FACULTY REVIEW: MATHEMATICS
Developing Mathematical Mindsets KEY DATA Co-Director of Mathematics Mati Papasimeon Number of staff: 19
SUBJECTS Years 7-9: Mathematics Year 10: General Mathematics, Methods Mathematics Year 11: General Mathematics, Mathematical Methods, Specialist Maths Year 12: Further Mathematics, Mathematical Methods, Specialist Maths The University of Melbourne Extension Program - Mathematics
ENRICHMENT Support Maths Years 7 and 8 Patterns in Nature Extension withdrawal Program Years 7-10
Issues relating to the importance of mathematics have become popular media subjects recently. How can schools adequately prepare students for a world with a high demand for proficiency in STEM (science, technology, engineering, mathematics)? As mathematics teachers, how do we get our students to engage with and love mathematics? I share with you two initiatives involving the Maths Department which we believe will help meet these needs. Our staff are always looking to improve their teaching practice and continue learning. Last year they completed a Stanford online course: ‘How to Learn Math for Teachers’. This was run by Jo Boaler, a leader in the field of mathematics education, and author of the book Mathematical Mindsets. This year we are continuing our learning, completing another Stanford online course that is also heavily influenced by the work of her colleague, Carol Dweck, expert in the field of how mindset plays a part in success. These two authorities speak about many of the qualities we would like to impart to our students, including the importance of perseverance; having the grit to try day in, day out, over a long period of time.
We have also learnt about the importance of making mistakes. Research that Jo Boaler’s team have conducted suggests we should encourage students to make mistakes and to value them in the classroom. Neural connections and brain growth can only occur when students are challenged. We want to actively encourage students to embrace a challenge rather than shy away from it. We give our students tasks that are low floor but high ceiling. This means that any student is able to start the task. However the level of sophistication of their answer depends on how receptive they are to being challenged and the extent to which they will persevere and engage with the problem. Our involvement with ‘Mathscraft: Working like a Mathematician’ is another opportunity for our students to be challenged. It is an initiative sponsored by the Australian Research Council Centre of Excellence for Mathematical and Statistical Frontiers (ACEMS), and aims to teach students how to think like mathematicians. During the recent September holidays, we gathered students from Westbourne and other schools, teachers and mathematicians to work together on problem solving tasks. We had schools from as far away as Ballarat attend the day. Not only did students have a wonderful opportunity to work collaboratively in small groups, they also had the chance to engage with mathematicians. All involved were very enthusiastic and did a lot of thinking about maths. We look forward to welcoming more schools and students to get involved with this great opportunity again later this year.
Mati Papasimeon Co-Director of Mathematics
16 | Monomeith | Edition 11 2017