Laurinda Lomas

@kath_cartwright @NewsAtNESA @aamtinc Thanks Kath. These will be helpful to analyse with our preservice teachers 😊

Excited to share more materials I’ve been a part of @NewsAtNESA. Annotated work samples for Stage 2&3 Additive relations noticing students’ working mathematically curriculum.nsw.edu.au/learning-areas… links well to @aamtinc latest mis[sing]conception re equality v computation strategies!

@MrDixonMath Thank you for sharing 😊

I’ve updated the Primary Mathematics Catalogue with new links. This digital resource is something I’ve curated over a number of years. Enjoy! #mtcoz #mtbos #iteachmath #edutwitter #maths #mathematics aus01.safelinks.protection.outlook.com/?url=https%3A%…

@chelseacutting1 This is so hard Chelsea, I know. So many conflicting emotions to manage. Sometimes there is no sense to it for those who are left to wonder. Take care. L x

@rwliangli @MarilynFleer @MonashEducation I am looking forward to reading this. A fascinating research space 😊

Are you interested in Early Mathematics Education ? Our recent published article might give you some new ideas. Fleer’s Conceptual PlayWorld in Mathematics learning . @MarilynFleer @MonashEducation #Conceptualplayworld #pedagogy | Home authors.elsevier.com/c/1eroM,Gtqvx-…

@SamandPeteEdu @pwharris @joboaler @kath_cartwright @mminas8 @MattSextonACU @surfmaths Hey Sam & Pete, great to hear from you. I love that you are strategising & playing with ideas in this practice - mirroring the opportunities you are providing students. I tell everyone about the day I realised 16x4=8x8 - so exciting! @ctfosnot strings are worth a look too 😊

sites.google.com/view/north-sch… The latest blog entry exploring linking multiplicative thinking strategies with classic games. @pwharris @joboaler @kath_cartwright @laurindalomas @mminas8 @MattSextonACU @surfmaths

@matt_skoss Thanks Matt - this problem has fascinated me ever since the amazing Charlie Lovitt launched it with us at PMSI 😊 I like the cantilever and engineering cost connection - more complexity, more thinking and resource needs so more cost 👍

An important aspect to discuss with kids is, given the context of building houses, are cantilevered houses allowed, or not? If allowed, the number of possibilities increases. Cantilevered houses exist in real life, but with increased engineering costs. arch2o.com/10-extraordina…

@bridgeenpritch @KrisWestcott1 Much appreciation to you and Kris for your interest. I am fascinated to hear about the discussion that you were having in relation to mathematics specialisation if you are happy to share them - was it at a school, or network level?

@KrisWestcott1 @laurindalomas @laujbarry @SkipFennell @EmmaTattle @MissFlee_ @SamandPeteEdu @MrsAnderson35 @Queenbean79 @PheganRenee @trdavo Excellent article!

Specialisation and instructional leadership are topical in Australian education. It is timely, then, to think about how we prepare job-embedded primary mathematics specialists and the structures needed to support them. Emerging research insights from PMSI bit.ly/3qL8FJs

@thevisionhub @misterAOY That is an accurate observation. Having written a few of these school plans, I know there is strong encouragement to include research & documents of the moment, & mandated L&N targets. Thanks for your responses. I am still curious & might investigate this further 😊

@laurindalomas @misterAOY We’d be keen to know as well! We think school plans are largely driven by the current/most popular research just before the start of a new cycle. Ie for 2021-2024 it was largely influenced by the 2020 WWB update.

We've read, distilled and visualised close to 200 school plans to date and have witnessed a few trends. Here are 5 observations we have observed that may be of interest. Thread. 1. There has been a significant decline in reference to the Growth Mindset, 4Cs and STEM. 1/6

@thevisionhub @misterAOY I can see both of these as reasonable assumptions. Strategic directions are aspirational goals. If STEM has been embedded, it wouldn’t be a focus. I am curious to know - you have fed my fascination!

@laurindalomas @misterAOY We would also say that a decline in referencing these areas may also mean that they’ve been embedded into a school environment and no longer require to be a strategic direction/initiative of their own.

@SamandPeteEdu Thanks Sam and Pete. I am wondering if any of the insights resonate with your own experiences as maths specialists. Love to hear your thoughts 😊

@laurindalomas @laujbarry @SkipFennell @EmmaTattle @MissFlee_ @MrsAnderson35 @Queenbean79 @PheganRenee @trdavo Thanks for sharing Laurinda. It is great to read your research and observations.

School context was considered part of the curriculum design for participating schools in this mathematics specialist (MS) initiative. School demographics, strategic plans, & current support structure data provided a near-vision view of the MS's learning community as PMSI began.

The three main areas of focus of the PMSI theoretical framework in this study were understanding and leading self, working with and influencing others, and being catalysts for change. Curriculum was designed around these three phases, adapted for each 2-yr cohort #mathspecialists

@mic_epstein Thanks Michaela, it is an ongoing fascination. Much more to come related to this research interest I think - it is such a growing field here in Australia. Peter has been such great support since the inception of PMSI in NSW, I am looking forward to chatting with him soon too!

@laurindalomas @laujbarry @SkipFennell @EmmaTattle @MissFlee_ @SamandPeteEdu @MrsAnderson35 @Queenbean79 @PheganRenee @trdavo Great to see this research come out, Laurinda. Just speaking with Peter Burrows about it now!

@ptompkins7 @laujbarry @SkipFennell @EmmaTattle @MissFlee_ @SamandPeteEdu @MrsAnderson35 @Queenbean79 @PheganRenee @trdavo Thanks Pete! Always such a great supporter 😊

@KrisWestcott1 @laujbarry @SkipFennell @EmmaTattle @MissFlee_ @SamandPeteEdu @MrsAnderson35 @Queenbean79 @PheganRenee @trdavo @bridgeenpritch Thanks Kris. Hopefully it’s a conversation starter 😊

This isn't always easy or comfortable. But it makes such a difference. There are really helpful resources about the signs to look for, ways to approach conversations, and other important considerations at ruok.org.au/how-to-ask

Notice and wonder is such a powerful approach associated with maths teaching. It is also the basis of support for people you know: noticing something is different; wondering about what they are saying and doing, and what is going on in their lives. Then having a conversation...

@DavidKButlerUoA When I was a young journalist, I was always told to write "more than" rather than "over" because readers would find this less ambiguous (perhaps because "over" might be confused with positional language?). I wonder if that is still the case?

I wonder at what size number it is natural to switch from “more than” to “over”. You don’t say “there were over nine people” for example.