The Institute for Innovation in Science and Mathematics Education announces a special seminar "Dealing with the crisis in mathematics by starting at the beginning". Thursday September 2nd 4.00-6.30pm The recent Review of Education in Mathematics, Data Science and Quantitative Disciplines (commissioned by the Group of Eight Universities and available at http://www.go8.edu.au) confirms that mathematics in Australia is in crisis, with long-term trends of fewer students studying mathematics in high schools and universities, not enough qualified mathematics teachers and the development of negative attitudes towards mathematics by students. Interest, attitude and basic skills in mathematics are formed at the primary school level and it is here that much good work can be done. The seminar will focus on the benefits that could flow from improvements in the mathematics education of preservice primary teachers. Professor Jacqui Ramagge (Head, School of Mathematics and Applied Statistics at the University of Wollongong) will speak about her highly commended work in the development of undergraduate mathematical-content subjects for preservice primary teachers. Dr Jennifer Way and Associate Professor Janette Bobis of the Faculty of Education at the University of Sydney will report on a new unit of study designed to increase preservice primary teachers’ mathematical content knowledge while promoting positive attitudes towards the development of their own numeracy. Details: Thursday September 2, 2010, from 4:00pm - 6:30pm. New Law Annexe Lecture Theatre 104, University of Sydney (main campus), Please RSVP online by Thursday 26th August, for catering purposes. --------------------------------------------------------- Biography: Professor Jacqui Ramagge is Head of the School of Mathematics and Applied Statistics at the University of Wollongong and a member of the Engineering, Mathematics and Informatics panel of the ARC College of Experts. She has been teaching primary teachers at the preservice and inservice level for over ten years in both Australia and the USA. Last year she led a team at the University of Wollongong in the development of two undergraduate mathematical-content subjects specifically designed for preservice primary teachers. All of the material associated to the subjects is released under a creative commons license and freely available for other institutions to implement. Abstract for Jacqui Ramagge presentation: Demand for mathematics and statistics graduates in industry has been growing at a time when the number of students choosing to study mathematics and statistics has been decreasing. As a result, fewer students are choosing to teach mathematics and increasingly children are lucky if one teacher in their school-years is sufficiently confident with their mathematical knowledge to inspire passion in the subject. As mathematicians, educators and academics, it is our responsibility to do everything we can to ensure that future generations have the best possible chance of enjoying the beauty of mathematics and the benefits of high levels of mathematical competency. Personally, I contribute to this effort on a number of different fronts. Recently, my work in the mathematical training of prospective primary teachers has received attention. In this talk I will give an overview of the two undergraduate subjects for primary educators that I have developed at the University of Wollongong. I will explain why they are the most challenging subjects I have ever taught and possibly the most challenging subjects the students have ever taken. I will also explain how they help to equip teachers to function as professionals and to inspire children with a love of mathematics. Abstract for Jenni Way/Janette Bobis presentation: In 2011 the Bachelor of Education (Primary) program at the University of Sydney will introduce a new mandatory unit of study designed to increase our students mathematical content knowledge while promoting positive attitudes towards the development of their own Numeracy. The new unit will precede three mathematics education units that focus on pedagogical content knowledge (with emphasis on the development of childrens mathematical thinking) and on curriculum knowledge. This presentation will outline the underlying principles for the design of the new unit, with the purpose of stimulating discussion about the merits of such approaches to addressing the call for increased quality of mathematical knowledge in teachers. Views on the potential that the situation holds for conducting valuable research will also be sought from the seminar participants. HAZEL JONES Manager UniServe Science and Institute for Innovation in Science and Mathematics Education