Streamed live & On Demand - THE MATHEMATICAL ASSOCIATION OF VICTORIA - Annual Conference
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THE MATHEMATICAL
ASSOCIATION OF VICTORIA
Streamed
Streamedlive
live and
& Onon-demand
Demand
THE MATHEMATICAL
ASSOCIATION OF VICTORIA WELCOME TO MAV20 CONTENTS
Welcome to MAV20 – A KEYNOTES Page 4
2020 Vision: Engaging
Mathematics PROGRAM AT A GLANCE Page 8
PROGRAM IN DETAIL Page 16
The last few months have
GENERAL INFO Page 50
been a period of change
and challenge for all of us SPONSOR AND EXHIBITOR ZONE Page 51
and in particular teachers
within Victoria. As like
COMMUNICATION CONFERENCES many other associations
> Website > Annual conference we considered cancelling
> Publications
> Matrix newsletter
> Advocacy THE MATHEMATICAL
> Primary conference
our annual conference due
to the uncertainty surrounding COVID19. However, with
SCHEDULE
> News page
> Public events
ASSOCIATION the support of MAV Board, MAV events team and the
OF VICTORIA conference committee I am pleased to invite you to the Thursday 3 December 2020
57th Annual Virtual Conference (MAV20) from Thursday 9am-9.15am Opening and welcome
RESOURCES
PUBLICATIONS
> MAVshop
3 to Friday 4 December 2020. 9.15am-10.15am Keynote presentations
> Prime Number
(Primary journal) > Teaching resources
> Vinculum > Professional resources We all experience mathematics differently; some of us are 10.15am-10.25am Coffee break
(Secondary journal) > VCE trial exams,
SACs, solutions
confident, others suffer from maths anxiety, and many of us 10.25am-11.10am Sessions
> Common Denominator
(Magazine) sit between these two extremes. What is your story? How do
11.10am-11.20pm Coffee break
you engage in mathematics?
11.20am-12.05pm Sessions
PROFESSIONAL STUDENT How can we as a community: ignite students’ passion for, 12.05pm-12.15pm Coffee break
LEARNING ACTIVITIES
> Contracted in-school > Maths Talent Quest and value of, mathematics; engage and support colleagues’
> Network days > Girls in STEM professional growth; and engage and inform the community 12.15pm-1pm Sessions
> VCE > Maths camp
> Professional learning events > Games days as a whole? Let’s create a 2020 vision to share the positive 1pm-1.45pm Lunch and networking
> Virtual learning sessions > Family maths activities skills and attributes that mathematics can provide for future 1.45pm-2.30pm Sessions
> VCE revision lectures
> Made by Maths app generations.
2.30pm-2.40pm Coffee break
At the heart of MAV’s Annual Conference are teachers. 2.40pm-3.25pm Sessions
Each year over 1400 mathematics educators including
MEMBERSHIP 3.30pm-4.30pm Happy hour, virtual drinks
> Become a member teachers, academics, policy makers, curriculum experts and
> Mathematics Active Schools resource developers come together to share their collective
expertise, experiences, and ideas. That’s what makes our Friday 4 December 2020
conference great! 9am-9.15am Opening and welcome
Join us online to share your ideas, stories, and enthusiasm for 9.15am-10.15am Keynote presentations
engaging in mathematics. 10.15am-10.25am Coffee break
Your MAV membership is - Ann Downton, Conference Convenor 10.25am-11.10am
11.10am-11.20pm
Sessions
Coffee break
an essential part of a
11.20am-12.05pm Sessions
12.05pm-12.15pm Coffee break
successful career.
12.15pm-1pm Sessions
1pm-1.45pm Lunch and networking
Renew or join today.
1.45pm-2.30pm Sessions
2.30pm-2.40pm Coffee break
2.40pm-3.25pm Sessions
3.30pm-4.30pm Happy hour, virtual drinks
www.mav.vic.edu.au THE MATHEMATICAL
ASSOCIATION OF VICTORIA
3
KEYNOTES
PRESENTERS
JAMES TANTON LEICHA BRAGG ADAM KRUGER AND CARLY SAWATZKI
SCOTT RUMBLE
EXPLODING DOTS: A TEACHING MATHEMATICS A NEW VISION FOR A
GLOBAL PHENOMENON FOR SOCIAL JUSTICE TEACH LIKE A STAR FINANCIALLY CAPABLE
CITIZENRY: THE ROLE OF
Primary and secondary All levels Secondary MATHEMATICS EDUCATION
James Tanton (PhD, Princeton 1994, Leicha Bragg is a Senior Lecturer in Adam Kruger (Head of Mathematics
Secondary
mathematics) is an author, a consultant, and an ambassador Mathematics Education in the Faculty of Arts and Education Faculty, Wesley College, Glen
for the Mathematical Association of America in Washington at Deakin University, Melbourne. Her extensive experience in Waverley) and Scott Rumble Dr Carly Sawatzki is interested in how young people become
D.C., currently serving as their Mathematician-at-Large. He mathematics education incorporates improving mathematics (Senior School Leader, Parkdale financially capable within families, communities, and schools.
has taught mathematics both at university and high school. education through innovative and engaging approaches. Secondary College) have been She is rapidly gaining national and international recognition
James is absolutely committed to promoting effective and involved in mathematical professional for her ongoing research, which focuses on the design of
joyful mathematics thinking, learning, and doing at all levels Dr Bragg has been the recipient of multiple teaching awards,
development for a number of years. financial mathematics tasks that reveal how young people
of the education spectrum. including an Australian Learning and Teaching Council
Both working in a number of roles think, feel, and respond to money-related problems.
Citation Award for Teaching Excellence, “For outstanding
from Mathematics Learning Area
James writes books and video courses, advises on curriculum, curriculum and resource development that equips our future Through her work in the field, Carly has found that children’s
leaders, Numeracy Leaders, Curriculum Development, Year
consults with teachers, and gives demonstration classes and mathematics teachers with the confidence, passion and financial decisions can be influenced as much by social
Level Coordinator, Senior School Leader, to Acting Assistant
professional development sessions across the globe. He skills they need to support student learning.” Her interest and cultural factors (values, expectations, emotions, and
Principal (Senior School/Curriculum). They have also been
created the MAA’s Curriculum Inspirations project, serves in making mathematics come alive saw her undertake experiences with money) as the formal curriculum. However,
Directors of the Casey and Cardinia Mathematics Network.
as chair of the Advisory Council for the National Museum research in implementing mathematics games in the primary well-designed learning experiences that facilitate practice
of Mathematics in New York, and is a founder of The Global classroom. Dr Bragg’s current research includes mathematical Both believe that teaching and leading with warmth and in rational, self-regulated financial problem-solving and
Math Project, an initiative set to transform the entire world’s reasoning, the creation of rich mathematical tasks through the enthusiasm, looking at the personal interests and strengths decision-making seem to be impactful. Carly has published
perception of what mathematics can and should be. Over use of children’s literature, social justice, and mathematics. of their students is a key to achieving great success. Their in prestigious international journals and led curriculum and
6 million students across the planet have taken part in a interest, experience, and expertise in educating students at research consultancies for Australian government agencies.
common joyous piece of mathematics to see classroom all levels is reflected in their broad teaching and leadership She is regularly engaged by teacher associations, being
mathematics as a portal for human joy, wonder, and delight. career. Both are celebrated presenters who work extensively recognised as a dynamic, thought-provoking presenter who
ANN GERVASONI
with students, teachers and organisations in areas of challenges thinking, promotes critical conversation, and
James grew up in Adelaide, Australia, and now lives in
A VISION FOR ENGAGING leadership, data analysis, numeracy and literacy development, inspires innovation. Carly writes for The Conversation and
Phoenix, Arizona.
ALL CHILDREN AND effective feedback strategies, restorative justice practices, EduResearch Matters and is regularly interviewed by ABC
Dr Tanton’s keynote presentation is supported by FAMILIES IN MATHEMATICS accelerated learning, building connections outside the Radio. Carly works at Deakin University.
LEARNING classroom, creative and critical thinking, learning styles,
multiple intelligences and cooperative learning.
Early years PAUL SWAN
Adam and Scott have presented on numerous occasions
Ann Gervasoni is Associate Professor of Numeracy at the for a range of organisations and school associations with the
main focus of developing change in the classroom. Their MAXIMISING THE NATURAL
Faculty of Education, Monash University in Melbourne.
Ann has worked in educational research, teacher education, passion for teaching has been the main driver for developing CURIOSITY OF YOUNG
professional learning, and primary teaching for 38 years. She a range of programs at their college. The student growth CHILDREN: LEADING TO
was a member of the research team for the Australian Early that is achieved not only within these programs but in their ENGAGEMENT
Numeracy Research Project (1999-2001) in Victoria, and classrooms is undeniable proof that their hard work and a love
of this profession are the building blocks of great success. Early years
research director for the Bridging the Numeracy Gap project
in Western Australia and Victoria (2009-2010). Ann’s Adam and Scott have recently began developing a book Dr Paul Swan is a mathematics educator who works around
research and scholarship focuses on mathematics education Teach like a STAR which will be the driving force behind using Australia and the world, although being based in Western
in early childhood and primary education, mathematics their popular STAR methodology and approach towards Australia. He is an award-winning author, game designer and
intervention approaches for students who experience difficult, building positive change in the classroom. consultant who works with leaders and teachers to promote
and family-based and community approaches for supporting the best outcomes for children. One of his grandchildren has
Adam and Scott’s keynote presentation is supported by
the learning of those most vulnerable in our community. started Pre-school (Prep) and so he is keenly interested in
harnessing the enthusiasm and excitement for learning that
This keynote presentation is supported by
she shows.
THE MATHEMATICAL THE MATHEMATICAL
ASSOCIATION OF VICTORIA ASSOCIATION OF VICTORIA
4 5
PRESENTERS
TONY VALLANCE required Thomas to not only teach the content remotely, but PANEL: PRIMARY part of their lives. Mark moved out of classroom teaching
to also go through the process of building relationships and and into mathematics leadership 8 years ago, he spent
AGENTS OF CHANGE rapport with students entirely online. It’s this experience which WAYS TO ORGANISE YOUR CLASSROOM TO several years developing an extension program for high
- BUILDING STUDENT Thomas will speak to throughout the panel discussion. CATER FOR ALL STUDENTS IN MATHEMATICS achieving students, while concurrently developing teacher
AGENCY IN MATHEMATICAL LESSONS efficacy in differentiating for a wider range of students,
LEARNING Lisa Haranas has been the College eventually making extension a natural, accessible part of
Head of Mathematics (5 to 12) at Kate Copping (MC) began her career the curriculum at his school. He has been a member of
All levels Overnewton Anglican Community as a primary school teacher and has MAV’s Student Activities Committee and a regular state
College since 2018. Prior to this taught at levels from F -6, in schools level judge for MAV’s Maths Talent Quest, an investigation
Tony received the Australian Education Awards Teacher of she led the Teaching and Learning in Victoria, NSW and USA. Kate has
the Year (2019), he is a STEAM teacher and massive nerd. based competition in which his school had been a successful
at Overnewton’s Year 9 Campus, been a mathematics leader and leading participant representing the Western region through his
Tony believes that ownership and agency are the key to Canowindra. During her time at teacher, and an Innovations and guidance. Mark is a lead member of a cohort of schools
learning and that is why he involves his students in leadership Canowindra, Lisa developed a range of initiatives around Excellence Cluster leader. Kate has involved in the PASA project developed by Dr Joanne
roles in creating, reviewing, and implementing initiatives the use of ICT to support student learning. In addition provided mathematics professional development for teachers Mulligan and Dr Mike Mitchelmore.
and curriculum. Tony’s passion is to motivate, engage and to teaching VCE Mathematics, as Head of Mathematics, through ACER, the Department of Education and Training
Lisa led a team of teachers from 5 – 12 in the mapping and the Bastow Institute. She has worked within schools as a Michele Klooger is a teaching
empower students so that they can apply their skills and
of the Australian Curriculum to the Outcomes in the consultant and provided professional development sessions. associate within the Faculty of
confidence to any situation that life throws at them.
VCE Mathematics Study Design. Despite finding remote Education, Monash University. Over
Tony was the winner of Teacher of the Year at the Australian challenging on many levels, Lisa has risen to the challenge Kate has working in teacher education for the Graduate the past 28 years she has worked in a
Education Awards in 2019 and finalist for Outstanding and enjoyed leading her faculty through this unique period! School of Education at Melbourne University since 2008, wide variety of primary school teaching
Secondary Teacher of the Year – Victorian Excellence in as a Teaching Fellow and Clinical Specialist supporting and leadership roles, with a particular
Education Awards in 2018. He has two boys and has recently Michael Schaffner is an early career teacher candidates whilst on placement and as a lecturer in focus on numeracy and mathematics
purchased an electric skateboard. teacher at Penola Catholic College in primary mathematics. She completed her Masters in School skills development. She works with teachers as a consultant
the northern suburbs of Melbourne. Leadership in 2012 and is currently a PhD candidate. Her in government and private schools and with undergraduate
As a proud member of Generation Z, research involves leadership and teacher professional learning students to help prepare them for the teaching profession.
and in only his second year of teaching, in mathematics. Kate joined the MAV Council in 2018.
Michael has adapted to remote Peter Sullivan is an educator,
teaching and learning as only a digital Suada Dzaferovic has worked as a consultant and author. His careers
native could. Inspired by Angela Duckworth’s findings on the primary classroom teacher across combines research into task design
power of perseverance and the work of Arne Rubenstein and all levels for the past 19 years, and with the development of teacher
PANEL: SECONDARY the Rites of Passage Institute, Michael has spent much of his more recently as a Mathematics support resources and classroom
early career developing teaching strategies and various on- Specialist at Toorak Primary School trialling. He was author of the Shape of
ONLINE TEACHING OF MATHEMATICS and Altona Green Primary School.
line tools to help students from less privileged backgrounds to the Australian Mathematics Curriculum,
DURING THE CORONAVIRUS: WHAT HAVE Suada has developed her teaching,
not only engage with mathematics, but also develop positive a paper commissioned by the National Curriculum Board to
WE LEARNED? lifelong learning attributes. learning and leadership practices in the area of mathematics lay the foundation of the Australian curriculum. Subsequently
with support through the DET Primary Mathematical and he was appointed the lead writer for the development phases
When talking to Thomas Moore Nich Hildebrandt is a VCE maths Science Specialist Initiative and the MAV Collaborative. As
(MC), it doesn’t take long to notice of the curriculum and has supported ongoing development of
teacher at Trinity Grammar, Kew. He a maths leader, Suada engages with teachers and develops the documents, including consulting on the review conducted
his keen passion for mathematics has previously taught in the U.K. at their capacity in teaching mathematics through creating a
education. Throughout his short 10- in 2015. He was also the author of the Australian Education
academies in Cambridge and London. shared vision of what students want to know, be and do as Review publication Teaching mathematics: Using research-
year career, Thomas has taught in a Before teaching, Nich studied law mathematicians. Suada inspires students to develop a growth
number of schools across Melbourne, informed strategies that has now been downloaded over
and commerce and worked in various mindset in mathematics and engages them with tasks that 210,000 times from the ACER website.
been a Leading Teacher and a Head of industries including Finance and challenge thinking and allowing students to develop their own
Mathematics, been the founder of EngageME Mathematics, Insurance in Australian and the U.K. toolkits to use during problem solving. Peter has edited the prestigious Journal for Mathematics
and worked within both Primary and Secondary schools as He is interested in evidenced based approaches to maths Teacher Education and the Mathematics Education Research
an education consultant. Most recently, Thomas has also teaching and how explicit instruction can be complemented Mark Gleeson has been involved Journal published by Springer.
embarked on a PhD exploring how teachers of Mathematics by technology. in primary school education for 33
develop strong pedagogical relationships with their students. years. Early in his career, he developed This keynote presentation is supported by
This keynote panel is supported by the Household Maths and Maths in
During the April-June remote learning period, Thomas given Sport programs that differentiated
taught a Year 7 and a Year 9 class. He began teaching these the curriculum and engaged students
classes after the remote learning period had begun. This in mathematical practices that were
THE MATHEMATICAL THE MATHEMATICAL
ASSOCIATION OF VICTORIA ASSOCIATION OF VICTORIA
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SESSION SUMMARY: THURSDAY
THURSDAY 3 DECEMBER 2020
SUB-THEMES YEAR LEVEL RANGE: For actual target year levels per session see session descriptions.
Engaging numeracy Engaging teachers and leaders Rooms 1, 2, 6, 7 Foundation to Year 8
Engaging society Engaging technology Rooms 3,4,8,9 Year 7 to Year 12
Engaging students More than one sub-theme Rooms 5, 10 Misc levels
Time Room 1 Room 2 Room 3 Room 4 Room 5 Room 6 Room 7 Room 8 Room 9 Room 10
9am -9.15am Opening and welcome / Annual sponsor promotion
9.15am-10.15am Early years Primary Secondary Secondary All levels
Maximising the natural Exploding dots: A Teach like a star Online teaching of Teaching mathematics
curiosity of young global phenomenon mathematics during the for social justice
children: leading to (Focus on primary Adam Kruger and Coronavirus: What have
engagement school mathematics) Scott Rumble we learned? Leicha Bragg
Paul Swan James Tanton Panel: secondary
Lisa Haranas,
Michael Schaffner,
NichHildebrandt,
Tom Moore (MC)
10.15am - 10.25am Coffee break
10.25am-11.10am Pencil pushing: Do Enhancing students’ Free resources for Modelling with data Contentious Secondary teaching in a Increasing collective Houston, we have a Further Maths exams: Stitching and drawing
the interior angles of a conceptual delivering excellence in capture conversations in maths primary classroom efficacy: developing problem using the CAS mathematics
triangle have measures understanding of financial literacy education effective assessment calculator efficiently and
summing to 180 numeracy through Neale Woods and Paul Howard and tools to drive maths Brian Lannen effectively Katherine Seaton
degrees? games. Daman Nicholson Rebecca Hansen Tom Moore and Damian Smith instruction
Michaela Epstein Kevin McMenamin
James Tanton Bernadette Mercieca and Jeanette Breen and
Mary Potter Rhys Coulson
11.10am-11.20pm Coffee break
11.20am-12.05pm Nerding out on number Multiplication 2019 Math Methods Minimum fun with What makes a Maths counts Stringing together Real trigonometry using Desmos classroom Engaging and building
talk pedagogy masterclass Examinations calculus mathematical task ‘rich’? reasoning, real time real world data activities: putting confidence with EAL
Caroline Burston understanding and research into practice students in mainstream
Alex Box Andrew Lorimer-Derham Allason McNamara and Peter Fox Michaela Epstein fluency Enzo Vozzo classrooms
Mary Papp Bryn Humberstone and
Sally Hughes and Oliver Lovell Ruth Hibburt and
Rebecca Stewart Lynda Newell
12.05pm-12.15pm Coffee break
12.15pm-1pm More with measurement Transforming Specialist Maths Problems worth coding Engaging measurement Maths Mantra - Goal setting in H5P – A fantastic tool Dynamic and agentic Problemo solving
mathematical games examinations – volume and capacity embedding community mathematics for developing online collaborative teaching in
Jennifer Bowden and into investigations Peter Fox mathematical values material mathematics Chris Wetherell
Ellen Corovic Allason McNamara and Marj Horne and Paul Staniscia
James Russo and Dean Lamson Rebecca Seah Andrew Kearl Neale Woods Steven Goldberg
Toby Russo and Sara Niglia
THE MATHEMATICAL THE MATHEMATICAL
ASSOCIATION OF VICTORIA ASSOCIATION OF VICTORIA
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SESSION SUMMARY: THURSDAY (cont.)
THURSDAY 3 DECEMBER 2020
SUB-THEMES YEAR LEVEL RANGE: For actual target year levels per session see session descriptions.
Engaging numeracy Engaging teachers and leaders Rooms 1, 2, 6, 7 Foundation to Year 8
Engaging society Engaging technology Rooms 3,4,8,9 Year 7 to Year 12
Engaging students More than one sub-theme Rooms 5, 10 Misc levels
Time Room 1 Room 2 Room 3 Room 4 Room 5 Room 6 Room 7 Room 8 Room 9 Room 10
1pm-1.45pm Lunch break and networking function
1.45pm-2.30pm Supporting algorithmic Games: engaging Turning the corner Fun with drawings DET resources to Contextual problem Mathematics talks Starting out with Casio Free financial literacy Using construction to
and computational students, teachers and towards more useful using TI-Nspire, footy support teaching and posing: seeing the across the strands ClassPad education resources engage numeracy from
thinking in Years F-8 families in mathematics maths jumpers shapes and teachers of mathematics mathematics around us year 5 to VCAL
colours and numeracy Catherine Rodgers and Charlie Watson Damian Nicholson
Max Stephens and Michael Minas, Kaye Stacey Kate Eastcott Mandi Mackey Mark Collins
Sabastian Sardina Rob Vingerhoets and Raymond Rozen and Penny Addison
James Russo Shane Dempsey
2.30pm-2.40pm Coffee break
2.40pm-3.25pm Productive discourse to Engaging students in Using M&M’S® to learn Edrolo for engaging Building capacity Getting ‘hooked’ into Technology as a thinking Making numeracy skills Keeping girls in maths Importance of
enhance mathematical critical thinking sampling proportion mathematics to sustain growth in maths! tool: beyond practice visible and addressing maths understanding
reasoning mathematics and drill. Anxiety equivalence for
Rebecca Seah and Ewan Campbell Daniel Tram and Bernard Kerrins Andrea Loving developing algebraic
Carmel Delahunty Marj Horne Liam Ferris Leanne McMahon Andrea O’Connor and Claire Power Kelly Sharp reasoning
and Anna Bock and Amanda Cassidy
Cathy Pearn and
Max Stephens
3.30pm-4.30pm Happy hour virtual drinks
THE MATHEMATICAL THE MATHEMATICAL
ASSOCIATION OF VICTORIA ASSOCIATION OF VICTORIA
10 11
SESSION SUMMARY: FRIDAY
FRIDAY 4 DECEMBER 2020
SUB-THEMES YEAR LEVEL RANGE: For actual target year levels per session see session descriptions.
Engaging numeracy Engaging teachers and leaders Rooms 1, 2, 6, 7 Foundation to Year 8
Engaging society Engaging technology Rooms 3,4,8,9 Year 7 to Year 12
Engaging students More than one sub-theme Rooms 5, 10 Misc levels
Time Room 1 Room 2 Room 3 Room 4 Room 5 Room 6 Room 7 Room 8 Room 9 Room 10
9am -9.15am Opening and welcome / Annual sponsor promotion
9.15am-10.15am Early years Primary Secondary Secondary All levels
A 2020 vision for Ways to organise your Exploding dots: A A new vision for a ‘Agents of change’ -
engaging all children classroom to cater for all global phenomenon financially capable building student agency
and families in students in mathematics (Focus on secondary citizenry: The role of in mathematical learning
mathematics learning lessons. school mathematics) mathematics education.
Tony Vallance
Ann Gervasoni Panel: primary James Tanton Carly Sawatzki
Kate Copping (MC,
Suada Dzaferovic,
Mark Gleeson,
Michele Klooger and
Peter Sullivan
10.15am - 10.25am Coffee break
10.25am-11.10am Numerous connexions: Engaging all students Patterns: What to do Conquering fraction AI - machine learning Improving students’ Using coding devices Engaging our own Maths, magic and more Why aren’t you working?
building students’ through sequences of if you believe in them. misconceptions: data and algorithms reasoning skills in junior across the curriculum learning
capacity to rename learning What to do if you don’t. insights from teaching secondary classrooms Stephen Hanlon Tom Moore and
numbers 7000 high school Craig Bauling Julie Kantor Michael O’Connor Peter Breukers
Peter Sullivan James Tanton students. Bernadette Mercieca
Martin Holt
Anna McGann and
Malamati Papsimeon
11.10am-11.20pm Coffee break
11.20am-12.05pm Helping parents find the My top 5 engaging Sequences of learning Widgets for VCE What’s missing? Developing student Digital card game to Effective mathematics Mathematica in the Excel-ing at open ended
maths place value activities designed to include all Methods, Further and agency using maths build algebra foundation teaching with the classroom problems
students Specialist exams Mike Clapper conference journals Cambridge textbooks
Cassandra Lowry Angela Rogers Jiqing Sun and Echo Gu Stephen Alderton David Innes
Peter Sullivan Sanjeev Meston Jess Szalek David Greenwood, and Rohan Barry
Sara Wooley and
Bryn Humberstone
12.05pm-12.15pm Coffee break
12.15pm-1pm What should teachers Fractions: Engaging Enhancing Conceptual Visualising algebra Drawing Traditional Storypath - agency Structured hands-on Things I wish I knew Worthwhile CAS Crossing the Murray
focus on in maths and Extending Understanding using Geometry & Number - through contextualised, activities = engagement years ago calculator use in this
planning? Students Conceptual CAS technology in the Danijela Draskovic and Visual Learning integrated inquiry + understanding year’s Mathematical David Cleary and
Understanding Methods course Helen Haralambous Peter Collins Methods Exam 2 Ben Parker
Aylie Davidson Nabeel Khan Kris Westcott Judy Hartnett
Kate Copping, Sanjeev Meston Kevin McMenamin
Carmel Mesiti and
Cath Pearn
THE MATHEMATICAL THE MATHEMATICAL
ASSOCIATION OF VICTORIA ASSOCIATION OF VICTORIA
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SESSION SUMMARY: FRIDAY (cont.)
FRIDAY 4 DECEMBER 2020
SUB-THEMES YEAR LEVEL RANGE: For actual target year levels per session see session descriptions.
Engaging numeracy Engaging teachers and leaders Rooms 1, 2, 6, 7 Foundation to Year 8
Engaging society Engaging technology Rooms 3,4,8,9 Year 7 to Year 12
Engaging students More than one sub-theme Rooms 5, 10 Misc levels
Time Room 1 Room 2 Room 3 Room 4 Room 5 Room 6 Room 7 Room 8 Room 9 Room 10
1pm-1.45pm Lunch break and networking function
1.45pm-2.30pm Pearson mathology F-2: Geometry ain’t square Engaging and building Solving equations The perfect maths What number am I? Reflection - questions Consistent growth in Improving positive Challenging tasks,
Supporting you to teach confidence in students planner: does it exist? that cause thinking maths and numeracy mindsets in maths and formative assessment:
your way Ellen Corovic and with learning difficulties Anthony Harradine Bill Healy understanding between numeracy relations, functions and
Jennifer Bowden Nadia Abdelal Tim Campbell 7 to 9 graphs
Antje Leigh-Lancaster Samantha Horrocks and Claire Power and
and Lindy Bayles Ruth Hibburt Hannah Young and Andrea Loving Ian Willson
Michelle Bregar
2.30pm-2.40pm Coffee break
2.40pm-3.25pm Stringing together Networks Online learning with Unlock student Creating quality teacher Engaging F - 6 learners Getting ‘hooked’ into Dr. StrangeCas: How I Content, proficiency, The mathematics
reasoning, high-impact strategies engagement videos on a low budget using picture-story maths learned to love TI capability, efficacy, platform of the future
understanding and Doug Williams through scaffolded books agency - why isolate
fluency Tim Carruthers and Antje mathematical reasoning. Daniel O’Kane Bernard Kerrin Andrew Burden and when you can Craig Blake
Leigh-Lancaster Stephen McLeod and Tim Sheers incorporate
Sally Hughes and Joel Townsend and Laura O’Meara
Rebecca Stewart Emma Dean Robert Proffitt-White
3.30pm-4.30pm Happy hour virtual drinks
THE MATHEMATICAL THE MATHEMATICAL
ASSOCIATION OF VICTORIA ASSOCIATION OF VICTORIA
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KEYNOTES: Thursday, 9.15am-10.15am
MAXIMISING THE NATURAL CURIOSITY And what flames were lit to first propel this mathematics
OF YOUNG CHILDREN: LEADING TO across the globe? Allow me to introduce you to the “mind
ENGAGEMENT blowing” mathematics of Exploding Dots.
Paul Swan, Author, Consultant This keynote presentation is supported by
Early Years
When children first go to school, they are full of questions
and wanting to learn. In this keynote Paul will discuss ways
of maximising that natural engagement. Picking the right
moment to build on that natural curiosity is key to maintaining TEACH LIKE A STAR
a positive disposition toward mathematics. Paul will share
Adam Kruger, Wesley College and Scott Rumble,
some basic ideas for harnessing the natural enthusiasm for
Parkdale Secondary College
school and learning and channelling that toward the learning
Secondary
of mathematics. It is not enough to simply describe an activity
as being ‘fun’, rather we require it to be engaging. While fun Do you struggle to engage students in mathematics? Do your
and engagement are not mutually exclusive fun DOES NOT students ask, “Why do we need to learn this?” Would you like
equal engagement. Engagement will require stimulation, to show your students how mathematics can be relatable to
SESSION
challenge, and a host of other factors. Hopefully, you will be the real world? Would you like hands on tasks to use with your
engaged in this session! students?
DETAILS
EXPLODING DOTS: A GLOBAL Our keynote will focus on how we build connections and
PHENOMENON (FOCUS ON PRIMARY understanding to improve student outcomes in both
SCHOOL MATHEMATICS) numeracy and mathematics. We will explain and demonstrate
THURSDAY
how we have developed a hands-on mathematics program
James Tanton, Author, Consultant based on classroom interactions and effective feedback. Our
Primary keynote will allow attendees to leave with tried and tested
3 DECEMBER Two and a half years ago an ongoing global phenomenon
in mathematics education and outreach commenced.
materials to use in their classroom.
Students learn best when they are motivated to learn
2020 Thousands of maths teachers, club organizers, outreach
leaders, parents and maths enthusiasts from over 150
by seeing the value and importance of the information
presented. This workshop will allow attendees to experience
different countries and territories opened their classroom and learn how to:
doors to students or sat at their kitchen tables with their
children and engaged in a common, joyous piece of school- • Motivate students to learning
relevant mathematics. In Saudi Arabia, pony-tailed girls • Create an interactive atmosphere to allow for student
played with coloured magnetic discs stuck to a metal wall. In voice
Australia, high-school students drew illustrations on white • Build connections through directed assessments
boards and students in Tanzania did the same on chalk boards.
• Provide opportunities to apply knowledge to real world
In Zimbabwe, students made hollows in the ground and
situations
excitedly pushed pebbles back and forth between the holes.
And in Serbia, middle-school students played with dots in • Use Project Based Learning
boxes on their laptops though an online app. • Challenge and engage students through effective
feedback strategies
All was volunteer, all was grassroots, and all was propelled by
• Measure the growth of learning of each individual
our beautiful community of teachers across the globe simply
student in your classroom using our data tool
wanting to share joyous, meaningful, connected, and genuine
mathematics with their wonderful students. This community By the end of the keynote, each attendee will walk away with
has reached over 6 million students solely through maths. engaging activities, strategies that they can use immediately
in the classroom.
What kind of classroom-relevant mathematics has the power
to enthral students across the entire planet, transcending This keynote presentation is supported by
language, borders, and technology?
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
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KEYNOTES: Thursday, 9.15am-10.15am (cont.) SESSION 1: Thursday, 10.25am-11.10am
ONLINE TEACHING OF MATHEMATICS TEACHING MATHEMATICS PENCIL PUSHING: DO THE INTERIOR FREE RESOURCES FOR DELIVERING
DURING THE CORONAVIRUS: WHAT HAVE FOR SOCIAL JUSTICE ANGLES OF A TRIANGLE HAVE MEASURES EXCELLENCE IN FINANCIAL LITERACY
WE LEARNED? SUMMING TO 180 DEGREES?
Leicha Bragg, Deakin University (Engaging Technology )
Panel: Tom Moore, EngageME Mathematics (MC), All Levels (Engaging Numeracy, Engaging Teachers and Leaders,
Damian Nicholson, Financial Basics Foundation
Michael Schaffner, Penola Catholic College, Engaging Technology)
In the midst of the 2020 global pandemic the importance Y7 to Y10
Lisa Haranas, Overnewton Anglican Community College
of understanding mathematics and making critical decisions James Tanton, Author, Consultant
and Nicholas Hildebrandt, Trinity Grammar School Financial Basics Foundation provides free of charge to all
based on the individual and collective wellbeing of one’s Y1 - Y6
society has never been more evident. This infusion of Australian secondary teachers, extensive resources and
Secondary
mathematics with social justice emphasises being globally How do we encourage students to take ownership of their services designed to support students to develop capacity to
Victorian Secondary schools had to move quickly to aware whilst locally contextualising critical dilemmas. Issues learning? How do we help students learn to process content, make responsible and informed financial choices.
implement online teaching of mathematics during the period of global and local importance such as the COVID-19 perhaps even question it, and to handle nuance, ambiguity,
The Victorian Mathematics Curriculum offers a significant
of school shutdown. Our panel will explore the lessons that pandemic, climate change, famine, and displacement require and maybe even contradiction? How is mathematics a perfect
opportunity to use financial literacy as a context for a range of
have been learnt, and discuss what worked well that we take critical perspectives across disciplines. Transforming our medium for doing this?
mathematical operations and applications in your classroom.
forward, and where there is room for improvement. future requires a deep understanding of mathematics to Let’s examine a standard primary school mathematics topic –
help students and educators understand the complexity of This workshop will focus on exploring our newly launched
Questions we must unpack include: exploring the measures of angles in polygons – and use it as a
these social justice issues so that they can anticipate, act, and financial literacy WebQuests, as well as ESSI Money, an
platform for promoting powerful processing and questioning,
• How well were teachers able to make use of the available reflect. interactive online game delivered in an innovative app-based
meta-cognition, and sense-making. In this content-saturated
technology? environment. Students practice a wide range of real-life
In conjunction with colleagues at the University of British 21st century, teaching can no longer primarily be about the
• How were tasks differentiated for students? earning, saving, spending and investing transactions, and
Columbia, Canada, we have been exploring teaching transmission of content. Instead, we must use content as a
experience the financial consequences in a safe, fun and
• Were there opportunities for interdisciplinary teaching, mathematics for social justice (TMfSJ). In this presentation, I vehicle for teaching thinking. So, let’s have some fun doing
challenging way.
rich and challenging tasks, problem solving integrations will present engaging TMfSJ tasks for your future. some surprising deep thinking inspired by the seemingly
and new pedagogies to be explored? Or was it just the straightforward! MODELLING WITH DATA CAPTURE
textbook delivered online?
ENHANCING STUDENTS’ CONCEPTUAL (Engaging Technology )
• How was technology integrated in this new environment
UNDERSTANDING OF NUMERACY THROUGH
to increase engagement, thinking and outcomes? Neale Woods, Retired and Rebecca Hansen, Virtual
GAMES.
• What aspects of online learning did the students find School Victoria
supported and alternatively restricted their learning? (Engaging Numeracy) Y9 to Y12
• Did some excel while others stumbled without the usual
Bernadette Mercieca and Mary Potter, ACU In this session, participants will have the opportunity to learn
classroom to work in?
F to Y6 a variety of modelling skills using TI-Nspire data capturing
• What aspects of mathematics online learning would tools. The main focus of the session will be on using the
students like to retain and why? The importance of engaging students in developing a built-in features of TI-Nspire. The first part of the session will
• How have students adjusted back to face-to face conceptual understanding of number as opposed to the involve inserting images and basic modelling. The middle
mathematics learning? largely procedural approach of earlier years has been well part will involve linking variables using data capture. The last
researched. The term conceptual knowledge is described part of the session will cover modelling options that require
The panel will provide an opportunity for several experienced
as knowledge rich in relationships that ‘can be thought of the use of extra equipment. The session is geared to teachers
practitioners to address the above questions, including
as a “connected web of knowledge, a network in which the of Years 9 to 11 who are looking for ways to enhance their
assessment of online learning which presented fresh
linking relationships are as prominent as the discrete pieces mathematics lessons. The material covered is suitable for
challenges to teachers and students.
of information” (Österman & Kajsa Bråting, 2019, p.461). both CAS and non-CAS technology.
This keynote presentation is supported by Primary students, in particular, require much experience in
developing a deep understanding of number so that they can
used it flexible ways and find efficient strategies for managing
numerical situations. An engaging way of helping students to
do this is through the use of games. Russo, Russo and Bragg
(2018) out five features of educationally rich mathematical
games. These five features will be used to analyse fun
numeracy games as engaging hooks which are adaptable for
the early to middle years’ classroom.
THE MATHEMATICAL THE MATHEMATICAL
ASSOCIATION OF VICTORIA ASSOCIATION OF VICTORIA
18 19SESSION 1: Thursday, 10.25am-11.10am (cont.)
CONTENTIOUS CONVERSATIONS INCREASING COLLECTIVE EFFICACY: FURTHER MATHS EXAMS: USING THE
IN MATHS EDUCATION DEVELOPING EFFECTIVE ASSESSMENT CAS CALCULATOR EFFICIENTLY AND
TOOLS TO DRIVE MATHS INSTRUCTION EFFECTIVELY
(Engaging Teachers and Leaders)
(Engaging Teachers and leaders ) (Engaging Technology )
Tom Moore, EngageME Mathematics and Michaela
Epstein, Maths Teacher Circles & The Maths Collective Jeanette Breen and Rhys Coulson, Templestowe Heights Kevin McMenamin, Mentone Grammar
Y5 to Y10 Primary School Y9 to Y12
F to Y6
When it comes to teaching, ‘there’s more than one way to This session will look at questions from this year’s Further
skin a cat!’ Why do you teach the way you teach? Why have To target maths instruction, teachers need information on Maths papers and discuss how useful the CAS calculator
you adopted and sustained certain practices over time but individual levels of progress to maximise the Zone of Proximal was in determining their answers. This would be particularly
avoided others? In this session, we’ll be drawing on three hot Development. At THPS, we believe that collaborating in useful to teachers who are new to the subject and teaching
topics in maths education that frequently generate debate. assessment practise, assists teachers in this knowledge as for the first time. The session offers a hands-on experience
These topics will be used to help model effective ways to an insight into student developmental progression. This that will give you the opportunity to use the calculator just
navigate tricky conversations in education that can crop up collaborative inquiry process has enabled THPS to be like the students on all the questions where it would be most
with colleagues. Come ready to hear some rich discussion and recognised as an Influence School for two consecutive years, beneficial. The session is open to Ti-Nspire and ClassPad
potentially the odd disagreement in order to delve deep into with sustained increases in teacher collective efficacy and users and the featured calculator will be the Casio ClassPad.
the pedagogical beliefs and practices which inform teaching. numeracy achievement (NAPLAN). The presentation will
provide a summary of how teachers at THPS: STITCHING AND DRAWING MATHEMATICS
SECONDARY TEACHING
IN A PRIMARY CLASSROOM • Develop mathematical constructs to break down the (Engaging Society )
curriculum of a given maths area Katherine Seaton, La Trobe University
(Engaging Students)
• Collaborate to design pre/post assessments aligned to Y5 to Y10
Paul Howard and Damian Smith, Notre Dame College observable skills directly related to the construct
Y3 to Y8 Arts and crafts can be highly mathematical. While the world
• Collectively analyse the data, targeting students at their was shut down, numerous ideas for mathematical art projects
Paul and Damian’s presentation is targeted at primary point of need were shared on social media. Teachers and parents embraced
teachers and junior secondary teachers. The presentation them as an accessible, participatory, non-screen and non-
was inspired by their concern regarding the low mathematics • Examine pedagogy and high impact strategies in stressful way to engage students in mathematics learning.
levels that many students are coming in at yr 7 from the instruction of developmental concepts In this workshop, we will draw or stitch, and thus explore the
Primary sector. Having used NAPLAN data, PATmaths and mathematics of, a Japanese embroidery style, sashiko. (This
• Review effectiveness of zoned targeted teaching through
personal experience as a guide, Paul and Damian will discuss workshop is presented by one of the organisers of Maths
post assessment data and evidence of learning and
the concepts about which Primary students show inadequate Craft Australia, and is a companion to a previous workshop on
growth
understanding when they begin the Yr 7. The presentation will Knitting and Folding Mathematics.)
focus on specific concepts that can be taught and extended HOUSTON, WE HAVE A PROBLEM
in the primary classroom such as integers, estimation, ratios,
equations. Paul and Damian will demonstrate where teachers (Engaging Students)
can extend their current practice without ‘Throwing the Baby
Brian Lannen, Murray Mathematics Curriculum Services
out with the Bathwater’ and tweak what they do to build a
Y7 to Y10
sturdy bridge for students to easily traverse so that they are
more familiar and confident with the content when they This year marks the 50th anniversary of the Apollo 13 lunar
walk into their firstYear 7 class and face the harsh reality of mission. Who can remember this remarkable event from their
assessment and grades. own timeline? Who knows of it from the 1995 Tom Hanks
film? We will start this session by using Ron Howard’s inspiring
docudrama as a springboard to consider problem-solving.
We will formalize what the problem-solving process involves,
with consideration of Polya’s 4 Steps, and for the application
phase, we will examine some engaging problems and lesson
plans that are freely available to download online.
THE MATHEMATICAL THE MATHEMATICAL
ASSOCIATION OF VICTORIA ASSOCIATION OF VICTORIA
20 21SESSION 2: Thursday, 11.20am-12.05pm
NERDING OUT ON NUMBER TALK They will provide a full analysis of the 2019 examinations, gathered over the years as a classroom teacher and Numeracy DESMOS CLASSROOM ACTIVITIES: PUTTING
PEDAGOGY highlighting student responses and key misunderstandings, Coach, designed to inspire students and teachers. I also aim RESEARCH INTO PRACTICE
commenting on some of the questions in relation to these. to build a positive mindset for teachers to have confidence
(Engaging Numeracy) They will discuss the processes for setting and marking the towards teaching maths. The message I wish to convey is that (Engaging Technology)
2019 examinations. There will be time for questions and maths can be fun and numbers are beautiful!
Alex Box, The Maths Collective Bryn Humberstone, Brighton Grammar School and Oliver
discussion. Participants will be provided with a copy of fully
F to Y6 STRINGING TOGETHER REASONING, Lovell, Sunshine College
worked MAV solutions to the VCAA exams.
UNDERSTANDING AND FLUENCY Y7 to Y12
As a previously maths-anxious primary practitioner,
discovering the very existence of number talks not only MINIMUM FUN WITH CALCULUS Desmos is known and loved for its excellent graphing
(Engaging Teachers and Leaders)
helped to create a joyful and inclusive routine for learners, but (Engaging Technology ) calculator, but many teachers do not know about its potential
improved my own developing number sense and enjoyment Sally Hughes, Monash University and Rebecca Stewart, to be used to probe student thinking through quizzing
of working with numbers. Peter Fox, Texas Instruments Bialik College activities in the Mathematics classroom.
Y11 to Y12 F to Y6
In our busy teaching lives as primary generalists it´s all too In this talk we will demonstrate how to create and run Desmos
easy to hear about a great new pedagogical approach without At MAV 2019 I presented Maximum Fun with Calculus. A number string is an instructional routine that involves activities that can be used in any classroom where students
gaining a complete insight into its purpose or method. This Many people asked for more. Someone dared me to do the teacher presenting a carefully designed sequence, or have internet-enabled devices. We will share how we have
session is a dedicated focus on what number talks are, how minimum fun, so here it is! More challenging questions that string, of related problems for students to solve mentally. used Desmos in remote learning as well as in our regular
they´re an inclusive pedagogy and how number talks are a you can use with your students. They won’t all be minimums Students engage in mathematical discourse as they explain classrooms.
great practice to developing in working to develop better and fun may not be the adjective your students use, but there their thinking, compare and explore connections between
number sense, shift mindsets, perceptions and pedagogies in is no limit to the wonderful problems we will explore. strategies, and justify their reasoning. Ultimately, the goal is Within the talk we will also share some of the principles we use
maths. for students to be flexible, strategic mathematical thinkers in creating and running activities, so that they are consistent
WHAT MAKES A MATHEMATICAL TASK who have developed, rather than acquired, a range of mental with the relevant research on student learning. No prior
MULTIPLICATION MASTERCLASS ‘RICH’? strategies. Number strings are useful for student learning, but experience with Desmos is required.
(Engaging Numeracy) (Engaging Students ) they also provide teachers with an opportunity to develop ENGAGING AND BUILDING CONFIDENCE
sophisticated instructional practices. In adopting this routine,
WITH EAL STUDENTS IN MAINSTREAM
Andrew Lorimer-Derham, Think Square Michaela Epstein, Maths Teacher Circles & The Maths teachers facilitate purposeful mathematical discourse, pose
CLASSROOMS
Y3 to Y8 Collective questions that elicit student reasoning and use mathematical
Y3 to Y10 representations to connect strategies and concepts. This (Engaging Students)
Failing to understand multiplication is a confidence killer. workshop involves experiencing number strings as a learner,
Students who haven’t mastered multiplication will struggle Some mathematical tasks are richer than others. They inspire discussing mathematical ideas integral to strings and Ruth Hibburt, DET and RJH Education Solutions and
with fractions, algebra, area, percentages, changing a student curiosity, provide a balance of productive struggle analysing string design – how you see problems being related Lynda Newell, DET and the Geelong English Language
recipe, financial problems…and on and on. It’s no wonder and success, and enable students to have ownership of their and why they might be sequenced in a particular way. Centre (GELC)
these learners’ disposition toward maths is negative. This learning. These are tasks that are accessible to all students F to Y12
hands-on workshop will show you a range of activities you and leave them hungry for more. REAL TRIGONOMETRY USING REAL TIME
can use to rapidly build number skills, lightning recall and REAL WORLD DATA This session is a practical workshop to assist teachers to
most importantly, understanding. Experience multiplication What do these tasks look like? How can you easily identify modify and scaffold learning to assist English as an Additional
from your learners’ point of view and develop strategies for what they are? And how can you run them to ensure success (Engaging Technology) Language (EAL) students to access the Victorian Curriculum
solving ANY multiplication problem as you are strategically for your students? in Mathematics. Participants will learn how to engage
Enzo Vozzo, Mentone Grammar EAL learners, amplify the speed of essential vocabulary
put in unfamiliar situations. As a teacher there is nothing This session will include a mix of theory, pedagogical Y9 to Y12 comprehension, and build confidence with worded questions;
more rewarding than seeing a student’s face light up when considerations as well as practical strategies for getting rich
they realise they can learn maths. The goal of this session is to Using real time data from the App “Flightradar24” to working smarter not harder with the English language in
tasks up and running in your classroom.
provide you with many of those moments. calculate and confirm that the speed and track of a flight is Mathematics.
MATHS COUNTS correct using four different methods. Three methods involve Ruth Hibburt and Lynda Newell will provide a rich insight into
2019 MATH METHODS EXAMINATIONS plane trigonometry and these will depend on particular
(Engaging Students) memory techniques for learning, understanding and applying
(Engaging Teachers and leaders) aspects of a flight: Method 1 deals with flights that are academic vocabulary. Teachers will learn how to assist their
Caroline Burston, Caulfield Junior College travelling due north or south, Method 2 deals with flights that students by exploring how synonyms, morphemes, and
Allason McNamara, Trinity Grammar School Kew and F to Y6 are travelling due east or west, Method 3 deals with flights recycling language provides for comprehensible input. These
Mary Papp, near the equator travelling in any direction. Method 4 uses tools and strategies are targeted at EAL students but also
Y11 to Y12 My session will aim to provide teachers with strategies to spherical trigonometry and is the method that is actually work just as effectively with low literacy students. Participants
engage all students with a range of open ended maths tasks used by flights as it has no restrictions on direction of travel or
Mary and Allason will do a similar session to the 2020 MAV will leave with engaging strategies that they can implement
with multiple entry and exit points to challenge and support position.
Meet the Assessors Lecture for Mathematical Methods. immediately in the classroom.
all students. I will provide a range of fun activities that I have
THE MATHEMATICAL THE MATHEMATICAL
ASSOCIATION OF VICTORIA ASSOCIATION OF VICTORIA
22 23SESSION 3: Thursday, 12.15pm-1pm
MORE WITH MEASUREMENT commenting on some of the questions in relation to these. Hear about our journey in developing and embedding is free with optional upgrades available. Participants can set
There will be time for questions and discussion. Participants common mathematical values among our school community up their own accounts and start creating material during the
(Engaging Students) will be provided with a copy of fully worked MAV solutions to in an effort to get kids to start taking risks and seeing session.
Jennifer Bowden and Ellen Corovic, Mathematical the VCAA exams. themselves as mathematicians.
DYNAMIC AND AGENTIC COLLABORATIVE
Association of Victoria PROBLEMS WORTH CODING With a focus on growth mindset and the power of a shared TEACHING IN MATHEMATICS
F to Y6 ‘Maths Mantra’ embedded across the school we are beginning
(Engaging Technology ) to see just how a paradigm shift can change the way we think (Engaging Students)
This session will explore the measurement curriculum and
developmental sequence in a hands on practical way. Advice Peter Fox, Texas Instruments about and teach mathematics and in turn improve our student
Steven Goldberg and Sara Niglia, Prahran High School
and support for teaching and learning will be provided Y7 to Y12 outcomes. Using current research learn the ways in which as a
Y7 to Y10
along with engaging hands on activities. From length, area, school we addressed maths anxiety within our staff and in turn
perimeter, mass and capacity to angles and time, join Jen The ability to Code or program is an inestimable skill. empowered them to learn to love teaching maths. We have spent the last year refining our collaborative (team)
and Ellen for enjoyable and challenging maths professional Coding promotes logic and reasoning, critical thinking teaching practice and are ready to share our findings. Our
and perseverance, the ability to contextualise and de- GOAL SETTING IN MATHEMATICS journey has been one of experiment, failure, success and
learning. This session is suitable for teachers from Foundation
to Year 6. contextualise a problem. Combine these attributes with high (Engaging Students) growth. It has enabled us to differentiate widely without
quality mathematics based problems for students to explore streaming, intervene acutely without removing students from
TRANSFORMING MATHEMATICAL GAMES and you have a formidable combination that engages and Paul Staniscia, Oscar Romero Catholic Primary School class and engage a broader range of students each lesson. We
INTO INVESTIGATIONS empowers students. Participants will not be writing programs F to Y6 hope to offer a model and resources for collaborative (team)
to determine the area of a circle given the radius; instead, teaching that you can implement back at your own schools in
(Engaging Students) participants will be given great mathematics problems to Goal setting in mathematics is not as simple as giving
2021.
explore and the structures and basis of the code need to students goals, developing lessons based on these goals
James Russo, Monash University and Toby Russo, and then creating assessments that will identify whether or PROBLEMO SOLVING
enable such explorations.
Spenceley Street Primary School not students have met the goals. It takes careful planning
F to Y8 ENGAGING MEASUREMENT – VOLUME by the teacher, as well as a classroom that promotes trust, (Engaging Students )
AND CAPACITY collaboration and challenge. A classroom where students
Mathematical games are an effective tool for engaging Chris Wetherill, Australian Maths Trust
can be their own teachers, talk about the strategies they are
students, promoting fluency, and encouraging the (Engaging Students) Y3 to Y10
using and can explain what they will do next. A classroom
exploration of new concepts. However, we believe the
where students seek, respond to and aspire for challenge This year my age is the sum of the digits of your age, but in
most powerful games are those that can be transformed Marj Horne and Rebecca Seah, RMIT University
and feedback. Teachers need to set goals with their students, five years it will be the product. What’s the age gap between
into rich mathematical investigations, where students can Y5 to Y8
identify their strengths and challenges, look for strategies us? Great question! But what strategies should I recommend
explore underlying concepts and use deep reasoning. We
Measurement is a very practical aspect of the curriculum they will use when they don’t know what to do and come to a and what hints should I give if my students are stuck? How
present three approaches for transforming a game into an
which also has strong connections to Number and Geometry shared understanding of how the students will know that they does it relate to the curriculum and what do I do next when a
investigation: investigating game scenarios; identifying and
as well as many non-mathematical areas of the curriculum. It is have met a goal. Goal setting in mathematics should be about student works out the answer? Does it even have anything to
generalising mathematical patterns that emerge when playing
also an ideal vehicle for the development of Problem solving, building mathematical proficiency because mathematics is do with the real world?
the game; and inquiring into the structure of the game. For
investigations and reasoning. With activity based tasks that much more than content strands.
each of these approaches, additional follow-up investigations In Term 4 this year, the Australian Maths Trust launched a new
can be generated through modifying game mechanics; that is, allow for differentiation in the classroom this session will focus
on students developing reasoning in the domain of volume H5P – A FANTASTIC TOOL FOR DEVELOPING platform: Problemo (https://problemo.edu.au/). Problemo
‘changing the rules’ of the game. In this presentation, we will ONLINE MATERIAL has been developed to assist teachers in the task of teaching
share some of our favourite games and explore how these can measurement
– and promoting a love of – mathematical problem solving.
be extended as investigations, while giving participants’ time MATHS MANTRA - EMBEDDING COMMUNITY (Engaging Technology ) With materials for Years 3-10 sourced from the Trust’s wealth
to consider possible investigations linked to a chosen game.
MATHEMATICAL VALUES Neale Woods, Retired of world-class problems, complete with additional scaffolding,
SPECIALIST MATHS EXAMINATIONS Y7 to Y12 extensions, key strategies and links to the Australian
(Engaging Society) Curriculum, there is something for everyone. Come along
(Engaging Teachers and leaders) H5P is an easy-to-use digital platform that can be used for to find out more about the platform and how to unlock the
Andrew Kearl, McKinnon Primary School
creating online material for students. The software allows potential of your students.
Allason McNamara, Trinity Grammar School, Kew and F to Y6
users to create instructional material by inserting documents,
Dean Lamson, Kardinia International College ‘They just don’t have a maths brain, I never did either’ a videos, multiple choice and true/false questions, along
Y11 to Y12 statement all too common from parents and sometimes even with a wide assortment of other tools. During the session,
Allason, Philip and Dean will discuss the processes for setting teachers. participants will have the opportunity to view existing online
and marking the 2019 Specialist Maths examinations. mathematics material and learn how to create their own.
This session will dive into the research around maths trauma Material created can be accessed from the H5P site or saved
They will provide a full analysis of the 2019 examinations and maths anxiety and how it can impact our communities.
highlighting student responses and key misunderstandings, and inserted into online courses. The public source software
THE MATHEMATICAL THE MATHEMATICAL
ASSOCIATION OF VICTORIA ASSOCIATION OF VICTORIA
24 25You can also read
