Seminar Series

Seminar One:
Ian Jones
Loughborough University
Learning through comparing responses to open-ended tasks

I’ll present a ‘comparative judgement’ approach to peer learning with an example from primary arithmetic. The approach shows promise for engaging children in thinking and communicating about mathematical ideas and the relationships between them. In this talk I will use experimental evidence to discuss how comparative judgement can be implemented in the classroom, and how it can be used to ensure learning occurs. 

Wednesday 10th September
7pm – 8pm NZT

Recording Link: Click Here
Password: v.6!RQ8$

Seminar Two:
Julia Hill
RMIT University
Wellbeing in a Mathematics Classroom

The importance of student and teacher wellbeing has become a global priority, yet there is growing recognition that wellbeing should be examined within specific subject and contextual domains. Mathematics presents unique challenges, including pervasive mathematics anxiety, negative attitudes, and disengagement, that would benefit from a targeted wellbeing approach. This presentation explores what constitutes a thriving mathematics classroom by examining both student and teacher perspectives on wellbeing in mathematical contexts. Drawing from systematic literature reviews (top-down approach) and empirical investigations involving surveys and case studies across diverse educational settings (bottom-up approach), the research identifies key factors that enable both learners and educators to flourish in mathematics. The presentation concludes with strategies for cultivating mathematical wellbeing by creating the enabling environments and conditions necessary for both teachers and students to thrive in and through mathematics education.

Zoom Link: https://massey.zoom.us/j/83335554597 

Seminar Three:

Pamela Vale
Waikato University
Decolonising Mathematics Education through Story: Insights from International Collaboration

I will reflect on the process of developing a children’s storybook resource for teaching fractions and measurement, and on understanding the effects of using this resource in diverse international contexts. This process reflects an effort to integrate mathematical learning with a culturally grounded narrative. These experiences raised critical questions about decolonising mathematics education and about how educational practices in the mathematics classroom can better reflect and affirm learners’ cultural identities.

Thursday 6th September
4pm – 5pm NZT

Zoom Link:https://massey.zoom.us/j/84338216325pwd=zMXbKNFWdmfscltnWIm9mkIybn5CfM.1