Peter Hughes: Understanding the Importance of Place Value


Overwhelmingly the central problem for large numbers of New Zealand students in becoming numerate is their lack of a deep functional understanding of place-value. This keynote address explains what the problems are and offers detailed solutions.

Roberta Hunter: Scaffolding collaborative group interactions equitably in inquiry mathematics classrooms




Collaborative group work is widely used in New Zealand classrooms because it is considered a powerful tool to support mathematics learning. The pedagogical actions which are important in achieving collaborative interactions include the use of group-worthy tasks, considering how groups are constructed; how students develop consensus and a shared perspective, the multidimensionality of group roles, and the importance teachers affirming persistence and risk-taking over ability. Evidence will be provided that illustrates that when teachers actively scaffold group interactions in equitable and socially/culturally responsive ways, not only are the achievement results of diverse students increased—they also develop powerful dispositions towards doing mathematics and thinking about themselves as mathematicians.

Linda Bonne: Are students’ beliefs about learning mathematics in our blindside?

Primary students’ beliefs about their abilities to solve mathematics problems and about the malleability of intelligence have been shown to influence their mathematics achievement. Based on previous research, opportunities that teachers can provide to help students develop high mathematics self-efficacy and a belief that their intelligence can be developed, will be highlighted.
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