of number and spatial patterns.
Number Knowledge
Know basic multiplication and division facts.

17. Graphing Level 2 & 3 Statistics Match the title with the graph
Act out the graph
Create a graph to represent a story (e.g bath time for a toddler)

18. Tessellation, Translation, Rotation, Reflection, Patterns Level 2 & 3
Geometry
Transformation
Describe the transformations (reflection, rotation, translation, or enlargement) that have mapped one object onto another.

19. Geometry: Shape & Transformations
Number and Algebra
- String Art
Fibonacci - mondrian
circles
Geometry: Shape & Transformations
Tessellations
Repeating patterns
Maori art
Rotational Symmetry
3D shapes – polygon
Cubism
Print making
Use of light boxes
Escher
Sierpinski triangles
Curves of pursuit
Measurement
- Area & Perimeter - Mossaic art
Using units – Mondrian
Curves of pursuit
Statistics
- Act out graphs

20. Key points:
Make Maths fun by creating links to other subjects that you are passionate about
But keep maths the focus of the lesson. Don’t get lost
Group less – research shows that grouping does not always work
Find a way for you to enjoy maths then your kids will follow