THE MATHEMATICAL ASSOCIATION OF VICTORIA
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THE MATHEMATICAL ASSOCIATION OF VICTORIA
THE MATHEMATICAL
ASSOCIATION OF VICTORIA WELCOME TO MAV21 CONTENTS
Welcome to MAV21 KEYNOTES Page 4
– The Capabilities in
Mathematics Teaching PROGRAM AT A GLANCE Page 10
and Learning PROGRAM IN DETAIL Page 18
SPONSOR AND EXHIBITOR ZONE Page 56
On behalf of the MAV
Board and the conference GENERAL INFO Page 57
committee I invite you
to the 58th Annual
COMMUNICATION CONFERENCES
> Website > Annual conference
Conference and our second
conference online.
SCHEDULE
> Publications > Primary conference
> Matrix newsletter
> Advocacy THE MATHEMATICAL > New Frontiers of
Learning MAV21 will be held online from Thursday 2 to Friday 3
> News page
> Public events
ASSOCIATION December 2021. The theme for MAV21,The Capabilities in
OF VICTORIA Mathematics Teaching and Learning, sets the stage to share Thursday 2 December 2021
new, forward-thinking concepts, and leading best practices
9am - 9.15am Opening and welcome
PUBLICATIONS RESOURCES among mathematics educators. The future workforce and
> Prime Number > MAVshop
societies’ development and sustainability require a strong 9.15am - 10.15am Keynote presentations
(Primary journal) > Teaching resources
> Vinculum > Professional resources focus on the capabilities. Often called entrepreneurial 10.15am - 10.25am Coffee break
(Secondary journal) > VCE trial exams,
> Common Denominator SACs, solutions or 21st Century skills, the capabilities underpin how our 10.25am - 11.10am Sessions
(Magazine) > Parent support students think, understand themselves, engage with each
11.10am - 11.20pm Coffee break
other, society and their learning, alongside their deepening
understanding of mathematics. 11.20am - 12.05pm Sessions
PROFESSIONAL STUDENT
LEARNING ACTIVITIES 12.05pm - 12.15pm Coffee break
> Contracted in-school > Maths Talent Quest We are anticipating over 800 mathematics educators
> Network days > Girls in STEM including teachers, academics, policy makers, curriculum 12.15pm - 1pm Sessions
> VCE > Maths camp
> Professional learning events > Games days
experts and resource developers coming together to share 1pm - 1.45pm Lunch
> Virtual learning sessions > Family maths activities their collective expertise, experiences, and ideas. Join 1.45pm - 2.30pm Sessions
> VCE revision program
us online to share your ideas, stories, and enthusiasm for
> Victorian Coding Challenge 2.30pm - 2.40pm Coffee break
engaging in mathematics.
2.40pm - 3.25pm Sessions
- Ann Downton, Conference Convenor 3.30pm End of day 1
MEMBERSHIP
> Become a member
> Mathematics Active Schools
Friday 3 December 2021
9am - 9.15am Opening and welcome
9.15am - 10.15am Keynote presentations
10.15am - 10.25am Coffee break
Your MAV membership is 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
Renew or join today.
1.45pm - 2.30pm Sessions
2.30pm - 2.40pm Coffee break
2.40pm - 3.25pm Sessions
3.30pm Conference close
www.mav.vic.edu.au
3
KEYNOTES
Keynotes will be live from 9:15am – 10.15am.
PRESENTERS
SHARYN LIVY algebraic thinking, robotics and coding; mathematics learning successfully complete the education journey. He is a ASHLEIGH KOO AND THOMAS MOORE
within families, communities and early years settings; and lifelong learner who understands the importance of
ELICITING CRITICAL culturally responsive approaches to supporting Indigenous education and the need to keep improving. TEACHING IN ACTION: USING PROBLEM
THINKING THROUGH THE students’ mathematics learning. A commitment to equity BASED LESSONS TO DEVELOP STUDENT
USE OF SEQUENCES OF and social justice means Jodie’s research is primarily focused Fernando has taught in the Mathematics and Science CAPABILITIES IN MATHEMATICS
CONNECTED CUMULATIVE on supporting those most at risk of marginalisation from the Domains, as well as in Education at Higher Education,
TAFE and Secondary school in Australia and in the UK. Secondary
CHALLENGING TASKS school curriculum.
Kylie Slaney is the Acting Leader of Learning, Anyone who knows Ashleigh Koo
Early years PANEL: SECONDARY Mathematics and Computing at Carey Baptist Grammar is aware that she loves teaching
Dr Sharyn Livy is a Senior Lecturer of mathematics education School. She has been a secondary mathematics. She has worked as
THE CAPABILITIES IN MATHEMATICS AS A teacher for 8 years, teaching
at Monash University. Her research and teaching are driven a maths educator in primary and
VEHICLE TO PREPARE STUDENTS FOR THEIR Mathematics Year 7-12 and STEM secondary settings. She is a Learning
by the desire to understand how teachers can be supported
to extend their knowledge and pedagogical approaches
PROFESSIONAL, PERSONAL AND CIVIC LIVES and Computing electives in the Specialist for Mathematics at Victoria
for teaching mathematics. Improving teacher knowledge Claire Delaney is a teacher of mathematics and science Middle School. Prior to teaching, University Secondary College.
and practices were the driving force behind Sharyn’s PhD at Lalor Secondary College where she has worked for over Kylie worked in the IT Industry,
with a Bachelor of Engineering Ashleigh is studying a Master of Education at Melbourne
thesis, a study of pre-service teachers’ mathematical content 10 years. She has held various roles such as High Potential
(Electronics). Kylie focusses her energies on developing University, taking a special interest in mathematics education.
knowledge. Sharyn’s current research includes an Australian Program Leader and Numeracy Leader during which she
students’ abilities to engage in their learning, inspiring She is focussed on improving not only her own teaching,
Research Council (ARC) Linkage project titled Exploring explored and implemented ways to engage and challenge
and supporting students to develop a growth mindset, but also facilitating professional development to advance
Mathematics Sequences of Connected, Cumulative and students as well as provide support in areas in which they
supporting students to engage in non-routine problem the pedagogy of those around her. Ashleigh is particularly
Challenging tasks project (EMC3) with colleagues. Her struggle.
solving, making their thinking visible. As a mathematics interested in the role that gender plays in mathematics
contrition to the broader mathematical education community
More recently, Claire has taken on the role of Learning teacher she is an advocate for STEM, teaching and education, looking at ways to support all people in choosing
is wide and includes past VP (Treasurer) of the Mathematics
Specialist specialising in Inquiry Based Learning in which she writing STEM curriculum and supporting students in mathematics as a career pathway. This is Ashleigh’s first
Education Research Group of Australasia and regular
will be responsible for developing and training teachers in the the Lego Robotics Competitions. Her passion is to help experience presenting at MAVCON and she is extremely
presenter at MAV’s annual conference.
introduction of an inquiry-based program at Year 8. This will students connect life skills to mathematics. excited to share her experiences in the classroom with you all.
JODIE MILLER include the use of mathematics and other disciplines in the It does not take long to notice that
immersion of students in real world, deep thinking, engaging David Tout is an experienced
numeracy and maths educator Thomas Moore is extremely passionate
ENACTING INTERCULTURAL tasks which will cross the barriers of curricula and industry. about teaching Mathematics. He is the
who is particularly interested in
CAPABILITIES THROUGH founder of EngageME Mathematics
Fernando Ianni is in his 38th year making maths relevant, interesting
EARLY ALGEBRAIC teaching in state education with 13th and fun for all students especially and is currently completing his PhD,
THINKING year as Principal at Roxburgh College, those students who are disengaged exploring how Maths teachers build
located in Melbourne’s outer north from mathematics. He has productive pedagogical relationships
Primary with their students in the middle years. Thomas has been
corridor. The College caters for Year 7 over 40 years’ experience, mainly in the VET sector,
to 12 across two sites, which includes a and has worked in schools, TAFEs, ACE providers, a leading teacher (Head of Mathematics) in the past, and
Dr Jodie Miller is the Deputy Head of School in the School of
FLO campus, the Gateway School. universities and workplaces. Dave has worked at a state, he is currently working as a tutor at Frankston High School.
Education at the University of Queensland. Her teaching and
national and international level in research, curriculum, He is also interested in school leadership and affording
educational research explore best practice in mathematics
Described by his peers as a visionary, Fernando has inspired resource development, assessment and professional Maths teachers the agency to take risks and develop their
and STEM education. As a primary school teacher working
and implemented numerous initiatives to overcome development. Dave has written numeracy and maths craft. Thomas loves presenting at conferences, and he
in culturally diverse school communities, Jodie wanted to
disadvantage in Melbourne’s outer north. From refugee curriculum including for the VCE and VCAL, and is an looks forward to sharing his learnings with you at this year’s
understand how students develop conceptual understandings
support groups to vocational programs for disengaged author of the Australian Core Skills Framework (ACSF). MAVCON.
of mathematics and what teaching actions could foster
youths. Fernando has an absolute commitment to equity Dave has been involved in international numeracy/
success for all students. This keynote presentation is supported by
and inclusion. Through his school’s vision statement – ‘With maths assessments including PISA and PIAAC. Dave is
Being curious about teaching and learning led Jodie to mutual respect, we learn and achieve’ – he has instilled a currently chair of the Numeracy Expert Group for the
establish a career in classroom research, where she works collective responsibility in the Roxburgh College culture, OECD’s international survey of adult skills (PIAAC).
with teachers and students to enhance the conditions curriculum and community.
for mathematics learning. Through this work, Jodie has This keynote presentation is supported by
Fernando leads with a moral purpose and a determination
established a national reputation for her research exploring
to support and empower every one of his students to
4 5
PRESENTERS
- INTERNATIONAL SPEAKER - TOBY RUSSO AND JAMES RUSSO MATT SKOSS SARAH FENTON, JENNIFER PALISSE AND
HELEN SILVESTER
PETER LILJEDAHL MATHEMATICS IN A MULTI-AGE SETTING. GENERAL CAPABILITIES…
STRATEGIES FOR INFUSING MATHEMATICS BY DESIGN
BUILDING THINKING Primary THEM INTO STUDENT
CLASSROOMS LEARNING Secondary (7-10)
Toby Russo is a learning specialist,
All levels maths leader and classroom With over 15 years’ experience working
teacher at Spensley Street Primary Secondary (7-10)
in education across the government,
Dr. Peter Liljedahl is a Professor of School in Melbourne, Victoria. He independent and not-for-profit sectors,
Matt Skoss is an experienced classroom teacher, having
Mathematics Education in the Faculty of Education. He works in a unique multi-age, open- a large focus of Sarah Fenton’s work
taught for over 30 years, most recently at Centralian Senior
is the former president of the International Group for the plan environment and is actively has been exploring how design thinking
College, and Centralian Middle School (formerly Alice
Psychology of Mathematics Education (PME), the current exploring how to engage and can be used as a framework in existing
Springs High School). He has enjoyed several curriculum
president of the Canadian Mathematics Education Study challenge all learners through careful task design. He regularly and new learning design. She is also
roles with a Maths and ICT focus for the Northern Territory
Group (CMESG), senior editor for the International Journal collaborates with his brother James on research projects. interested in the alignment of the design thinking process
Department of Education. He has also worked as a consultant
of Science and Mathematics Education (IJSME), on the Recent projects include exploring the ways maths games and principles with the general capabilities and how this
for schools in Australia, with a strong interest in supporting
editorial boards of ESM, JMTE, MERJ, MTL, CJSMTE, are used by Australian teachers and action research into the may elevate the capabilities in curriculum design and in the
remote and country schools. In 2016-19, Matt worked for
and a member of the NCTM Research Committee. impact of leveraging teacher passion to engage students in classroom. Sarah is Principal Consultant at Square the Circle,
the Australian Association of Mathematics Teachers on a
their mathematical learning. He has published in a number of collaborative project, reSolve: Maths by Inquiry, with the a consultancy focussed on re-imagining what is possible in
Peter is a former high school mathematics teacher who
teacher practitioner journals and enjoys sharing tasks that use Australian Science Academy. His role has been working with education and youth engagement.
has kept his research interest and activities close to the
narrative hooks to contextualise problem-solving. Champions, developing the human legacy of the reSolve
classroom. He consults regularly with teachers, schools, Jennifer Palisse is a mathematics
school districts, and ministries of education on issues of James Russo is a researcher and pre- Project. Matt is committed to developing and supporting
educator who enjoys designing
teaching and learning, problem solving, assessment, and service teacher educator based out Maths300, a subscription-based collection of rich maths
unconventional but engaging
numeracy. of Monash University, Victoria. His lessons that typically work very well across a broad range of
activities. She enjoys using hands-
research interests include: students, creating an environment for students to ‘work like a
This keynote presentation is supported by on manipulatives in collaborative
mathematician.’ http://maths300.com.
settings, often with the use of CAS,
• teacher and student emotional
This keynote presentation is supported by to encourage students to become
responses in the primary
curious about the mathematical world around them.
mathematics classroom.
Jennifer now works with Monash Tech School delivering
• the role of challenging tasks, games, and children’s enrichment material for high-achieving primary students that
JENNIFER BOWDEN literature as pedagogical approaches to support positive include investigations including magic tricks, spirographs,
student learning experiences in primary mathematics. puzzle solving, and more! She is also completing her PhD,
MATHEMATICAL THINKING • better understanding the relationship between classroom investigating the use of comparative judgement as an
IN THE EARLY YEARS: practice and academic research alternative approach to peer assessment.
DEVELOPING CRITICAL AND • the learning and teaching of mental computation and
CREATIVE THINKERS FOR Helen Silvester has been an educator
estimation.
for over 20 years and has a wealth
OUR FUTURE! James writes regularly for a range of teacher practitioner of experience writing and reviewing
journals and continues to spend some of his week team- in STEAM and the Sciences. She
Early years
teaching in a primary classroom. He uses this as a space to has written STEAM curriculum for
Jennifer Bowden has worked as an Education Consultant at develop and test teaching ideas, and to stimulate thinking the Australian Science Teachers
the Mathematical Association of Victoria for 14 years. She about his research. James is currently working on an Association websites and Oxford
enjoys inspiring teachers, maths coaches, consultants and Australian Research Council project looking at developing University Press, as well as reviewed VCE examinations for
leaders to become more critical and creative in their teaching, sequences of learning experiences built around challenging the Science Teachers Association of Victoria. In a previous
empowering consultants, and teachers to be better educators tasks. life, Helen worked as a researcher at Walter and Eliza Hall
and provide the best learning experiences for their students. Institute and the Royal Children’s Hospital. She is currently
This keynote presentation is supported by
the Director of the STEAM-focused Casey Tech School.
Jen coaches, mentors and guides consultants, teachers, and
leaders to build teacher capacity, increase knowledge of This keynote presentation is supported by
curriculum content, and to develop better pedagogies to
establish school-wide improvement. Jen’s current interest is in
helping teachers to improve their own teaching in a way that
promotes and challenges students’ thinking
6 7
PRESENTERS MAV MEMBERSHIP THE MATHEMATICAL
ASSOCIATION OF VICTORIA
PANEL: ALL LEVELS Mathew Lillyst belongs to the
Gunditjmara people of southwest The Mathematical Association of Victoria (MAV) promotes We develop educator skills in implementation of evidence-
FIRST NATIONS STUDENTS AND Victoria. He has worked in public the importance of mathematics to society. MAV has over based and cutting edge teaching and learning approaches.
MATHEMATICS EDUCATION, LESSONS FOR and private schools across Australia, 1400 members from all sectors of education including We work directly with students to increase their engagement
AUSTRALIA primarily as an English and humanities individuals, schools, universities. We provide membership in mathematics through games days, our Maths Talent Quest,
teacher, and in the tertiary sector benefits to a growing network of over 15,000 mathematics Girls in STEM days, mathematics camps, VCE revision
Cynthia Nicol is a Professor in the as a sessional academic in literacy
Department of Curriculum and educators and reach over 60,000 educators, students and support, and other activities.
and Aboriginal education. He is currently the Professional parents across metropolitan and regional Victoria via our
Pedagogy at the University of British Practice Leader – Koorie Literacy and Numeracy at the
Columbia, Vancouver Canada. 100+ events each year. MAV is the peak professional body
Department of Education and Training. In addition to his We are educational experts and leaders, supporting the future
Cynthia’s research brings together for mathematics educators in Victoria.
professional career, Mathew was also one of the contributing of mathematics education from early childhood to year 12.
intersecting theories of culturally authors for the anthology Growing Up Aboriginal in Australia.
responsive pedagogies with place- MAV works with teachers and school leaders to enhance
based pedagogies, Indigenous epistemologies and critical Daniel Steele is an Assistant Principal student outcomes in mathematics and numeracy, better
mathematics education. Her long-term collaborative research of Aldercourt Primary School in North To stay up-to-date, subscribe to the MATRIX
preparing students for their personal, professional and
with teachers, school administrators, Elders, and community Frankston. Over the last 13 years he e-newsletter at www.mav.vic.edu.au.
civic lives. Our role is to support educators in developing
members on Haida Gwaii in the Pacific northwest, has formed has working within primary schools, and delivering curriculum and programs that challenge our
the context for much of this work. With community members including two years in the remote students to become the future of mathematical creativity and
she developed a living model of culturally responsive Aboriginal community of Bidyadanga innovation.
education. The books Tluuwaay Waadluxan: Mathematical in WA, and undergraduate tutor
Adventures and Living Culturally Responsive Mathematics at ACU and Deakin University. His passions are student
Education with/in Indigenous Communities exemplify some of engagement, maths education, coaching and mentoring, There is a member category for you:
this work that intends to make mathematics education more and designing curriculum that looks a little different. He has • Individual member (teachers, academics, student
relational and responsive for all learners. a BEd (Hons.), an MEd Leadership (Leading Learning), teachers and those with an interest mathematics
and is currently completing a PhD. in Education at Monash education)
Dr Jodie Hunter is an Associate University. • Institutional member (primary and secondary schools
Professor in mathematics education at and early childhood centres)
the Institute of Education at Massey This keynote presentation is supported by • Associate member (industry partners or resource
University, New Zealand. Previously providers)
she was a Research Fellow and Lecturer
at the University of Plymouth in the
United Kingdom. Within New Zealand,
Jodie co-leads a large-scale professional development and Visit the MAV website for more information,
learning project which focuses on developing culturally- including member benefits, www.mav.vic.edu.au.
responsive teaching to address under-achievement
in mathematics for Pasifika and Māori students at low
socio-economic schools. Her research interests include
mathematics education for equity and social justice, early HOW I CAN I GET INVOLVED MATHS ACTIVE
algebra, and culturally sustaining pedagogy. Jodie is currently IN THE MAV? ACCREDITATION FOR
a Rutherford Discovery Fellow and was previously a Fulbright
scholar at the University of Arizona.
MAV depends on its members for success. Extend your
professional learning and get involved in MAV’s activities:
YOUR SCHOOL
• present at MAV’s annual conference MAV’s Mathematics Active Schools initiative is a way
• join one of our networks, or start your own with MAV to recognise and support schools who demonstrate
support excellence in learning and teaching practices in
• write for MAV journals mathematics.
• join committees and working parties
• develop resources • Publicise your schools Maths Active Schools
• pilot mathematics initiatives certification and demonstrate to your school
• develop a PD event at your school or venue community that mathematics is enjoyable and highly
• judge the MTQ awards, or valued.
• organise a maths games day for your region. • Receive regular activities and information from MAV
to promote maths to your school community.
• Be invited
THEtoMATHEMATICAL
participate in special
Maths Active SchoolOFevents.
ASSOCIATION VICTORIA
8 9
SESSION SUMMARY: THURSDAY
THURSDAY 2 DECEMBER 2021
SUB-THEMES YEAR LEVEL RANGE: For actual target year levels per session see session descriptions.
Capability development in students Valuing mathematics in society Rooms 1, 2, 6, 7 Foundation to Year 8
Numeracy in context Multiple sub-themes Rooms 3,4,8,9 Year 7 to Year 12
ICT capabilities 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
Eliciting critical thinking Enacting intercultural The capabilities in Teaching in action: Building thinking
through the use of capabilities through mathematics as a using problem based classrooms
sequences of connected early algebraic thinking vehicle to prepare Lessons to develop
cumulative challenging students for their student capabilities in Peter Liljedhahl
tasks. Jodie Miller professional, personal Mathematics Brought to you by
and civic lives
Sharyn Livy Ashleigh Koo
Panel: Claire Delaney, Thomas Moore,
Fernando Ianni,
Kylie Slaney, David Tout Brought to you by
Brought to you by
10.15am - 10.25am Coffee break
10.25am-11.10am Planning to maximise Using cultural artefacts Utilising textbook- 2020 Mathematical Driving your own Improving mathematics What does it really New teacher series, Using computers in a Mathematical entrees -
number to explore geometry based questions to Methods Examinations brain: metacognition in outcomes of First mean to think part 1: Effective and maths classroom and reasoning starters
concepts promote students’ mathematics Nations Australian mathematically? powerful pedagogical home learning with Year
Cassandra Lowry capability of thinking Allason McNamara, learners through approaches. Thrive 11/12+ students Andrew Lorimer-Durham
Kate Copping, beyond procedures Rob Watson Lyn Coote culturally responsive Ellen Corovic in your first 5 years of
Carmel Mesiti, pedagogy and teaching! Robert Rook
Cath Pearn Echo Gu, Jiqing Sun curriculum
Danijela Draskovic
Caty Morris
11.10am-11.20am Coffee break
11.20am-12.05pm Teacher planning - time What is the BIG Idea? Problems Worth 2020 Specialist Teaching Middle School Using reasoning Statistics and Probability New teacher series, The new VCE Area (and how to use
for a change? Coding - Episode IV Mathematics Maths for Conceptual to develop deep Number Talks part 2: Effective use Foundation Maths: it to teach the entire
Michael Minas Examinations Understanding understanding of ICT. Our favourite Enhancing student curriculum)
Susan Graham, Peter Fox Catherine digital tools. [Thrive capabilities in
Jane Hubbard Dean Lamson , Allason Nadia Abdelal Michael Nelson Epstein/Rodgers in your first 5 years of mathematics for use Chris Wetherell
McNamara teaching!] in everyday life, future
study and work
Danijela Draskovic
Justine Sakurai,
Dave Tout
10 11
SESSION SUMMARY: THURSDAY (cont.)
THURSDAY 2 DECEMBER 2021
SUB-THEMES YEAR LEVEL RANGE: For actual target year levels per session see session descriptions.
Capability development in students Valuing mathematics in society Rooms 1, 2, 6, 7 Foundation to Year 8
Numeracy in context Multiple sub-themes Rooms 3,4,8,9 Year 7 to Year 12
ICT capabilities Rooms 5, 10 Misc levels
12.05pm-12.15pm Coffee break
Time Room 1 Room 2 Room 3 Room 4 Room 5 Room 6 Room 7 Room 8 Room 9 Room 10
12.15pm-1pm Student voice and Transforming the STEM activities in Measurement in What is the problem My top 5 tips for Taking teacher maths Introduction to the Enhancing learning MathsCraft - doing
agency to promote maths experience - a astronomy practical contexts with problem solving? running a successful support to the next level mathematics of machine outcomes with maths like a research
critical and creative community learning parent maths night: learning CAS (TI-Nspire) in mathematician
thinkers in the project Stephen Broderick Marj Horne, Janine Sprakel maths advocacy in Sophie Matta Mathematical Methods
mathematics classroom Rebecca Seah action Georgia Gouros Anita Ponsaing
Alex Box Sanjeev Meston
Stacey Lamb Angela Rogers
1pm-1.45pm Lunch break and networking function
1.45pm-2.30pm It is a matter of time Addressing the Promoting numeracy Creating an engaging How to make Sharing the love: tips Taking mathematics out Using mathematics to Mathematical Building a community of
capabilities through across the secondary mathematics classroom GeoGebra a learning for having your ideas of the classroom drive future-focused investigations for the mathematicians
Carmel Delahunty, contextual problem curriculum through programming tool for students. published. financial capability new VCE structure
Judy Gregg posing Kristen Westcott Alex Fox, Kathy Harrison,
Helen Forgasz, Robin Wang Narcisa Corcaci, Angela Rogers Jill Brown, Brian Lannen Jeff Segal
Kate Eastcott Jennifer Hall, Uyen Lavie Vo Carly Sawatzki
Gillian Kidman
2.30pm-2.40pm Coffee break
2.40pm-3.25pm Rich Mathematical Making maths fun Imagine if all our How risky is life? Spiralling through the Developing maths NBA math hoops To CAS or not to CAS? On writing a
Connections through contexts students considered surds concepts with receipt mathematics
themselves ‘maths Kaye Stacey roll and number lines Nick Devereux Chris Ireson assessment for learning
Marissa Cashmore Bernard Kerrins people’ Roger Wander
Tierney Kennedy Paul Allsopp,
Lindy Bayles, Robin Wang
Julian Lumb
3.30pm Conclusion of day one
12 13
SESSION SUMMARY: FRIDAY
FRIDAY 3 DECEMBER 2021
SUB-THEMES YEAR LEVEL RANGE: For actual target year levels per session see session descriptions.
Capability development in students Valuing mathematics in society Rooms 1, 2, 6, 7 Foundation to Year 8
Numeracy in context Multiple sub-themes Rooms 3,4,8,9 Year 7 to Year 12
ICT capabilities 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 (Yr 7-10) Secondary (Yr 7-10) All levels Room 9 sponsor
Mathematical thinking Mathematics in a multi- General capabilities… Mathematics by design First Nations students
in the early years: age setting. strategies for infusing and mathematics
Developing critical and them into student Sarah Fenton, education, lessons for
creative thinkers for our Toby Russo and learning Jennifer Palisse, Australia
future! James Russo Helen Silvester
Matt Skoss Panel: secondary
Jennifer Bowden Brought to you by Brought to you by
Brought to you by Jodie Hunter, Mathew
Lillyst, Cynthia Nicol,
Daniel Steele
Brought to you by
10.15am - 10.25am Coffee break
10.25am-11.10am Work like a Teaching and assessing The place of VCAA Further and Infusing Aboriginal An instructional model Bringing computational What role does Different numeracies The power of
mathematician with the capabilities through manipulatives in the General Mathematics - perspectives in your that supports structured thinking and dynamic mathematics education for the digital age: purposeful puzzles
Professor Morris! authentic mathematical secondary classroom helpful hints mathematics lessons inquiry approaches models to the classroom play in developing putting applied learning
tasks and projects students’ 21st Century up front in VCE Andrew Lorimer-Durham
Jennifer Bowden, Vicky Kennard Rebecca Hansen , Aylie Davidson, Peter Sullivan Kelly Lean, Farid Pasha skills and STEM
Douglas Williams Jess Szalek Neale Woods Mathew Lillyst capabilities? Justin Sakurai,
Dave Tout
Rachael Whitney-Smith
11.10am-11.20am Coffee break
11.20am-12.05pm Using reverse fraction MathUp Free financial literacy Further Maths Exams: Let’s open with number Picture this... It is a matter of time Geometry expressions MYLNS - Snapshots of Using Islamic and
tasks to promote education resources using the CAS talks and GX Web - Putting successful practice traditional geometry to
reasoning. Hannah Marino to deliver numeracy in calculator efficiently and Amanda Cassidy Carmel Delahunty, the umph into geometry learn pattern, shape and
context effectively Alex Box Judy Gregg Naomi Coleman, Helen number
Kate Copping, Neale Woods Haralambous, Carly
Carmel Mesiti, Damien Nicholson Kevin McMenamin Joyce, Lachlan Hillier, Nabeel Khan
Cath Pearn Kylie O’Sullivan
12.05pm-12.15pm Coffee break
12.15pm-1pm Rekenrek 101: How Disposition. the 5th Kant and mathematics Using AI and machine The skill, will and thrill Teaching in reasoning in Change the attitude Kicking goals and falling The net worth of Equity and agency
to teach numerous proficiency strand. learning to dramatically statistics and probability towards maths ladders networks: getting ready within mathematics
maths facts/ concepts Terence Mills improve marking in Shane Crawford for the new AC education
with this versatile math Paul Staniscia mathematics Michelle Fyfe, Kylie Love Peter Fox
manipulative. Dilys Potter, Anna McGann, Andie Hoyt,
Brenton Wyett Hannah Young Bex Thompson Daniel O’Kane,
Amy How
14 15
SESSION SUMMARY: FRIDAY (cont.)
FRIDAY 3 DECEMBER 2021
SUB-THEMES YEAR LEVEL RANGE: For actual target year levels per session see session descriptions.
Capability development in students Valuing mathematics in society Rooms 1, 2, 6, 7 Foundation to Year 8
Numeracy in context Multiple sub-themes Rooms 3,4,8,9 Year 7 to Year 12
ICT capabilities 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 Unlock student Introducing students Problem solving Exploring infectious The IB approach to Maths in schools should Practising your way to Successfully Why are the fonts Engage in STEM
engagement to computational/ through creative disease models with mathematics that every be like a good spag bol! mastery differentiating maths all different? Writing learning with PYTHON
through scaffolded algorithmic thinking explorations and handshakes educator can use. lessons to address gaps assessments that look
mathematical reasoning -how computers think investigations Lauren Lamont Anthony Harradine in understanding using professional. Sanjeev Meston
differently from humans Anthony Morphett Katrina Mooney low-floor, high-ceiling
Joel Townsend - through five number Bozenna Graham problems Ewan Campbell,
sorting activities Laura Gilbert
Alex Blanksby,
Sebastian Sardina, Thomas Christiansen
Max Stephens
2.30pm-2.40pm Coffee break
2.40pm-3.25pm ABC of activities Addressing the Using effective starters, Enhancing student The 3 E’s - an elegant Critical thinking in Edrolo for Year 7 So: you now teach Real trigonometry using Worthwhile CAS
to include in junior capabilities through closers and reflections engagement through thinking routine? primary mathematics mathematics: deep maths - what now? real-time real-world calculator use in this
secondary classrooms contextual problem to enhance critical and inquiry-based classrooms engagement and data year’s Mathematical
posing creative thinking and learning and valuing Kathy Harrison meaningful learning Peter Collins Methods exam 2
Shelley Pendlebury student voice mathematics in society. Peter Stowasser Enzo Vozzo
Kate Eastcott Laura Dortmans Kevin McMenamin
Mark Collins, Penelope
Samantha Horrocks Kalogeropoulos,
Angela Liyanage
3.30pm Close of conference
16 17
KEYNOTES: Thursday, 9.15am-10.15am
ELICITING CRITICAL THINKING THROUGH challenging. In this keynote presentation Jodie will share
THE USE OF SEQUENCES OF CONNECTED learning tasks designed to enact intercultural capabilities that
CUMULATIVE CHALLENGING TASKS. develop and sustain young culturally diverse learners’ natural
curiosity about number, patterns and relationships.
(Capability development in students)
Sharyn Livy, Monash University
(F to Year 2) PANEL: THE CAPABILITIES IN MATHEMATICS
AS A VEHICLE TO PREPARE STUDENTS FOR
Robust critical and creative thinking is crucial in both the
THEIR PROFESSIONAL, PERSONAL AND
teaching and learning of mathematics, when used effectively
it can facilitate deeper thinking and reasoning. In this keynote
CIVIC LIVES
presentation Sharyn will share findings from her research (Capability development in students , Valuing
describing pedagogical practices that teachers use to guide mathematics in society , Workplace capabilities)
student thinking through the use of sequences of connected
cumulative challenging tasks. She will present a model for Claire Delaney, Lalor Secondary College
student-centred inquiry learning experiences that support Fernando Ianni, Roxburgh College
students to justify their strategies and critical thinking skills. Kylie Slaney, Carey Grammar
SESSION
Examples of tasks for engaging Early Years students in critical Dave Tout, ACER
and creative thinking experiences will also be shared. (Year 7 to Year 12)
Students are going to leave school to more uncertain world
DETAILS ENACTING INTERCULTURAL CAPABILITIES
THROUGH EARLY ALGEBRAIC THINKING
than any of us could have imagined. It is our responsibility
as educators to contribute to their preparedness for the
challenges that lie ahead. How do we best achieve this using
THURSDAY (Valuing Mathematics In Society)
the capabilities as a foundation for learning in secondary
mathematics? What skills are the most important? How for
example do Critical and Creative Thinking, Personal and
2 DECEMBER Jodie Miller, The University of Queensland
(Year 3 to Year 6) Social capabilities and Numeracy remain front and centre, as
we improve students’ mathematics skills and knowledge? Let’s
2021 Teaching in ways responsive to the cultures of our students
is vital towards enhancing equity of access to mathematics
hear why this is so important, what evidence tells us, learn
explore how we can all move forward to ensure our students
achievement and putting educational policy and curriculum are prepared for their professional, personal and civic lives.
into practice. So how can we achieve this in our mathematics
classrooms? This presentation focuses on an approach to Brought to you by
enhancing intercultural capabilities in mathematics through
early algebraic thinking. Algebra is often thought to be a topic
introduced to secondary school students. In fact, early lessons
in algebraic thinking establish important foundations that
prepare students for success in mathematics in the later years
of schooling. For this reason, the Australian and Victorian
curricula take a longitudinal approach to developing algebraic
concepts, with knowledge and skills spanning Foundation
to Year 12. In the primary years teachers and students
explore tasks involving: generalised arithmetic; patterning;
equivalence, equations, and expressions; and functions.
Simultaneously, mathematical processes are being developed,
including: representations, generalisations, justification and
reasoning. These processes are often embedded in the
curriculum capabilities. However, tasks are often designed
as ‘culture free’ and designing and implementing learning
tasks that draw on students’ cultural backgrounds can be
19KEYNOTES: Thursday, 9.15am-10.15am (cont.) SESSION 1: Thursday, 10.25am-11.10am
TEACHING IN ACTION: USING PROBLEM BUILDING THINKING CLASSROOMS PLANNING TO MAXIMISE NUMBER reason could be the lack of purposefully designed resources.
BASED LESSONS TO DEVELOP STUDENT On the other hand, the exercise questions in textbooks
(Capability development in students) (Numeracy in context) might be one of the most accessible teaching resources for
CAPABILITIES IN MATHEMATICS
Peter Liljedahl, Simon Fraser University Cassandra Lowry, St Francis of Assisi teachers. However, the textbook exercise is usually used for
(Capability development in students) drill practice to familiarise students with learnt procedures.
All Levels (F to Year 2)
In this report, by showcasing how some textbook-based
Ashleigh Koo, Victoria University Secondary College
Much of how classrooms look and much of what happens in Schools are busy places. Sometimes the amount of content to exercise questions (even exercises with ‘Fluency’ strand) can
Tom Moore, EngageME Mathematics
them today is guided by institutional norms laid down at the be covered in Mathematics seems overwhelming and despite be utilised to spark students’ discussion, hence promoting
(Year 7 to Year 12)
inception of an industrial-age model of public education. our best efforts students do not seem to be able to retain key students’ capabilities of thinking conceptually, the presenters
Have you ever been to a workshop or presentation and asked These norms have enabled a culture of teaching and learning concepts. How can we help students to develop their number would like to encourage classroom teachers to discover and
‘but what does it look like in the classroom?’ If so, then this is that is often devoid of student thinking. In this session Peter knowledge while at the same time develop the skills and use the ‘power’ of textbook questions that are very accessible
the keynote for you! will present some of the results of over 15 years of research conceptual understanding they need to apply this learning in teachers’ daily practice.
into how teachers can transform their classrooms from a in a wider context? This workshop will aim to overcome this
In this unique and entertaining presentation, Ashleigh space where students mimic to where students think. The challenge. Participants will be shown redeveloped overviews, 2020 MATHEMATICAL METHODS
will give us front row seats to all of the action happening practices discussed will intertwine with, and make extensive planners, checklists and assessment strategies that aim to EXAMINATIONS
within her class. In doing so, the presenters will explore how references to, the recently published book, Building Thinking strengthen students’ knowledge of number concepts while at
Ashleigh uses a Problem Based Lesson (PBL) framework (Capability development in students , ICT capabilities)
Classrooms in Mathematics (Grades K-12): 14 Teaching the same time ensuring the development of broader problem
to develop the capabilities within her students. Using Practices for Enhancing Learning. solving and communications skills. Allason McNamara, Trinity Grammar School
Smith & Steins’ (2018) book: 5 Practices for Orchestrating Rod Watson,
Productive Mathematics Discussions, Thomas and Ashleigh Brought to you by USING CULTURAL ARTEFACTS TO EXPLORE (Year 11 to Year 12)
will then explore how the steps of ‘anticipating’, ‘monitoring’, GEOMETRY CONCEPTS
‘selecting’, ‘sequencing’ and ‘connecting’ can be used to Allason and Rod will do a similar session to the 2021 MAV
enhance students’ critical & creative thinking, and personal & (Capability development in students) Meet the Examiners Lecture for Mathematical Methods.
social learning. Kate Copping, Carmel Mesiti, Cath Pearn, The University They will discuss common errors that students made on the
of Melbourne 2020 examinations. Rod will talk about Exam 1 and Allason
This presentation is guaranteed to have all of the highlights, Exam 2. The statistics for each question will also be shown.
action packed replays and one-on-one interviews that you (F to Year 6)
might hope for when reflecting on one’s performance. Cultural artefacts provide rich visual stimuli for investigating DRIVING YOUR OWN BRAIN:
Brought to you by geometry concepts in primary schools. Patterns of lines METACOGNITION IN MATHEMATICS
and shape found in decorative quilts, vases, wall hangings,
(Capability development in students)
and buildings, which can be used to investigate concepts
such as 2D shapes, angles, translations and transformations. Lyn Coote, Corwin Australia
This session will focus on incorporating the intercultural (F to Year 10)
capability and critical and creative thinking into the teaching
of geometry concepts. Participants in this session will explore Metacognition enables learners to become aware of how
geometry activities using cultural artefacts to support they learn and to evaluate and adapt these skills to become
the development of content knowledge and conceptual increasingly effective at learning. How does this look in
understanding. mathematics? How can we deliberately and explicitly teach
metacognitive strategies? You will leave this session with
UTILISING TEXTBOOK-BASED QUESTIONS information about metacognitive strategies and practical
TO PROMOTE STUDENTS’ CAPABILITY OF ways they can be implemented in your mathematics classes.
THINKING BEYOND PROCEDURES Participants will experience strategies and have opportunities
to collaborate with others, testing out some of the strategies,
(Capability development in students) as we delve into handing over the wheel to our learners
Jiqing Sun, Deakin University through metacognition.
Echo Gu, Lauriston Girls’ School
(Year 7 to Year 12)
Fostering students’ deep thinking beyond memorising
procedures is well discussed in mathematics education, but
it could be challenging for everyday teachers’ practice. One
20 21SESSION 1: Thursday, 10.25am-11.10am (cont.)
IMPROVING MATHEMATICS OUTCOMES NEW TEACHER SERIES - PART 1: EFFECTIVE USING COMPUTERS IN A MATHS MATHEMATICAL ENTREES - REASONING
OF FIRST NATIONS AUSTRALIAN LEARNERS AND POWERFUL PEDAGOGICAL CLASSROOM AND HOME LEARNING WITH STARTERS
THROUGH CULTURALLY RESPONSIVE APPROACHES. [THRIVE IN YOUR FIRST 5 YEAR 11/12+ STUDENTS
(Capability development in students)
PEDAGOGY AND CURRICULUM YEARS OF TEACHING!]
(Capability development in students , Numeracy in
Andrew Lorimer-Derham, Think Square
(Capability development in students, Numeracy in (Capability development in students , Numeracy in context , Valuing mathematics in society , Workplace
(Year 3 to Year 10)
context, Valuing mathematics in society) context) capabilities)
We’ve probably all been to one of those fancy events where
Caty Morris – ATSIMA Danijela Draskovic, The Mathematical Association of Robert Rook, mathplotplus
they bring out little canapés to snack on while you wait for the
(F to Year 8) Victoria (Year 11 to Year 12)
main course. For some of us these entrées become the main
(Year 7 to Year 12)
First Nations Australian students, on average, remain at least All participants will receive a free site license for their course as we follow our favourite hors d’oeuvre around the
2 years behind non-Indigenous students in mathematics Important: This is part 1 of a special 3-part series aimed school of the latest software. Among the topics covered room claiming, “they’re for a friend” to the waiter who looks at
learning outcomes. This presentation will provide an overview to assist new teachers in navigating their first five years in are graphing, calculus, consumer maths, complex numbers, you suspiciously!
of the Aboriginal and Torres Strait Islander Mathematics the classroom. (Part 1 and 2 will be presented during the distributions, functions, parametric and polar graphs,
Mathematical entrees are designed to whet your learner’s
Alliance’s (ATSIMA) action to redress this, including conference with Part 3 as a bonus presentation to watch later) regression, statistics (junior & senior), modelling data,
appetite and get them excited for what’s to come, generate
classroom examples from ATSIMA’s current project with the You do not have to register for Part 1 and 2, however, to get trigonometry, probability and vectors to name a few.
rich mathematical reasoning or even become the main lesson
Connected Community schools in NSW, and recent work the most out of the series, Part 1 and 2 should be attended on Generation of various 2D and 3D equations including
when you see how engaged your learners are.
with ACARA in developing over 100 content elaborations the day. (Part 3 will be available as a recorded video). above topics plus 3D planes, surfaces, tori, knots, solids of
in Aboriginal and Torres Strait Islander histories and cultures revolution. Use of the senior worksheet generator (Year 12), In this session we will playfully explore a range of
for the Australian Curriculum: Mathematics. Participants will It has been well publicised that a significant percentage (up topic revision/test program (now producing questions in 23 mathematical entrees and learn to design our own.
get a first-hand look at the rich contexts, numeracies, and to 50%) of graduate teachers leave the profession before different languages with options for displaying questions in
mathematics themes that underpin these elaborations and the they have reached the milestone of five years of teaching. English and/or another language to assist in home learning),
narratives they weave throughout the 6 mathematics strands With the balance of classroom management and establishing homework book generator will be explained. Questions are
and Years F-10. relationships with key stakeholders, managing workload, and randomly generated giving an infinite number of questions
ensuring your curriculum planning caters to varying abilities with not only answers but full solutions available for questions.
This session will focus on examples from F to Year 8. and linked to assessment data, there is no doubt graduate Demonstration on emailing of student work, students can
teachers can feel overwhelmed. load saved questions from a pdf file whether generated by
WHAT DOES IT REALLY MEAN TO THINK
In this first part of the 3-part Series, we will share and themselves or sent from teacher and add their solutions to the
MATHEMATICALLY? pdf files and email back to teachers. All pdf editing is within
unpack engaging warmups/games, and look at the powerful
(Capability development in students) pedagogical approach of starting with a problem students the program itself. Robert is the author of the program, ex
want to solve. We will discuss how to effectively weave all maths teacher, conducted inservices in over 3500 secondary
Ellen Corovic, Monash University schools and universities and conducted approximately 400
four proficiencies (understanding, fluency, problem solving
(F to Year 6) sessions at maths conferences worldwide.
and reasoning) into our practice. The work of Professor Peter
In this session Ellen will outline the three skills students need Sullivan is the main inspiration for this session.
to act and think mathematically. Thinking mathematically has
been a concept of mathematics teaching for some time. But
what is it? How do we break it down and what are students
actually doing when they are doing it? Combining her
experience and research Ellen will provide practical teaching
advice to help you to get students thinking.
22 23SESSION 2: Thursday, 11.20am-12.05pm
TEACHER PLANNING - TIME FOR A CHANGE? WHAT’S THE BIG IDEA? 2020 SPECIALIST MATHEMATICS STATISTICS AND PROBABILITY NUMBER
EXAMINATIONS TALKS
(Capability development in students, Numeracy in (Capability development in students , Numeracy in
context) context) (Capability development in students , ICT capabilities) (Numeracy In Context)
Susan Graham, St Therese’s School Michael Minas, Love Maths Dean Lamson, Kardinia International College Catherine Epstein/Rodgers, Maths Consultant
Jane Hubbard, Melbourne Archdiocese Catholic Schools (F to Year 6) Allason McNamara, Trinity Grammar School (F to Year 6)
(F to Year 2) (Year 11 to Year 12)
One of the issues facing educators is a crowded curriculum, Number Talks provide a rich opportunity for all students
Challenging tasks encourage students to solve non-routine and there is perhaps no subject where this is more evident Allason and Dean will discuss the process for setting to engage in mathematics by encouraging the students to
problems and develop reasoning skills through rich classroom than in mathematics. So how do we prioritise which elements and marking the 2020 Specialist Mathematics VCAA think flexibly about numbers. But why not extend this flexible
experiences to promote connectedness and transferability of the curriculum to emphasize? What are the key aspects of examinations. They will provide a full analysis of the 2020 thinking across the strands!
across contexts. Effective implementation of challenging mathematics that students need to focus on to ensure that examinations, highlighting student responses and key
tasks supports students in the development of critical and their long-term progress is not adversely impacted? And how misunderstandings, commenting on some of the questions By providing rich prompts or probing questions we can ignite
creative thinking and social and emotional capability whilst can teachers make meaningful connections across content in relation to these. There will be time for questions and the spark to encourage flexible thinking and reasoning when
promoting mathematics learning as a relevant and worthy strands, to help students develop a relational understanding discussion. looking at Statistics and probability.
endeavour. of mathematics? Together we will use visual prompts and data from games to
TEACHING MIDDLE SCHOOL MATHS FOR
A key challenge for Foundation to Year 2 teachers who This workshop will explore the big ideas of the curriculum- explore Stats and probability in an analytical and collaborative
CONCEPTUAL UNDERSTANDING
use a student-centred approach is identifying ways to what they are, why they are important, and how to ensure your way thus encouraging flexible thinking and promoting
overcome the gap between students’ prior knowledge and school is planning to teach them properly. (Capability development in students , Numeracy in understanding.
the intended mathematics goal of the lesson without relying context)
PROBLEMS WORTH CODING - EPISODE IV NEW TEACHER SERIES - PART 2: EFFECTIVE
on the traditional modes of instruction. In this session, we will
present our experiences, as we support teachers to plan and
Nadia Abdelal, eXpanding Minds Mathematics USE OF ICT. OUR FAVOURITE DIGITAL
(ICT capabilities , Valuing mathematics in society , Consulting TOOLS. [THRIVE IN YOUR FIRST 5 YEARS OF
implement challenging tasks as part of their mathematics Workplace capabilities) (Year 5 to Year 10) TEACHING!]
programs. We will discuss some of the challenges that we
have overcome throughout the process and reflect on our Peter Fox, Texas Instruments Engaging students in maths at the middle school level can (ICT capabilities)
learning about planning for challenging tasks in mathematics. (Year 7 to Year 12) often be difficult. Many students can hit roadblocks during
this critical stage of their mathematical development and as a Danijela Draskovic, The Mathematical Association of
From this session, teachers will be able to: Marty McFly, Max Rockatansky, John McClane and Ellen Victoria
result, lose the ability to connect with some of the higher-
Ripley did it, now it’s my turn! The Problems Worth Coding (Year 7 to Year 12)
• gain an insight into an effective planning framework order skills. This hands-on workshop will focus on conceptual
franchise kicked off in 2016. Episodes I, II and III explored
to support teachers with anticipating responses to ways to teach some of the more abstract concepts like
numerous great problems, definitely worth revisiting, but Important: This is part 2 of a special 3-part series aimed to
challenging tasks fractions, decimals, algebra, and geometry so that students
many more challenges lie ahead for those willing to digitise assist new teachers in navigating their first five years in the
can more easily access the pure maths involved in tackling
• identify effective questions to support the various their thinking. From creating functioning barcodes to flying, classroom. If you missed Part 1, don’t worry as you will be
problems associated with these concepts.
learning pathways that occur throughout a lesson the mathematical and physical world come together through able to watch it at a later stage. Part 3 is a bonus presentation
coding. Participants will not be writing programs, instead, they USING REASONING TO DEVELOP DEEP which will be available after the conference.
will be given great mathematics problems to investigate and UNDERSTANDING
provided with the structures and basis of the code need to It has been well publicised that a significant percentage (up
enable such explorations. (Capability development in students) to 50%) of graduate teachers leave the profession before
they have reached the milestone of five years of teaching.
Michael Nelson, Drysdale Primary School With the balance of classroom management and establishing
(Year 3 to Year 6) relationships with key stakeholders, managing workload, and
ensuring your curriculum planning caters to varying abilities
This presentation will explore how the reasoning and and linked to assessment data, there is no doubt graduate
understanding capabilities are linked and can be used teachers can feel overwhelmed.
together to develop best practice in the classroom. This
presentation will investigate how teachers and educators can This 2nd part of the 3-part Series will showcase a selection of
increase their students reasoning and how by focusing on digital technologies I have deemed to be very useful and user
this, a deeper understanding of concepts will be developed. friendly. These will include freely available software and maths
This will involve exploring explicit teaching, small group apps which you can easily and readily use in your classrooms.
approaches, lesson activities and assessment tools to create a We can leverage technology to help students visualise
rich environment for students. concepts, collect, model and analyse data, and help students
24 25SESSION 2: Thursday, 11.20am-12.05pm (cont.)
stay connected to a safe community of learners. Technology
can be one of your greatest teaching tools. No doubt since we
have done quite a bit of remote-teaching and learning as of
late, we have all been forced into considering the way we use
our ICT. This session will provide opportunities to share those
experiences, and share your personal favourites.
THE NEW VCE FOUNDATION MATHS:
ENHANCING STUDENT CAPABILITIES IN
MATHEMATICS FOR USE IN EVERYDAY LIFE,
FUTURE STUDY AND WORK
your tailored
career partner
(Capability development in students, Numeracy In
Context, Valuing Mathematics In Society, Workplace
Capabilities)
Justine Sakurai, Sandringham College and Educational
Consultant At anzuk, we understand and specialise in assisting educators at every stage of your career.
Dave Tout, Australian Council for Educational Research
We have dedicated teams delivering to your specific needs from casual relief teaching, to contract,
(ACER) permanent, and leadership opportunities. Our National and global divisions allow us to offer this
(Year 11 to Year 12) service throughout Australia and abroad.
The new 2023 version of VCE Foundation mathematics Relationships with educators and schools is always our priority. We pride ourselves on this
includes the ability for students to study this mathematics alignment, ensuring we maximise educational outcomes for students, in the classroom.
subject for the first time in Year 12 through the development
of Units 3 and 4. This presentation will outline the new VCE
Foundation Maths curriculum that was reviewed and revised PARTNERING WITH MATHS TEACHERS
over 2019/20, and finalised after public consultations
We provide career guidance and pathways for Maths Teachers at every stage of your career journey,
in 2021. This session will share some of the insights, from graduates to principals.
background and content of this revised and new curriculum
and how it can be used to better support more students gain We assist in as many ways as we can, from building your capacity through mentoring, CV building or
improved capabilities in mathematics understanding and use. interview coaching.
We align your skills, experience and values with the knowledge of our extensive school network to
AREA (AND HOW TO USE IT TO TEACH THE provide your next opportunity.
ENTIRE CURRICULUM)
CASUAL RELIEF
(Capability development in students , ICT capabilities , We are the leading provider of casual relief teaching services. Working as a casual relief
Numeracy in context) teacher provides educators with the opportunity to work in a variety of educational
environments while gaining invaluable teaching experience and flexibility.
Chris Wetherell, AMT
(Year 5 to Year 12) CONTRACT AND PERMANENT ROLES
Our permanent education team specialise in providing talented educators across all subject
Well, maybe teaching the entire curriculum is the slightest areas. From maternity leave, short term contracts to ongoing placements in all educational
exaggeration. But there are connections everywhere in settings including government and independent settings.
mathematics, so it should not be surprising that an idea as LEADERSHIP OPPORTUNITIES
fundamental as area should find natural links with such diverse Our permanent education team share a combined experience of over 70 years in education.
We understand the needs of leadership and providing guidance and coaching for educators
topics as fractions, algebra, probability, statistics and calculus.
looking for that next step in their career. We utilise our extensive professional network
Of course, all of these topics can be applied to solve various and connections in the Australian and International sector to align your next leadership
problems about area, but in this workshop we will mainly be opportunity and build your capacity.
interested in the reverse process of harnessing an intuitive
TEACH OVERSEAS
grasp of area to help develop a deeper understanding of key With global offices in the US and UK, and opportunities in Asia, you’ll feel supported in fantastic
concepts in other parts of the curriculum. schools across our wide network. In the UK we specialise in primary, secondary or nursery
(early childhood).
Oliver Wurm
Permanent Opportunities Consultant - Maths & Science
oliver.w@anzuk.education | 03 9249 2492
26 27You can also read
