About MLATS

The MLATS group is a group of highly skilled educators from schools across Australia and the Asia Pacific region providing Training and Personal Development to schools and teachers throughout the Asia Pacific region. Since its inception in 1993, over 3500 teachers have participated in MLATS workshops.

 

Dedicated to developing superior programs for teachers and in turn for their students, they offer a range of professional development opportunities for teachers of students aged 4-15 years.  Through their workshops they aim to support teachers as they work towards their Numeracy Goals and Action Plans.

 

MLATS workshops are facilitated by accredited MLATS presenters.

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Workshop Objective

This workshop is designed to empower teachers to apply the principles and practice of inquiry to the discipline of Mathematics, through exploring Mathematical skills and concepts.
 

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Knowledge

The theoretical content of the workshop will cover the following:

• Who we are and how has this has shaped our mathematical beliefs and practices

• How inquiry learning relates to mathematics

• How mathematical practices are changing

• Developing a culture of mathematical inquiry and norms

• Explore issues of how students best learn

• The purpose of sorting and classifying and how it relates to data collection

• Consider the place of literature in mathematics

• How to develop number sense

• What research says about estimation and mental computation

• How to enhance Mathematical fluency

• Number talks – seeing the creativity in Mathematics

• Explore number sense strategies used in the classroom

• How to differentiate in a mathematics classroom

• How do we identify and cater for learning needs?

• How can we develop growth mindset in the Mathematics classroom

 

Skills

At the completion of the workshop, participants will gain skills that will enable them to:

• Create rich tasks

• Develop strategies and tools for assessing mathematics in the inquiry classroom

• Design authentic mathematics assessments

• Plan for mathematical inquiry – trans-disciplinary and stand alone

• Gain insight into how literature can be used in mathematical inquiry

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Implementation

The success of a workshop depends on the ease of implementation of the content covered to the classroom.  In order to fulfill this objective, participants will be given opportunities to:

• Take part in a range of hands-on mathematical tasks through an inquiry and investigative approach

• Interact with other participants in reflection of mathematical practices

 

Agenda

On Day 1, participants will be asked to participate in a variety of learning experiences and contribute to group discussions and reflections, engage with current theories regarding the learning, teaching and assessment of mathematics and reflect on their own beliefs and practices in regards to these.
 

On Day 2, participants take part in activities and inquire into different mathematical processes.
 

On Day 3, participants inquire into authentic mathematics assessment, review strategies and tools used to assess mathematics in the classroom and the different formats of assessment and how these can be incorporated into their current practice.

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