Teaching and Learning Mathematics Through an Inquiry Approach
08:30 - 15:30
October 10 - 12, 2019
Chiang Mai, Thailand
September 30, 2019
Baht 28,500 per participant
Group of 3 or more
Baht 26,500 per participant
Primary Math Teachers
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.
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.
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
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
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.
Participants take part in activities and inquire into different mathematical processes.
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.
Meredith Page has many years’ experience in facilitating professional learning for teachers. She has led many workshops in Australia for the Association of Independent Schools in SA and MLATS. And in the Asia Pacific region for the International Baccalaureate Organisation.
Meredith has worked as a classroom teacher, PYP Coordinator, IBO workshop leader and site visitor for PYP schools. She very much enjoys being part of this innovative thinking community.
Meredith has been involved in developing and facilitating a number of MLATS (Mathematics Learning and Teaching for Success) workshops in Australia. Other work has included teaching at the University of South Australia, writing curriculum documents and mentoring teachers in schools, mostly in teaching mathematics but more recently in literacy foundations and supporting learning progress for all students.
Her latest role involves Learning Support and Learning Coordinator which includes challenging and supporting teachers to think more conceptually so they can create authentic opportunities for student inquiry.