Maths Counts is back for its fourth consecutive year and this year’s conference promises to be the biggest and best yet. It will provide a new and unique opportunity for participants to meet with other teachers and learn about the art of structured problem-solving for Junior and Senior Cycle. The conference will showcase the work of teachers who have engaged in Lesson Study with the Maths Development Team. Join us in Maynooth on March 3rd & 4th to:
You can find out more information by downloading the official conference programme here.
In a first for Ireland, Maths Counts will see maths teachers teaching live lessons for all to see. Come along and see our intrepid teachers teach their students through structured problem-solving. Here are our groups:
Audrey Carty, Sandra Byrne, Claire Holton and Fiona McAvoy’s lesson is The Polygon Predicament and is targeted at Leaving-Cert. Higher-Level students. Combining aspects of Geometry, Probability, Algebra and Functions this problem challenges students to make connections between the different strands of the maths syllabus and aims to develop students’ problem-solving skills, communication and ability to reason. Fiona will teach the lesson to a group of her Leaving-Cert. students while Audrey, Sandra and Claire will observe student learning. Come along and see what happens.
Catriona McArdle from Coláiste na hInse and Leona Matthews from Ballymakenny College have worked across their schools to develop a lesson for first-year students. The Great Hall introduces students to algebra using structured problem-solving in such a way that students are encouraged to develop their algebraic reasoning skills, are motivated to engage with algebra and ultimately see algebra as sense making. Catriona will teach the lesson to a group of her students while Leona observes students’ learning. Come along and see if this Harry-Potter-inspired lesson will magically transform students’ opinions of algebra.
Dr. Declan Cathcart, Deborah Crean, Nadia Douglas and Jill Condell’s lesson Coordinate Geometry meets Synthetic Geometry is designed to help students to develop their deductive reasoning skills by devising as many solutions as they can to a geometric problem. Students are expected to draw on their knowledge of coordinate geometry and geometry theorems, corollaries and constructions to solve the problem. Declan will teach the lesson to a group of third-year students, while Deborah, Nadia and Jill will monitor student learning. Reasoning related to geometry is an area of maths that students traditionally find difficult. How will students approach the problem? What methods will they use? Come see us teach at Maths Counts and find out.
Professor Takahashi returns to teach geometry live to students from Maynooth Education Campus (incorporating Maynooth Post-Primary School and Maynooth Community College), with structured-problem-solving lessons focusing on “Hands-on Open-ended Approach for Developing Geometrical Concepts through Investigation”.
Mathematics educator Dr. Akihiko Takahashi is an Associate Professor of mathematics education at DePaul University in the United States and a Specially-Appointed Professor at Tokyo Gakugei University in Tokyo, Japan. At DePaul University he lectures in mathematics teaching and learning. He was a teacher in Japan before becoming an educator of mathematics teachers. During his teaching career, he was nationally active in mathematics lesson study in Japan. He received his Ph.D. from the University of Illinois at Urbana-Champaign. He has published over 45 journal articles and given presentations and keynotes at international conferences and workshops.
Lesson Study: Maximizing the Impact of Problem Solving in the Classroom.
As maths teachers, we attempt to provide students with exposure to, exploration in and reflection about the many skills and concepts that make up the five strands in the maths syllabus: statistics and probability, number, algebra, geometry and trigonometry and functions. Even with a deep understanding of this content, students may lack problem-solving skills. They must learn how to problem solve, communicate their ideas, reason through maths situations, prove their conjectures, make connections between and across concepts and represent their mathematical thinking. As we strive to develop effective mathematicians, as teachers we are challenged to develop both students’ content understanding and problem solving skills. This talk focuses on how the Maths Development Team has implemented structured-problem-solving in the classroom in Ireland through engaging teachers with Japanese Lesson Study. During this address the rationale and success to date of Lesson Study will be detailed. Over the duration of the conference the promise and potential of Lesson Study will be showcased and experienced first hand through the live Research Lessons.
Teachers engaged in Lesson Study will teach live structured problem-solving lessons focusing on various topics at Junior and Senior Cycle. During these lessons teachers involved in drafting the lesson proposal will conduct a lesson observation followed by post-lesson discussion with a knowledgeable other. These lessons will highlight how to develop a problem-solving disposition amongst students. Engagement in Lesson Study supports teachers in meeting the challenge of teaching through structured problem solving and motivates students in productive problem solving strategies.
A teacher who participated in Lesson Study will facilitate each interactive workshop. The facilitator will start the workshop by inviting attendees to discuss common approaches to teaching the mathematical topic their Lesson Study addresses and to work on the mathematical problem developed to support the lesson proposal.The facilitator will then share their experience of teaching this lesson to their own students. The workshop will conclude by discussing the merits of Lesson Study as a form of professional development for maths teachers.
The posters will give an account of the 52 Research Lessons taught throughout the country in 2016-2017 involving 250 teachers from over 100 post-primary schools. The posters give insights into this work and link to the complete lesson proposal giving full details of the research lesson and the reflection on the learning on the Maths Development Team’s website.
Explore and spend time in our exhibition area showcasing excellent maths teaching and learning resources. Thank you to all our exhibitors for supporting our conference.
1. Who is the Conference for?
It is a national conference for all post-primary, newly-qualified and prospective maths teachers and those interested in maths education.
2. Who is organising it?
The Conference is being organised by the Maths Development Team.
3. Do I have to attend on Friday and Saturday?
No, you can attend on Friday only, or Saturday only, or both days.
4. How much does the Conference cost?
The Conference costs €40 per person which includes admission to all conference events, conference resource pack (including copies of 50 problem-solving lesson plans), wine and canapé reception, lunch, tea and coffee.
5. If I only attend part of the conference, will a different fee apply?
6. How do I register?
You can register for the conference online at www.projectmaths.ie/mc2017. Registration closes 28th February.
7. Do I need to choose which sessions I plan to attend?
No. You can decide this at the conference.
8. If I have any further queries, who can I speak to?
You can contact our Administrator Gráinne Haughney (email@example.com) or Rachel Dunne (firstname.lastname@example.org) via email or by phone at 01-8576428.
Maths Counts 2017 is being held in Maynooth University, Co. Kildare. The conference will take place on the North Campus in the Iontas building and in the John Hume Building. Registration takes place in the Iontas building each day. Parking on campus is free after 5 pm on Friday and then for the rest of the weekend. If you want directions to Maynooth University, simply click on the map below and enter your starting location.