Myths, metaphors and legends concerning mathematics teaching and learning
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PRESENTED BY Emeritus PROFESSOR DI SIEMON
Years of research and practice have built up a picture of what works and what doesnât work in the teaching and learning of mathematics. This is a very significant, constantly evolving body of work contributed to by scholars all over the world and enriched by the experience of highly effective practitioners. It paints a diverse, complex picture of classroom practices, but the single most important conclusion that can be drawn from this huge body of work is that there is no one, âbest wayâ to teach and learn mathematics.
This presentation will consider some of the myths and legends in this field to make a case for a balanced mix of approaches to the teaching and learning of mathematics to ensure all students thrive mathematically.
About Emeritus Professor Di Siemon
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Di Siemon is an Emeritus Professor of Mathematics Education at RMIT University. She was involved in pre-service teacher education for over 40 years and remains actively involved in the supervision of higher degree students and the professional development of practicing teachers. She is widely known for her work on learning progressions, multiplicative thinking, the Big Ideas in Number, and the use of rich assessment tasks to inform teaching.
Di has directed a number of large-scale research projects including Reframing Mathematical Futures (2013-2018) and Scaffolding Numeracy in the Middle Years (2003-2006) that produced evidenced-based formative assessment materials to identify and respond to studentâs learning needs in relation to mathematical reasoning and multiplicative thinking. Di is the lead author of the widely used text, Teaching Mathematics: Foundation to Middle Years and a life member and past president of both the Australian Association of Mathematics Teachers and the Mathematical Association of Victoria.
