"Good mathematics is not about how many answers you know... it's about how you behave when you don't know"  Author Unknown
"When I hear the word fractions I feel ____________________ because _____________________________________"
The first task they were asked to do was to look at each of the sentences or photos and say whether they thought it had anything to do with fractions and why. In this instances they were asked to complete it individually so that their thinking could be represented on the page. After they had been working on it for a reasonable amount of time it could be seen that there were a mostly yes answers but also some no answers. So the class was stopped at that point and were told "what if I were to say that everything on the page had something to do with fractions". They were asked to think about the no's that they had on the paged and to talk with a partner to think about how they could be considered to be about fractions. In the discussion as a class that followed this they were asked to talk about which one they thought was a no and how they then came to a line of reasoning as to why it was actually yes. 

In the second session of the day we looked at a resource that has recently been purchased for each school in the partnership, this resource is shown opposite. One of the trickiest factors in implementing more problem solving and reasoning tasks into mathematics learning is in taking all of the different approaches that students bring to a problem and then moving the learning forward on that particular concept. This book gives a solid framework for doing this. The five practices in this book are as follows
Each of these is described briefly below. 
anticipating likely student responses to challenging mathematical tasks
monitoring students' actual responses to the tasks while the work in pairs or small groups
selecting particular students to present their mathematical work during the whole class discussion
sequencing the student responses that will be displayed in a specific order
connecting different students' responses and connecting the responses to the key mathematical ideas
.In this session teachers used the discussion planning template opposite. This template was adapted from the book and in the session teachers anticipating student response to a given question, looked at some work samples, completed the monitoring portion, and selected, sequenced and connected ideas based on how they thought the activity would evolve. 

For one last task children were show the image of the clock shown and were told that it is missing the minute hand, it only has the hour hand, they were asked if they thought it was possible to tell the time on the clock. They had to go over one side of the mat if they thought you could tell the time and the other if they thought you couldn't. Initially about two thirds did not think it was possible to tell the time. When she asked the other third what time they thought it was she got the other side, the side who didn't think you could use to the clock, to try and explain why they thought the time was about half past 7. When they could reason out a justification for it she ask them if they wanted to switch sides and many of them chose to go to the other side by the end of the lesson. 
A state of nervousness and discomfort brought upon by the presentation of a mathematical problem. A state which may impede mathematical performance irrespective of true ability.  
It was talked about that anxiety can have significant impacts in that it can lead to higher levels of

In the afternoon session the teachers looked at a range of NAPLAN questions in relation to their working memory capacity and took the time to look in depth at the question shown to the left. What was interesting in looking at this problem was in the number of different shapes and ways of solving the problem that people came up with. We also looked at a problem which stated that the perimeter of a triangle was 16 cm, which set of dimensions could be for the triangle and it gave options of 3, 4, 9 2, 6, 8 1, 2, 13 4, 5, 7 The idea here was to try and ignore that all the sides added up to 16 and instead look at for other reasons why 3 of the 4 shapes could not be triangles instead of trying to pick on the perimeter of 16 being the reason why. This lead to an interesting discussion regarding how we can draw things on paper that are not mathematically possible and debating whether these impossible object have a place in learning. 
The Lesson The lesson had a few parts to it. Before the lesson in the session the focus teachers were asked to focus on their questioning during the session to focus on questions that help students develop conceptual understanding and executive functions. First students were given a 0 to 99 grid as shown opposite. They were given two 10 sided dice ( one inside the other). They had to roll the dice, and use the number to describe the numbers those dice could make. For example if a 3 and a 7 were rolled it could be 3 tens and 7 ones 37 or 7 tens and 3 ones 73. They then had to describe the strategey they were using to place the number in the grid. 
Working memory is the capacity to ignore what is irrelevant and work with what is important. It is the conscious processing of information. Working memory is very important and is a strong predictor of academic performance. The image shown opposite is a depiction of working memory. The visuospatial working with images and pictures whilst the verbal deals with spoken and written language. 
The image opposite shows the effect of different working memory capacities. Working memory was given the metaphor of bandwidth. With large working memory capacity more information gets through and is able to be processed, therefore some simultaneous processing of information can occur. With a smaller working memory capacity to get the same volume of information processed the information needs to be processed sequentially, once some is processed they can begin dealing with the next part. Taking this into account it can become clear where students find it challenging to follow instructions with multiple steps, it may be an indicator of them struggling with their working memory capacity. 
Once we had worked on it for an extended amount of time we were eventually told about the event it linked to which was a cholera outbreak in 1854. We then had some time to watch part of the video opposite on this outbreak.  
What followed next was to take that lesson on the cholera outbreak and to use the lesson planning template shown opposite to try to put the aspects of the task onto the template. They did that collaboratively as a group. The rest of the day was then spent using this template to then plan something that they are going to do with their class before the next session. 


To give the people present a sense for the lesson and what they would be asking the kids to do the teachers themselves went through a trial run. Using only those cards, and without leaving their chair. They had to code a path for the person standing at the green dot so that they will be able to reach the person standing at the yellow dot. Coming out of the conversation was the need for more information such as
They were also asked to give their code a score out of 10 for how confident they were that it would be correct. These codes were then tested for their accuracy and the participants were then able to adjust their code to make sure it would accurately lead the person at the green to the one at the yellow dot. 
1. Openended play: is located towards the left of the continuum and involves play experiences where the teacher provides children with materials suggestive of a sustainability concept, and with minimal engagement and interaction allows them to examine and explore the materials as a basis for learning about the concept.
2. Modelledplay: is located in the middle of the continuum and involves play experiences where the teacher illustrates, explains and/or demonstrates the use of materials suggestive of a sustainability concept prior to allowing children to use the materials with minimal adult interaction as basis for learning about the concept.
3. Purposefully framed play: is located across the entire spectrum of the continuum and involves play experiences in which the teacher provides children with materials suggestive of a sustainability concept and provides opportunities for openended play, followed by modelled play and then teacherchild interaction/engagement (Edwards et al. 2010).
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