STEM: Maximising the Mathematics Long Course
DETAILS8, 15, 22 & 29 March
This course is designed for K-6 teachers and will look at integrating the mathematics syllabus with the science and technology syllabus, focusing on the working mathematically, working scientifically and working technologically processes and skills. How to plan 'big picture' investigations with your students that maximise the mathematics, particularly the measurement and data strands where the outcomes are explored, evidenced and evaluated in student learning.
Katherin Cartwright is the presenter for all four sessions of this long course. Katherin is currently the Mathematics Advisor K-6 for the NSW Department of Education.
The why, how and what of the M in STEM
• Why is STEM a focus in education and specifically for mathematics? How does mathematics fit into STEM? What concepts and content of mathematics lend themselves to integrating STEM?
• Exploring how the skills and processes of working mathematically, working scientifically and working technologically can be aligned in STEM
Driving STEM with mathematics
• Exploring inquiry learning and creating driving questions that encompass the ‘big ideas’ of mathematics. How to balance student self-directed learning with explicit teaching of mathematics.
Evidence of the M
• What does assessment of mathematics look like in STEM? Investigating how to map and track outcomes as part of inquiry-based learning and teaching strategies.
Completing each session of STEM: Maxmising the Mathematics will contribute 2 hours of QTC Registered PD addressing 3.3.2; 3.4.2; 6.2.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.