This 6 week online course presents a conceptually-based approach to teaching mathematics and uses the straight-line coordinate geometry unit in which to do this. The course utilises GeoGebra. However, other dynamic geometry software or indeed, no dynamic geometry software, may be used. The success of this engaging, conceptual, inquiry-based approach lies in the fact that during the first few lessons students learn to perform the following skills without utilising formulas: read gradients from straight lines, sketch straight lines directly from equations (without using tables of values), read an equation directly from its graph and find the midpoints and distance between pairs of points. Students who struggle with Coordinate Geometry tend to achieve far greater success and confidence with this approach. At the end of the unit traditional formulas are derived and then employed. The December date enables the course to be completed during the holidays, finishing early Term 1. Accredited PD Hours = 7
Secondary Mathematics Teachers
Available Delivery Formats
A normal 5-12 hr online course delivered through moodle over 6 -12 weeks. You will not need to take time off, the course date is the START date only. For an information sheet visit: http://goo.gl/bi5ghk
As an online course, you access it only through our online learning environment. Links to this website and access information is sent by email on the start date. You are not required to take time off, especially on the course start date, as you can do this course in the time you set aside for it. Also, there will be no need to set aside time for a face-to-face class or ‘Webinar’. The entire course is done online.
We do however advise you take the time to complete the course week-to-week (up to 2 hours a week total) to complete the course within the 6 weeks the course is open. The courses are generally broken up into ‘Modules’, meaning new information and tasks are designed to segment the learning, and allow you time to complete each module before advancing on.
The course can be accessed 24/7 over a 6 week period. Due to the requirements of self-reflection and the implementation of strategies, participants will need to spread their involvement evenly over at least 3-4 weeks of the 6 week period.
The December occurrence runs through the Christmas holiday period, ending early Term One. Participants are able to work on the course whenever it suits them during that period.
This course contributes to 7.0 professional development hours.
|09/12/2013||Online||Places available||$299 + GST||Event details|
Session One: Preliminaries
(Article, video, forum post) Welcome to the course; meet your facilitator; course requirements explained; reference to Professional Standards; Technical requirements explained; the introductory forum.
1 hour and 30 minutes
Unpacking rules-based teaching: The traditional approach is explained as a juxtaposition to the conceptual approach; participants share their views (Article, forum post).
Unpacking the conceptual approach: the conceptual model explained (Detailed teaching resource, video).
Prerequisite GeoGebra skills: The GeoGebra skills required for the course files explained (video, Participation).
Phase One unpacked: Participants to work through one of the Phase One real world activities (Participation).
The Socratic Method (Articles, past posts,forum post).
Phase Two unpacked: Phase Two enables students to ascertain gradients, y intercepts and straight line equations without the use of formulas (Videos, GeoGebra file, past posts, forum post).
The Brick Wall Theory explained (Article).
Phase Three unpacked: (Article, videos, exploration of Phase Three questions, GeoGebra file, past posts, forum post).
1 hour and 30 minutes
Phase Four unpacked: establishing the formulas, the case against compartmentalisation of mathematics instruction, 30 minutes exploration of Phase Three Activities (Articles, GeoGebra files, participation).
Dealing with student spread within a unit of work (Article, past posts, forum post).
Phase Five: Simultaneous Equations (Video; article).
Phase Six: Moving away from y = mx + b - (Article).
Phase Seven: Parallel and perpendicular line relationships (Video, GeoGebra file, Exploration).
Phase Eight: General form of the equation of a straight line (Article).
Brick Wall Forum (Forum Post)
Student assessment options (Article, videos, assessment rubric docs, past posts, forum post).
Student engagement example - (Article, video, Prezi).
The completion process.
Optional extra: Dealing with Student Networked Computers Teaching students with networked computers, Considerations, Training students to follow a network protocol (Articles)
What To Bring
Reviews (average 5 stars)
Excellent, Richard is a great mentor and very supportive, the feedback was constructive and helpful. The delivery impeccable and the content awesome.
A very worthwhile course to undertake from both a conceptual approach idea, as well as a great use of the geogebra program as a learning tool for the students.
The delivery aspect of this course was really fantastic and the presentations from Richard were great. They were very easy to understand as an online presentation. Furthermore the online presentation allowed for an individual teacher to access the course as they were able to manage the time and this was particularly helpful for me.
My comment on the course has been posted in the forum within the course. The course was very useful and interesting. It was conducted very efficiently with the responses being prompt and specific. I enjoyed the interactions during the course and some of the strategies discussed were eye-openers. Thank you for the course.
A fantastic course, insightful, inspiring, great resources and a fun way to teach coordinate geometry! Great feedback from Richard and very personal.
Great, enjoyed the flexibility.
I found the course informative and thought provoking. I am pleased to have been introduced to Geogebra.
The course was thought-provoking and inspirational.
This course was better than I expected.
No problems with any downloads and all materials were professionally presented.
I will go away and practice what I have been shown and I am certain that my students will benefit from my experiences.
Thank You Richard
This was a satisfying course, any new way to teach students which increase understanding, interest and participation is all good.
This was very useful for me at the stage where I am in teaching in a new digital environment.
The course was great because it opened my mind to different teaching methods and styles to get the same understanding across. In fact it has allowed me to alter my priorities in the teaching of the material.
A very good course which provided some thought provoking ideas and strategies I had not encounted before, with ways to incorporate GeoGebra into teaching them.
excellent course that looks at teaching coordinate geometry at a different perspective.
Provided with great teaching strategies and resources plus plenty of ideas that will be considered to improve my teaching and the learning of my students.
Some interesting concepts.
Had some great reading and materials. The Geogebra files are great. It would have been good to get more ideas and resources for getting students using geogebra ie instructional resources.
I found the class very good. The ideas behind teaching were thought provoking and the resources given wre excellent. I would recommend the course.
Really useful. Covered technological and pedagigical aspects of Coordinate Geometry. Presenter easily accessible via email.
Ben Dal Pozzo
A very comprehensive course. Lots of information and helpful ideas.
Great course. lots of excellent tasks.
About the team
Richard has taught in 3 states and territories of Australia over the past 25 years and has been Head of Mathematics at Oxford Falls Grammar School for 6 years. He has developed a teaching style which is interactive and relational, directed yet open ended, and which fosters individual progression, higher-order thinking, and collaborative learning. Richard is a passionate campaigner for conceptual learning; his professional journey continues to lead him to discover more and more ways of teaching mathematics conceptually and he delights in sharing these with other teachers.