THE MATHEMATICAL ASSOCIATION OF VICTORIA

 
THE MATHEMATICAL ASSOCIATION OF VICTORIA
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
THE MATHEMATICAL ASSOCIATION OF VICTORIA
THE MATHEMATICAL
                    ASSOCIATION OF VICTORIA

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                                                ASSOCIATION
                                                 OF VICTORIA
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 > Prime Number                                                                                    > MAVshop
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 > Common Denominator                                                                                SACs, solutions
    (Magazine)

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            > VCE                                                                  > Maths camp
            > Professional learning events                                         > Games days
            > Virtual learning sessions                                            > Family maths activities
                                                                                   > VCE revision lectures
                                                                                   > Made by Maths app

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  www.mav.vic.edu.au
THE MATHEMATICAL ASSOCIATION OF VICTORIA
WELCOME TO MAV19                                              CONTENTS
                               The Mathematical               PROGRAM                Page 4
                               Association of Victoria
                               invites you to the 56th        KEYNOTES               Page 5
                               Annual Conference              GENERAL INFO           Page 11
                               (MAV19) in Melbourne           REGISTRATION INFO      Page 12
                               from Thursday 5 –              ACCOMMODATION          Page 12
                               Friday 6 December 2019.
                                                              SESSION SUMMARY        Page 17
                                  At the heart of MAV’s       SESSION DETAILS        Page 29
                                  Annual Conference
                                                              PRESENTERS             Page 105
                                  are teachers. Each year
                                  over 1400 mathematics
educators including teachers, academics, policy makers,
curriculum experts and resource developers come together
to share their collective expertise, experiences and ideas.
That’s what makes our conference great!                       SCHEDULE
Making connections is crucial to the success of mathematics   Thursday 5 December 2019
education in the future. Mathematics educators need to
work together, across schools, with university, industry      8am-8.50am             Registration and expo open
partners and various other stakeholders. Educators also       9am-10am               Session A: Keynote
need to make connections between curriculum, pedagogy,                               presentations
skills and context to ensure student engagement and growth    10.15am-10.50am        Morning tea
mindsets.
                                                              11am-12pm              Session B: workshops
Making connections will ensure both rigour and innovation,    11am-1.20pm            Session B-C: workshops
and provide opportunities for increasing impact in            12.10pm-1.10pm         Session C: workshops
mathematics education.
                                                              1.10pm-2.20pm          Lunch
MAV19 Keynotes and workshops will cover six themes:           2.30pm-3.30pm          Session D: workshops
Tools and Technology – explore possibilities for embedding    2.30pm-4.40pm          Session D-E: workshops
technology and collaborative tools to advance mathematical    3.40pm-4.40pm          Session E: workshops
teaching and learning
                                                              4.50pm-5.50pm          Happy hour
Curriculum/Assessment – support and enhance excellence        Friday 6 December 2019
through curriculum understanding, planning, delivery and      8am-8.50am             Registration and expo open
assessment
                                                              9am-10am               Session F: Keynote
STEM – linking mathematics education to industry and                                 presentations
further study                                                 10.15am-10.50am        Morning tea
Networks as Communities of Practice – working together        11am-12pm              Session G: workshops
to achieve excellence in mathematical teaching and learning   11am-1.20pm            Session G-H: workshops
Pedagogical Content Knowledge – integration of                12.10pm-1.10pm         Session H: workshops
mathematical content knowledge with the skilled teaching      1.10pm-2.20pm          Lunch
of that knowledge
                                                              2.30pm-3.30pm          Session I: workshops
Context for Learning – creating connections using             2.30pm-4.40pm          Session I-J: workshops
contexts for learning
                                                              3.40pm-4.40pm          Session J: workshops
Join us at MAV19 Making+Connections, to form and share
your own connections.

- Ann Downton, Conference Convenor

                                                                                               THE MATHEMATICAL
                                                                                               ASSOCIATION OF VICTORIA

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THE MATHEMATICAL ASSOCIATION OF VICTORIA
PROGRAM
     Thursday 5 December 2019                                       Friday 6 December 2019
     8am-8.50am             Registration and expo open              8am-8.50am            Registration and expo open
     9am-10am               Session A: Keynote presentations        9am-10am              Session F: Keynote presentations
                            •    A1: Mike Askew                                           •   F1: Mike Askew
                            •    A2: Jill Cheeseman                                       •   F2: Janette Bobis
                            •    A3: Geoff Masters                                        •   F3: Cassandra Marinopoulos
                            •    A4: Kate Smith-Miles                                     •   F4: Hilary Hollingsworth
                            •    A5: Panel discussion                                     •   F5: Greg Oates
     10.15am-10.50am        Morning tea                             10.15am-10.50am       Morning tea
     11am-12pm              Session B: workshops                    11am-12pm             Session G: workshops
     11am-1.20pm            Session B-C: workshops                  11am-1.20pm           Session G-H: workshops
     12.10pm-1.10pm         Session C: workshops                    12.10pm-1.10pm        Session H: workshops
     1.10pm-2.20pm          Lunch                                   1.10pm-2.20pm         Lunch (competition draw at 2pm)
     2.30pm-3.30pm          Session D: workshops                    2.30pm                Registration and exhibition close
     2.30pm-4.40pm          Session D-E: workshops                  2.30pm-3.30pm         Session I: workshops
     3.40pm-4.40pm          Session E: workshops
                                                                    2.30pm-4.40pm         Session I-J: workshops
     4.50pm-5.50pm          Happy hour
                                                                    3.40pm-4.40pm         Session J: workshops

    KEYNOTE PRESENTATIONS                                          MAV 19 CONFERENCE THEMES
    In 2019 there will be five Keynote Presentations at the        Keynotes and workshops at MAV19 will cover six themes:
    beginning of each day. You will need to choose one of these
    to attend.                                                     Tools and Technology – explore possibilities for embedding
                                                                   technology and collaborative tools to advance mathematical
    The keynote presentations will be listed online as Session A   teaching and learning
    (Thursday) and Session F (Friday).
                                                                   Curriculum/Assessment – support and enhance excellence
    EXTENDED SESSIONS                                              through curriculum understanding, planning, delivery and
                                                                   assessment
    There are four extended sessions, B-C, D-E, G-H and I-J.
    These sessions run over two hour sessions plus the break in    STEM – linking mathematics education to industry and
    between (length will vary depending on presenter/topic). If    further study
    you are attending an extended session, for example B-C, this
    would replace your choices for both sessions B and C.          Networks as Communities of Practice – working together
                                                                   to achieve excellence in mathematical teaching and learning
                                                                   Pedagogical Content Knowledge – integration of
                                                                   mathematical content knowledge with the skilled teaching of
                                                                   that knowledge
                                                                   Context for Learning – creating connections using contexts
                                                                   for learning

             THE MATHEMATICAL
             ASSOCIATION OF VICTORIA

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THE MATHEMATICAL ASSOCIATION OF VICTORIA
KEYNOTES

 THURSDAY 5 DECEMBER 2019

                       A1: MIKE ASKEW                                                     A2: JILL CHEESEMAN
                                                           F–8                                                                F–2

                       PROFESSOR OF                                                       SENIOR LECTURER,
                       MATHEMATICS EDUCATION                                              EDUCATION, MONASH
                       UNIVERSITY OF                                                      UNIVERSITY
                       WITWATERSRAND,
                       JOHANNESBURG                                                       LEARNING FROM CHILDREN
                                                                   Context for learning
REASONING AS A MATHEMATICAL
HABIT OF MIND                                                      Learning and teaching mathematics fascinates me and I know
                                                                   that some of the important things I have learned have come
Curriculum/Assessment                                              from children. In this session, I will share some stories that
                                                                   are memorable to me to illustrate ways in which children’s
Of the four proficiencies – understanding, fluency, problem        ideas and actions have left indelible imprints on my thinking,
solving and reasoning - reasoning is often seen, I think, as the   inspired me to be a better teacher, and amazed me with their
‘gold standard’ of mathematics: harder to learn than the other     insights.
fluencies and only accessible to a minority of learners.
                                                                   As a teaching profession, I think we share our practice
An alternative view - one that I share - is that mathematical      through our narratives. Maybe in some cases the stories are
reasoning is actually an extension of the sort of everyday         apocryphal but those I will recount are real and come from
reasoning that we all engage in throughout our lives.. From        classrooms. I will connect each story to a research project,
that perspective, engaging in mathematical reasoning should        a professional development initiative or a kind invitation to
be accessible to all learners and not just the select few. And     problem-solve with children. The power of these stories is
contrary to another popular belief, reasoning is not necessarily   to highlight socio-cultural issues in mathematics education,
dependent on fluency needing to be taught first. So rather         equity and access issues, theoretical perspectives, and the
than treat reasoning as something special and difficult in         personal qualities of young mathematicians. In particular,
mathematics teaching, what would it look like to have it           children have reminded me of the curiosity, creativity,
happening ‘little and often’ in all mathematics teaching, so       persistence and knowledge that they can bring to the pursuit
that all pupils come to develop reasoning as a ‘habit of mind’?    of mathematics. My reflections serve as one example of the
In this plenary I will share some of the research into how we      ways in which teachers, and teacher educators, learn with
can support everyone reason mathematically and suggest             children. I hope that participation in this session will prompt
some practical examples for bringing reasoning into the            teachers to consider their experiences and how they have
centre of mathematics lessons, conferences on mathematics,         been learning from children.
leadership and thinking. Topics have included professional
learning teams, questioning, curriculum and leadership
practices.
Professor Askew’s keynote presentation is sponsored by

                                                                                                            THE MATHEMATICAL
                                                                                                            ASSOCIATION OF VICTORIA

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THE MATHEMATICAL ASSOCIATION OF VICTORIA
THURSDAY 5 DECEMBER 2019

                       A3: GEOFF MASTERS AO                                                  A4: KATE SMITH-MILES
                                                              F–12                                                              7–12

                       CEO, AUSTRALIAN                                                       PROFESSOR OF
                       COUNCIL FOR EDUCATIONAL                                               APPLIED MATHEMATICS,
                       RESEARCH (ACER)                                                       UNIVERSITY OF
                                                                                             MELBOURNE
                       CONNECTING TEACHING TO
                       STUDENT READINESSO AND
                                                                      MYTHBUSTING MATHEMATICS
    Curriculum/Assessment
                                                                      Context for Learning and STEM
    In each year of school, the most advanced students in
    mathematics are at least five to six years ahead of the           This talk tackles some of the many myths about mathematics
    least advanced students, with some evidence that this             that affect student perceptions, and equips teachers to
    gap widens across the years of school. This is an issue if        respond with debunking examples. The foundational aspect
    teachers understand their role as the delivery of the same        of the school mathematics curriculum can make it difficult
    mathematics curriculum to all students in a year level. Many      for students to see the relevance to the real world and their
    less advanced students lack the prerequisite knowledge to         future.
    engage meaningfully and so fall further behind each year.
    Other, more advanced, students often are not challenged           The role of mathematics in tackling many of societies greatest
    and extended to the levels of which they are capable.             challenges will be discussed, and the reason that mathematics
    One approach to this issue has been to create different           consistently ranks as the top job in an annual world survey
    mathematics streams, but this risks labelling, locking students   of occupations will be explained. Finally, some classroom
    into particular streams, and setting ceilings on how far some     suggestions will be offered to help students see that - far from
    students can progress. This keynote considers an alternative      being a dusty old and irrelevant subject - new mathematics is
    structure for the school mathematics curriculum – one             being developed all the time in response to society’s needs.
    that would see all students progress through a sequence of        Professor Smith-Miles’s keynote presentation is sponsored by
    attainment levels not linked directly to year levels.
    Professor Masters keynote presentation is sponsored by

             THE MATHEMATICAL
             ASSOCIATION OF VICTORIA

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THE MATHEMATICAL ASSOCIATION OF VICTORIA
THURSDAY 5 DECEMBER 2019

A5: PANEL DISCUSSION                                               MC: KYLIE SLANEY
                                                          7–12
WHAT’S UP WITH SECONDARY                                           MAV Board member, and Teacher
SCHOOL MATHEMATICS, AND HOW                                        Mathematics and Digital Technologies,
CAN WE IMPROVE IT?                                                 Carey Baptist Grammar School.

Context for Learning, Pedagogical Content Knowledge
and Curriculum/Assessment
We often hear that learning maths teaches reasoning,               SARAH BUCKLEY
problem solving logical, and critical thinking skills. Students
can develop a host of technical skills but if they lack the        Research Fellow, The Australian
capacity to apply these skills to solving problems which are       Council for Educational Research
anything other than technical exercises, their knowledge           (ACER).
is irrelevant. A critical skill in mathematics is being able to
derive a mathematical formulation from a context. Yet we also
know that many students leave school not having mastered
essential numeracy skills.
                                                                   SEBASTIAN SARDINA
What should the role of school mathematics education be in
                                                                   Senior Research Fellow in Artificial
our emerging new world? And as such, what mathematical
                                                                   Intelligence, School of Computer
ideas should students be required to engage with? Why
                                                                   Science and Software Engineering,
are topics like algorithmic thinking and coding relevant to
                                                                   RMIT University University.
secondary school mathematics?
Are we pushing kids too far by asking them to do maths until
Year 10? Are we doing enough to combat maths anxiety in
the secondary school maths classroom? What are the factors         PETER GOSS
leading to this anxiety, and are we doing enough to address        School Education Program Director,
them?                                                              GRATTAN Institute.
What if maths was elective from Year 9 like other subjects?
Couldn’t students get enough numeracy across the
curriculum after Year 10 that maths was not needed anyway?
If maths was not compulsory teachers may need to improve
their practice and work harder to recruit and retain students in   NEIL CARMONA-VICKERY
maths subjects. Teachers could then focus on those who are
interested in maths, leading to more students taking higher        Acting Director, Monash Tech School
level mathematics than currently; do you agree?
Come along and explore these topics with our panel of
experts from across the maths education sector.

                                                                                    THE MATHEMATICAL
                                                                                    ASSOCIATION OF VICTORIA

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THE MATHEMATICAL ASSOCIATION OF VICTORIA
NEW!

     Victoria’s most trusted maths series
        Now addresses the needs of a wider range of students,
          provides even greater assistance for teachers and
                 offers a new level of digital support.

                cambridge.edu.au/education/essentialmaths

     THE MATHEMATICAL
     ASSOCIATION OF VICTORIA

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THE MATHEMATICAL ASSOCIATION OF VICTORIA
GENERAL INFORMATION
CONFERENCE VENUE                                               NETWORKING DRINKS
La Trobe University, Kingsbury Drive, Bundoora, Victoria.      Date: Thursday 5 December 4:50pm - 5:50pm
Closest car park to Union Hall is carpark P3.                  Venue: Exhibition, Main Hall, Union Building

  CAR PARKING                                                  Networking drinks is free of charge and open to all registered
                                                               delegates and exhibitors.
  Car parking at La Trobe University for MAV19
  conference is included. Please ensure that you enter your    Please indicate whether you will be attending this event when
  vehicle registration number when registering. If you do      registering online.
  not register your vehicle registration number, you will be
                                                               CONFERENCE OFFICE CONTACT
  required to PAY via the ticket machine on the day.
                                                               Jacqui Diamond – Events Manager
  The car park rate for 2019 has increased to $5.80 per
                                                               Phone: + 61 3 9380 2399
  day or $1.60 per hour. Car parking is only available
                                                               Mobile: 0422 849 950
  in white bays. If you have not provided your vehicle
                                                               Email: jdiamond@mav.vic.edu.au
  registration number, when registering for MAV19, you will
  be required to purchase your own tickets via the cellopark   The Mathematical Association of Victoria
  Pay As You Go application or via the ticket machines         61 Blyth St, Brunswick VIC 3056
  located in each car park.                                    Phone: + 61 3 9380 2399
                                                               www.mav.vic.edu.au/conference
  No reimbursement is available on the day.
  Further car park details can be found at:                    CANCELLATION POLICY

  www.latrobe.edu.au/transport-central/car-parking/            Participants who cancel their booking on or prior to Friday
  melbourne-parking/fees                                       15 November 2019 will receive a refund less a $30
                                                               administration fee. All cancellations must be in writing and
                                                               include any documentation already sent out. No refunds are
                                                               available after Friday 15 November 2019. Registration may
                                                               be transferred to another person.

                                                               REGISTRATION INFORMATION
                                                               Registration fees

                                                                MAV Member Metro: one day                    $294
                                                                MAV Member Metro: two days                   $589
                                                                MAV Member Non-Metro: one day                $239
                                                                MAV Member Non-Metro: two days               $479
                                                                Non Member: one day                          $377
                                                                Non Member: two days                         $764
                                                                Student: one day                             $157
                                                                Student: two days                            $314

                                                               Happy hour (Thursday 5 December), morning tea and lunch are
                                                               free to registered delegates. All prices include GST.

MORNING TEA
Morning tea will be provided in the exhibition hall
on both days.                                                                                          THE MATHEMATICAL
                                                                                                       ASSOCIATION OF VICTORIA

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THE MATHEMATICAL ASSOCIATION OF VICTORIA
REGISTRATION
     Before you register you will need:                              Notes
     1. Your username and password to register online, if unsure     •    Registrations will not be deemed complete without full
     ring the MAV office on +61 3 9380 2399.                              payment or a school purchase order number.
                                                                     •    Session numbers are limited and the website will
     2. School purchase order number or credit card for                   indicate when sessions are full.
     payment (only Visa and MasterCard are accepted).                •    Member rates apply to MAV individual members,
     3. Download the synopsis and select your sessions ready              institutional/school members, Australian Mathematics
     to enter your selections online when you register.                   Associations who are members of AAMT, and New
                                                                          Zealand Mathematics educators who are member of
     To register                                                          NZAMT.
                                                                     •    The MAV reserves the right to cancel presentations if
     1. Visit https://www.mav.vic.edu.au/conference/mav19-
                                                                          minimum numbers are not reached.
     conference.html
     2. Log in using your username (email) and password.
     3. Choose your sessions, social program, accommodation              REGISTRATIONS CLOSE
     (if applicable) and complete the registration process.              FRIDAY 15 NOVEMBER 2019 AT 5PM
     4. Check the summary and amount you have been
     charged.
     5. Click on either purchase order or pay online and submit
     your payment to complete the registration process.
     6. Print out a copy of your confirmation for your records.     ACCOMMODATION
     7. You’ll get an automatic email which includes an invoice
     or receipt, confirming your registration.
                                                                    This year accommodation at Mantra Hotel and Breakfree Bell
     8. If receiving an invoice, approve and pass your invoice to   City will be available directly with the hotels.
     your accounts team to be paid ASAP to secure your place.
                                                                    To make bookings please contact the reservations team and
     Invoices have 14 day terms for payment.
                                                                    mention ‘Mathematical Association of Victoria’ to receive
     If you do not receive this email within an hour, contact       your discounted rate.
     MAV on 9380 2399.
                                                                    Email: bellcity.res@mantra.com.au
     Note: After you have registered you may login at any time      Phone: 03 9485 0380
     using your login details to change your sessions or to re-
                                                                    Bookings available on the below rates between 3 December
     print your confirmation. You cannot change any item that
                                                                    2019 – 7 December 2019
     affects the amount transacted and these changes will have
     to be made by the MAV office.                                  MANTRA BELL CITY, PRESTON
     Inclusions                                                     Located a short 10-minute drive from La Trobe University,
                                                                    this is a 4-star hotel. A shuttle bus will operate between
     The registration fee includes (per person) - morning tea
                                                                    Mantra and La Trobe University on the Thursday and Friday
     and lunch for each day registered; attendance at selected
                                                                    of the conference. The below prices do not include breakfast.
     sessions; networking drinks on Thursday 5 December;
     and access to industry exhibition. And parking if your         1 Bed Manhattan: $160 per night room only (book by 30
     registration number is supplied by the cut off date.           June 2019 to receive an early bird special of $150 per night).
                                                                    2 Bed Manhattan: $220 per night room only (book by 30
                                                                    June 2019 to receive an early bird special of $210 per night).
                                                                    Breakfast may be pre-booked with their reservations for a
                                                                    discounted rate of $25 per person @ Chill Restaurant and car
                                                                    parking for a discounted rate of $9 per day.
             THE MATHEMATICAL
             ASSOCIATION OF VICTORIA

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EXHIBITOR PASSPORT
BREAKFREE BELL CITY, PRESTON                                      PARTICIPATE IN THE EXHIBITOR PASSPORT
                                                                  PROGRAM FOR A CHANCE TO WIN PRIZES!
Located next to Mantra, this is a 3-star hotel. A shuttle
bus will operate between Breakfree Bell City and La Trobe         Each attendee will receive a Passport Program form in their
University on the Thursday and Friday of the conference. The      conference satchel. This passport program will also include
below prices do not include breakfast.                            the location map.
Sleep & Go Queen        $110 per night room only                  Here’s how to enter:
Sleep & Go Twin         $110 per night room only
Budget Double           $84 per night room only                   •   Visit each exhibitor who is participating in the Passport
Budget Single           $69 per night room only                       Program for an engaging conversation or product
                                                                      demonstration.
Breakfast may be pre-booked with their reservations for a         •   Exhibit representative will place a stamp on the Passport
discounted rate of $20 per person @ Chill Restaurant and car          Program form.
parking for a discounted rate of $9 per day.
                                                                  •   If you wish to go in the draw for Thursday prizes, drop
SHUTTLE BUS                                                           your Passport Program off at registration desk after end
During the conference a shuttle will run from Mantra Bell City        lunch. You will be entered in the Happy Hour draw. If you
to La Trobe University. This shuttle service is run by Murrays        are attending Friday only, drop your passport program off
Coaches.                                                              at registration desk before 1.30pm.

Departure Point at Mantra – Corner of Hotham Street and           •   Drawings will be held on Thursday 5 December (at
Bell Street (in Hotham Street).                                       happy hour) and Friday 6 December (at 2pm) in the
                                                                      Exhibitor Hall.
Drop off and pick up point at La Trobe University –
Bottom of Moat Drive at bus shelter                               •   WINNER MUST BE PRESENT TO COLLECT
                                                                      PRIZE!
Thursday 5 December
                                                                  Passport Program is open to all MAV19 registered delegates
Departure Mantra Bell City to La Trobe Uni bus shelter,           and excludes exhibitors. Only one passport program form
Moat Drive: 7.45am, 8.15am, 8.45am, 9.15am                        per registered attendee will be accepted as a valid entry. All
                                                                  contact information must be completed on the passport form
Departure La Trobe Uni bus shelter, Moat Drive                    to be eligible for the prize drawing.
Mantra Bell City: 5pm, 5.45pm, 6.50pm
Friday 6 December
Departure Mantra Bell City to La Trobe Uni bus shelter,
Moat Drive: 7.45am 8.15am, 8.45am, 9.15am
Departure La Trobe Uni Bus Shelter to Moat Drive
Mantra Bell City: 5pm, 5.45pm

LA TROBE UNIVERSITY
Student Rooms - Glenn College
Glenn College is located on campus at La Trobe University.
The rooms are student rooms, utilised throughout the year
by students and are generally small in nature. Please note
that there will be several other patrons staying at the college
during your stay and consequently there may be some noise.
Rooms consist of a single bed with linen. Bathrooms are
shared, allocated at 1 bathroom for every 4 rooms. You will
need to bring your own toiletries and soap. The price does not
include breakfast.
Student room: $80 per room/per night
                                                                                                           THE MATHEMATICAL
All rooms are subject to availability. We have placed a limited                                            ASSOCIATION OF VICTORIA

hold on rooms so book early.                                                                                                         13
LUNCH OPTIONS
     During your time at La Trobe University for the MAV19              AGORA SQUARE
     Conference, several food outlets across the University will
     be serving lunch to conference delegates. Once registered,         Bachelor of Coffee
     your email confirmation of registration will contain your          Option 1: Chicken schnitzel pack
     lunch voucher. This will entitle you to a MAV19 Conference         Chicken schnitzel, cheese and coleslaw on a fresh ciabatta
     Package Lunch at the following campus outlets:                     roll. Soft drink, water or small coffee/tea. Piece of fruit. Mini
     •   The Eyrie (Eagle Bar) •        Fuel Juice                      pastry or iced donut.
                                                                        Option 2: Vegetarian pack
     •   Pings Café Moat          •     Fusion                          Falafel and salad wrap. Soft drink, water or small coffee/tea.
                                                                        Piece of fruit. Mini pastry or iced donut.
     •   B&B Café (AgriBio)       •     Grafali’s Coffee Roasters
                                                                        Café Spice
     •   Bachelor of Coffee       •     Grain Express
                                                                        Large combinattion of any two curries served with rice from
     •   Café Spice               •     House of Cards Expresso         a selection of three meat and three vegetarian curries. Indian
     •   Café Veloci              •     Mamak Rice and Noodle           sweet dessert (Gulab Jamun). Soft drink or bottle of water. All
                                                                        vegetarian curries are vegan, curries do not contain nuts and
     •   Caffeine Café            •     Thanh Thanh                     are gluten free and all foods served is Halal.
     •   Charlies Kebabs          •     Writers Bloc Café               Café Veloci
     When completing your registration form you MUST select             Main meal, a piece of fresh fruit (banana or apple), cold
     which outlet you would like to get lunch from, for each day        drink (water, juice, Coke, Pepsi), chocolate treat. Main meal
     you are attending. If nothing has been selected your default       options: roasted chicken sandwich; chicken schnitzel roll/
     will be Ping’s Café Moat.                                          wrap; beef and salad roll; chicken, avocado aioli pasta salad;
                                                                        Caesar salad; chicken schnitzel salad; variety of meat pizzas
     UNION BUILDING
                                                                        and pastas. Main meal vegetarian options: falafel Tabouli
     The Eyrie (Eagle Bar)                                              and Humus Wraps (vegan); potato and egg salad; quinoa
                                                                        brown rice super-food salad (vegan), mixed grain salad
     Grilled chicken salad, soba noodles, spring onions, coriander,     (vegan), mediterranean pasta salad, garden salad. Variety of
     chilli, red cabbage, sesame soy dressing. Bottle of water and a    vegetarian pizzas and pastas
     cookie.
                                                                        Any special dietary requirement can be provided upon
     Pings Café Moat                                                    request at least one day earlier.
     Thursday                                                           Caffeine Café
     Lemon chicken, stir fried mixed vegetable, steamed rice,           One meal, drink, fruit or sweet treat. Main meal choices
     Bottle of water or can of Coke.                                    include: vegtarian baguette, smoked salmon baguette,
                                                                        chicken and avocado baguette, gourmet wrap, chicken wrap,
     Friday                                                             felafal wrap, two pack homemade Vietnamese rice paper
     Mongolian beef, stir fried mixed vegetable, steamed rice,          rolls, three homemade sushi, quinoa salad or Poke Bowl
     Bottle of water or can of Coke.                                    (Thursday), Soba noodle or Poke Bowl (Friday), Banh Mi,
                                                                        two Steamed Bao. Regular drink (coffee, water, juice, can of
                                                                        soft drink), assorted fresh fruit or melting moment (sweet
     AGRIBIO
                                                                        treat). A separate lunch pack can be prepared for delegates
     B&B Cafe                                                           who are vegan, gluten free, dairy free, nut free, lactose free.
                                                                        Delegates with dietary requirements much visit the cafe prior
     Choice of chicken parma, salad and chips; nasi goreng; baked       to 10.30am on the day to confirm collection.
     potato with pulled beef, rocket, slaw, sour cream and cheese;
     pumpkin and pine nut risotto (v). Soft drink or bottle of water.

              THE MATHEMATICAL
              ASSOCIATION OF VICTORIA

14
Charlies Kebabs                                                    Grain Express
Choice of open kebab or small kebab, can of drink or bottled       Large meal, can of drink. A variety of vegetarian options
water and a sweet (baklava or Turkish delight). Open kebab         including fried rice, noodles, dumplings, laksa and Tom Yum.
is lamb, chicken or falafel served with salad and fries topped
with tzatziki, hummus or chilli dip. Vegan and vegetarian          House of Cards
platters available. Small kebab is a wrap with tomato, lettuce,
                                                                   Regular coffee, classic jaffle and choice of daily treat or small
onion with a choice of sauces served with a side of fries.
                                                                   potato gems.
Fuel Juice
                                                                   Mamak Rice and Noodle
Option 1: Lunch box
                                                                   Bottle of water or can of soft drink with noodle or rice box
Wholemeal wrap, small fruit salad, yoghurt with museli,
                                                                   (chicken, beef or begetarian). Sauces include special chilli,
healthy bar, water or iced tea.
                                                                   satay, Teriyaki, black bean or sweet and sour. Vegetarian,
Option 2: Fresh salad
                                                                   gluten free, Halal chicken and beef dishes available.
Large chicken or vegetarian salad. Water and a piece of fruit
or a small juice.                                                  Thanh Thanh
Fusion                                                             Rice/noodles with any two dishes in the bain-marie (selection
                                                                   of Asian foods, vegetarian, chicken/beef/pork with seafood
Burger or 4 Burek or small salad, all served with chips and
                                                                   options available), with drink (soft drink can or bottle of
drink. Ribs, 3 Burek and drink.
                                                                   water) and sliced fruit.
Grafali’s Coffee Roasters
                                                                   Writers Block
Any lunch option with coffee or soft drink and a piece of fruit.
Options include toasted sandwiches, croissants, filled muffins,    Freshly baked Swiss pastry with a slice and coffee or bottle of
filled paninis, salads and sausage/vegetarian rolls. Vegetarian    water. Vegetarian, gluten free available.
and gluten free options can be provided.

  The Mathematics Teaching Toolkit is a suite of
  comprehensive, multimodal resources designed
  to support teaching and learning in numeracy
  and mathematics from birth to Level 10.
  The toolkit is designed to:
  • strengthen practitioners’ confidence and
    capability in teaching numeracy proficiencies
    and mathematics
  • increase students’ engagement and
    achievement in mathematics
  • support families to develop more positive
    attitudes towards mathematics.
  The toolkit will be available soon.
  For more information visit:
  www.education.vic.gov.au/numeracyportal
Introducing
      TI-Nspire CX II
                                                        ™

      graphing calculators

               » Familiar functionality
               » Added capability
               » Robust interactivity

      Visualise new paths to understanding
      The all-new TI-Nspire™ CX II platform brings
      a faster processor, updated new look and
      added maths and coding features that will
      help bring STEM to life for students.

      Find out more about the
      TI-Nspire™ CX II graphing calclulator
      at education.ti.com/aus/Nspire.

The platform bar is a trademark of Texas Instruments.
©2019 Texas Instruments AD 15957
SESSION SUMMARY: THURSDAY

 THURSDAY 5 DECEMBER 2019

 SESSION A: KEYNOTE, 9AM-10AM                                  B08   F - Y10    VCAA Mathematics Annotated Work
                                                                                Samples
A01      F - Y8       Reasoning as a mathematical habit of                      Crystal Afitu, David Leigh-Lancaster
                      mind                                     B09   Y7 - Y10 Coding in the Maths Classroom
                      Mike Askew                                              Georgia Gouros
A02      F - Y2       Learning from children                   B10   Y7 - Y12   Further More Mathemagical Marvels
                      Jill Cheeseman                                            to liven up lessons
A03      F - Y12      Connecting teaching to student                            Andrew Wrigley, Wally Brodar
                      readiness                                B11   Y7 - Y12   Getting Started With FX Draw
                      Geoff Masters AO                                          Paul Hooper
A04 Y7 - Y12          Mythbusting mathematics                  B12   Y7 - Y12   Using manipulatives in the High
                      Kate Smith-Miles                                          School classroom
A05 Y7 - Y12          What’s up with secondary school                           Vicky Kennard
                      mathematics, and how can we              B13   Y7 - Y10 More Puzzles, problems and tricks of
                      improve it?                                             the trade
                      Kylie Slaney, Sarah Buckley, Sebastian                  Mike Ristovsky, Andrew Jefferies
                      Sardina, Peter Goss and Neil Carmona-    B14   F - Y10    Brain Training Maths Card Games
                      Vickery                                                   Richard Korbosky
For a full description of keynotes, see page 5.                B15   Y7 - Y10 Essential Mathematics for the
                                                                              Victorian and Australian curriculums
 SESSION B: 11AM-12PM                                                         VJ Gunawardana
                                                               B16   Y2 - Y10 Exploring eTasks
                                                                              Douglas Williams
B01      Y11 - 12    2018 Specialist Mathematics
                     Examinations                              B17   Y5 - Y10 Developing fractional and algebraic
                     Allason McNamara, Dean Lamson,                           thinking in middle years
                     Philip Swedosh                                           Catherine Pearn, Max Stephens
B02      F - Y6      Warm Ups: More Than Just Tuning In        B18   Y7 - Y10 Making Connections
                     Marissa Cashmore, Laura MacLean                          Mike Clapper
B03      Y3 - Y8     Bringing Maths Learning to Life           B19   F - Y6     COMBO– extending the original
                     Dianne Liddell                                             game to take it much further
                                                                                Sue Gardiner
                                                               B20   F - Y6     A handful of favourites: Explore a
                                                                                collection of context rich investigations
B05      F - Y8      Embedding numeracy across the
                     school: it’s more then just mathematics                    Ellen Corovic
                     Lee-Anne Pyke                             B21   Y7 - Y10 Using Computers in a Maths
                                                                              Classroom with Year 7-10 Students
B06      F - Y6      Differentiating learning through
                     Success Criteria                                         Robert Rook
                     Paul Staniscia                            B22   F - Y10    Reflection and Metacognition in The
                                                                                Mathematics Classroom
B07      F - Y6      Approaches to support planning
                     for student-centred learning in                            Genovieve Grouios
                     mathematics                               B23   Y7 - Y12   Mathematical ideas in the game of
                     Aylie Davidson                                             SET
                                                                                Amie Albrecht

                                                                                                   THE MATHEMATICAL
                                                                                                   ASSOCIATION OF VICTORIA

                                                                                                                             17
SESSION SUMMARY: THURSDAY (cont.)
     B24   Y11 - Y12 Maximum fun with calculus
                                                              SESSION B-C: 11AM-1.20PM
                     Peter Fox
     B25   Y7 - Y12     Connecting numeracy, mathematics
                        and the world of work                 B-C01 F - Y2        Developing early maths concepts
                        Dave Tout                                                 through play
                                                                                  Leah O'Neill
     B26   Y5 - Y8      Really different Number and
                        Geometry Activities … yes really!!    B-C02 F - Y6        Embedding Active Pedagogy
                        Ian Bull                                                  into Teacher Education targeting
                                                                                  Mathematics: Transform-Ed!
     B27   Y7 - Y12     La Trobe Bendigo's new maths                              Paul Dann
                        enhancement program
                        Michael Payne, Toen Castle            B-C03 F - Y8        Teacher student collaboration:
                                                                                  promoting mathematical creativity
     B28   Y11 - Y12 Using Mathematica as an effective                            and curiosity.
                     tool                                                         Kristie Gibson, Melissa Sokol, Lana
                     Brian Stokes                                                 Fleiszig
     B29   Y7 - Y12     This one simple hack boosts maths     B-C04 Y11 - Y12 Constructing statistical application
                        learning                                                  tasks in Further Mathematics
                        Bryn Humberstone, Katie White                             Peter Jones
     B30   F - Y6       Moving maths intervention into the    B-C05 Y7 - Y12 Masterclass: Thrive and survive: The
                        whole class setting                                       first five years of secondary school
                        John Hein, Rebecca Forder, Rebecca                        teaching!
                        Kerr                                                      Danijela Draskovic, Helen
     B31   Y6 - Y7      Are your students ready for Year 7                        Haralambous
                        maths?                                B-C06 F - Y10       You don’t need to differentiate
                        Wendy Taylor                                              everything – it’s the Big Ideas that
     B32   Y11 - Y12 Widgets and UDFs in the classroom                            make a difference!
                     using TI-Nspire                                              Dianne Siemon
                     James Mott                               B-C07 F - Y12       Why Numeracy and why now?
     B33   Y9 - Y10 Classic Geometric Constructions                               Kerryn Sandford
                    Neale Woods                               B-C08 Y7 - Y12 A day in the life of a Mathspace
     B34   Y7 - Y12     AI - Machine Learning and                                 teacher and student
                        Algorithmics                                              Craig Blake
                        Craig Bauling
     B35   Y5 - Y10 My Students Don't Know Their Tables!
                                                              SESSION C: 12.10PM-1.10PM
                    Michael O'Reilly, Norrian Rundle
     B36   Y11 - Y12 ClassPad Tips and Tricks
                     Charlie Watson                           C01    Y11 - Y12 2018 Math Methods Examinations
                                                                               Allason McNamara, Mary Papp
     B37   Y11 - Y12 Investigating Integer Square Roots of
                     Complex Numbers                          C02    Y7 - Y10 Free resources for delivering excellence
                     Ray Williams, Katie Bye                                  in financial literacy
                                                                              Damian Nicholson
     B38   Y7 - Y12     Valuing student work in mathematics
                        at Camberwell High School             C03    Y - Y10    Targeted Teaching through a Learning
                        Geoffrey Menon, Ursula Parker                           Progression in Geometric Reasoning
                                                                                Marj Horne
     B39   Y7 - Y12     Finding gaps in student learning!
                        Are you struggling to engage          C04 F - Y4        Connecting mathematics to the real
                        middle school students in the maths                     world!
                        classroom?                                              Pam Vilsten , Matthew Ferguson
                        Adam Kruger

           THE MATHEMATICAL
           ASSOCIATION OF VICTORIA

18
C05 F - Y6        Making Maths Engaging for Students       C22             Cancelled
                  AND Teachers!                            C23   Y11 - Y12 Open-ended Tasks in Maths Methods
                  Bernard Kerrins                                          Trang Pham
C06 F - Y6        Mathematically Rich Tasks in Primary     C24   Y7 - Y10 Maths and Music – play me a tune on
                  Schools                                                 your calculator
                  Russell McCartney, Chris Terlich                        Brian Lannen
C07    F - Y8     Strategies for understanding geometry    C25   Y5 - Y12 The Art of Mathematics
                  – make it, draw it , name it , know it                  John Bament
                  Richard Korbosky
                                                           C26   Y5 - Y6   Differentiating Explorations with
C08 Y11 - Y12 Making connections through games in                          Manipulatives and Technology.
                  VCE Maths                                                Amy Somers, Leonie Haggett
                  Rosalind Willsher, Emily DiBella
                                                           C27   Y11 - Y12 Mathematical Methods Unit 3:
C09 Y7 - Y12 Improve Lesson planning and student                           Introducing Discrete Random Variables
                  engagement while saving time.                            Peter Flynn
                  Bill Murray
                                                           C28   F - Y6     Using Data To Inform Your Teaching
C10    Y7 - Y10 Powerful Conceptual Models                                  Andrew Spitty
                Claire Moriarty
                                                           C29   Y11 - Y12 Further Mathematics Exam - featuring
C11    Y7 - Y12 Connections through mathematical                           efficient ClassPad use
                modelling                                                  Elena Zema
                Ross Turner, Jim Spithill
                                                           C30   Y7 - Y12 Producing brilliant mathematical
C12    Y7 - Y12 Conceptualise and understand                              diagrams
                Mathematics with Geometry                                 Geoff Phillips, Ann Phillips
                Sanjeev Meston
                                                           C31   Y2 - Y8   Learning Fractions With Picture
C13    Y7 - Y10 Challenging, coherent, cumulative                          Puzzles
                experiences that engage all students                       Douglas Williams
                Peter Sullivan
                                                           C32   Y7 - Y10 Small Shifts, Big Gains
C14    Y7 - Y12 The future of grades and the impact on                    Deb Carmichael, Karen Milkins-Hendry
                growth mindset
                Tamara Heaney                              C33   Y11 - Y12 CAS in Specialist Mathematics
                                                                           Classroom
C15    F - Y6     Using the e5 Instructional Model in                      Bozenna Graham
                  Maths
                  Nichole Skews                            C34   Y11 - Y12 Build your own ClassPad functions and
                                                                           programs
C16    Y5 - Y12 What’s Inside an Escher Print?                             Charlie Watson
                Toen Castle, Christopher Lenard,
                Katherine Seaton                           C35   Y7 - Y10 Digital diagnostic assessment - be
                                                                          smart about planning
C17    F - Y8     Mathematics Learning Difficulties                       Vanessa Rule-Paddle, Lindy Sharkey
                  Nathalie Parry
                                                           C36   F - Y10   MAWA Competitions & Resources for
C18    Y3 - Y6    Number Talks in the Primary                              Reciprocal Members
                  Classroom                                                John West
                  Renee Patel, Lauren Lamont
                                                           C37   Y11 - Y12 Nailing the 2018 Methods Exam 2
C19    Y7 - Y12 A Conversation about Out of Field                          with a ClassPad
                Teaching                                                   Alastair Lupton
                Michael O'Connor
                                                           C38   Y4 - Y10 MathsCraft – working like a
C20 Y9 - Y12 The Three P’s of Performance                                 mathematician!
                  Dietmar Schaffner                                       Jacqui Lee, Anita Ponsaing
C21    F - Y6     Differentiation Through Engaging
                  Games
                  Catherine Epstein, Mandi Mackey
                                                                                             THE MATHEMATICAL
                                                                                             ASSOCIATION OF VICTORIA

                                                                                                                       19
SESSION SUMMARY: THURSDAY (cont.)
     C39   Y11 - Y12 Using Mathematica as an Effective          D14   Y5 - Y10    The Questioning Classroom
                     Tool                                                         Mike Clapper
                     Brian Stokes                               D15   Y5 - Y12    Curriculum that can connect every
     C40 F - Y6        Differentiating learning through                           student
                       Success Criteria                                           Steven Goldberg, Madeleine Graham
                       Paul Staniscia                           D16   Y5 - Y10    Communicating sustainability using
                                                                                  student-led statistical investigations
                                                                                  Vaughan Barras, Michael Llewellyn
                                                                D17   Y11 -Y12    Academic integrity for maths tasks
                                                                                  Katherine Seaton
     SESSION D: 2.30PM-3.30PM                                   D18   Y9 - Y10    Motivating and Engaging Middle
                                                                                  Secondary Learners
     D01   Y5 - Y10     Multiplication: A sign of the times                       Megan Steel, Jessica Carter
                        Stephen Hanlon                          D19   F - Y10     Victorian Curriculum Assessment and
     D02 Y5 - Y12       I don't understand the question - EAL                     Curriculum Made Easy
                        Sean Kelleher, Sharon Lei                                 Andrew Spitty
     D03 F - Y4         More blocks and less blocking           D20 Y5 - Y10      What makes a mathematical task rich?
                        Cassandra Lowry                                           Michaela Epstein
     D04 Y5 - Y6        Effective Team Teaching in a            D21   Y11 - Y12   Further Mathematics Exam - featuring
                        Mathematics Classroom                                     efficient ClassPad use
                        Eadaoin Lorigan, Tanya Tanner                             Elena Zema
     D05 F - Y6         Top Tips to Accelerate Learning         D22   F - Y8      Linking explicit teaching to meta-
                        Ian Stevens                                               cognition.
                                                                                  Michael Younger, Laura Boylan,
     D06 F - Y8         Fun fractions with Cuisenaire rods
                        Bernadette Mercieca                                       Amanda Williams

     D07 F - Y6         Enhancing student voice through         D23   F - Y6      Place Value: Developing quality
                        problem solving and inquiry                               assessment items
                        Nadia Walker                                              Angela Rogers

     D08 Y7 - Y10       Using Education Perfect to make         D24   Y5 - Y10    From sharing to ratios: It's all about
                        connections in Maths                                      proportions.
                        Jess Mikecz                                               Helen Booth, Leanne McMahon

     D09 F - Y6         Challenging Maths tasks to promote      D25   Y11 - Y12   Edrolo for Mathematics: Data,
                        student agency.                                           Differentiation and Exam Preparation
                        Stacey Lamb                                               Liam Ferris, Mark Drummond

     D10   Y3 - Y10 The Pedagogy of Picture Puzzles             D26   F - Y10     Algebra Tiles - A Lesson in the
                    Douglas Williams                                              Unknown
                                                                                  Nadia Abdelal, Anna Bock
     D11   Y11 - Y12    Recipe to develop VCE Mathematics
                        SAC 101                                 D27   Y5 - Y12    The Data Driven Teacher
                        Echo Gu, Trevor Smith                                     Craig Blake

     D12   F - Y6       Challenging, coherent, cumulative       D28   Y5 - Y10    Keeping it real - Data, data and more
                        experiences that engage all students                      data
                        Peter Sullivan                                            John Widmer, Juan Ospina León

     D13   F - Y8       From additive to multiplicative         D29   Y5 - Y8     Using Problem Solving to Create
                        thinking: Ideas for teaching                              Differentiated Learning Experiences
                        Mayamiko Malola, Catherine Pearn,                         Pauline Kohlhoff, Anne Prescott
                        Max Stephens                            D30 F - Y6        Creating mathematical engagement
                                                                                  with Maths300
                                                                                  Stephen McLeod, Laura O'Meara
           THE MATHEMATICAL
           ASSOCIATION OF VICTORIA

20
D31     Y11 - Y12   Mathematical Methods: Probability      D-E06 Y5 - Y10 Critical connections between
                    enhanced with TI-Nspire                                     language, literacy, mathematics and
                    Frank Moya                                                  numeracy
D32     Y11 - Y12   Developing Further Mathematics                              Dave Tout
                    SAC tasks                              D-E07     Y7 - Y12 Formative Assessment with Mobile
                    Kevin McMenamin                                           Devices in Mathematics Classroom
D33     F - Y10     Parental Perceptions of NAPLAN:                           Irina Lyublinskaya
                    Who’s Telling the Truth?
                    Linda Cranley, Gregory Hine            SESSION E: 3.40PM-4.40PM
D34     Y11 - Y12   Tips/resources for First Year VCE
                    Mathematical Methods (Units 1 & 2)
                                                           E01     F - Y10    Reflection and Metacognition in The
                    Teachers
                                                                              Mathematics Classroom
                    Ian Wong
                                                                              Genovieve Grouios
D35     Y5 - Y8     Making Connections: Making maths
                                                           E02     Y9 - Y12   Worthwhile CAS calculator use in this
                    planning easier
                                                                              year’s Mathematical Methods Exam 2
                    Jacinta Blencowe
                                                                              Kevin McMenamin
D36     Y9 - Y10    Chance, Data and the Gambling Issue
                                                           E03     F - Y8     Addressing misconceptions about
                    Robert Money
                                                                              mass and volume/capacity
D37     Y9 - Y12    Lights, Music and the TI-Innovator                        Heather McMaster
                    Raymond Rozen, Shane Dempsey
                                                           E04     Y7 - Y12   Producing brilliant mathematical
D38     Y9 - Y12    Wowed by Widgets – The Directors                          diagrams
                    Cut                                                       Geoff Phillips, Ann Phillips
                    Chris Ireson, Len Bedier
                                                           E05     Y11 - Y12 Mathematical Investigations for the
D39     Y7 - Y10    Sparking interest and engagement in                      new VCE Structure
                    the secondary classroom                                  Brian Lannen
                    Vanessa Rule-Paddle, Tim Carruthers
                                                           E06     Y9 - Y12   When is a square a triangle?
D40 Y7 - Y12        Improve Lesson planning and student                       Chris Wetherell
                    engagement while saving time.
                                                           E07     Y11 - Y12 Interesting Physics Applications for
                    Bill Murray
                                                                             Methods & Specialist SACs
                                                                             Wayne Semmens
SESSION D-E: 2.30PM-4.40PM
                                                           E08     Y9 - Y12   Preparing students for external exams,
                                                                              what’s QLD doing?
D-E01     F - Y6     Embedding Active Pedagogy                                Antje Leigh-Lancaster, Julian Lumb
                     into Teacher Education targeting      E09     Y7 - Y10   Team Teaching & Student Advocacy
                     Mathematics: Transform-Ed!                               Simon Pitaro, Natalie Raspudic
                     Paul Dann
                                                           E10     F - Y4     Developing Number Sense P-2
D-E02     Y7 - Y10 Making Probability accessible for all                      Kerri Smith
                   students
                   Narcisa Corcaci                         E11     Y11 - Y12 Demonstrating tricky concepts in
                                                                             VCE Maths using Desmos
D-E03     F - Y6     Masterclass: Supporting leaders in                      Bryn Humberstone
                     their first years of leading
                     Ellen Corovic, Aimee Fleming          E12     Y7 - Y12   Making Mathematical Memories -
                                                                              The big ideas behind teaching
D-E04 Y7 - Y12 Masterclass: Supporting leaders                                Zoe Schaffner, Aline MacDonald
                     in their first years of leading (a
                     secondary focus)                      E13     F - Y12    Student-Centred Coaching in
                                                                              Mathematics
                     Helen Haralambous, Danijela
                                                                              Kate Lachmund, Daniel Nadjidai
                     Draskovic
D-E05     Y7 - Y12 Avoiding the RHS
                   Peter Fox
                                                                                               THE MATHEMATICAL
                                                                                               ASSOCIATION OF VICTORIA

                                                                                                                         21
SESSION SUMMARY: THURSDAY (cont.)
     E14   Y5 - Y10     Rock N Rover                          E29   Y9 - Y12   Real trigonometry with real time, real
                        Jody Crothers                                          world data
                                                                               Enzo Vozzo
     E15   Y9 - Y12     Function Junction – Exploring
                                                              E30   F - Y6     Top Tips to Accelerate Learning
                        functions, graphing and coordinate
                                                                               Ian Stevens
                        geometry
                        Roger Wander                          E31   F - Y6     Kids - hate to estimate
                                                                               Jennifer Bowden
     E16   Y9 - Y12     Big Mathematical Ideas from
                        Computing                             E32   Y7 - Y10   Small Shifts, Big Gains
                        Kaye Stacey                                            Deb Carmichael, Karen Milkins-
                                                                               Hendry
     E17   Y11 - Y12 Mathematics and Mathematical
                     Literacy solution strategies; Teachers   E33   Y11 - Y12 Mathematical Methods: Probability
                     comments                                                 enhanced with TI-Nspire
                     France Machaba                                           Frank Moya
     E18   F - Y6       Balancing Being Open, Challenging     E34   Y4 - Y10 Learning Algebra With Picture
                        and Explicit                                         Puzzles
                        Michael Bairstow                                     Douglas Williams
     E19   Y9 - Y10     Flipped learning - a mathematics      E35   Y5 - Y10   Teaching with Algebra Tiles
                        experience for Year 9 boys                             Michael O’Reilly, Norrian Rundle
                        Penelope Kalogeropoulos, Angela       E36   Y9 - Y12   Lights, Music and the TI-Innovator
                        Liyanage                                               Raymond Rozen, Shane Dempsey
     E20   F - Y8       Exploring students’ mathematical      E37   Y11 - Y12 Investigating Complex Numbers
                        reasoning through horizon problems                    Using Series
                        Dianne Siemon                                         Ray Williams, Katie Bye
     E21   Y7 - Y12     Mathematical Ideas in the Game of     E38   Y9 - Y12   Bringing VCE Maths to Life with
                        SET                                                    TI-Nspire
                        Amie Albrecht                                          Stephen Crouch
     E22   Y5 - Y8      Really different Number and           E39   Y5 - Y12   Wolfram Language coding
                        Geometry Activities … yes really!!                     introduction, challenging tasks,
                        Ian Bull                                               formative assessment
     E23   Y7 - Y12     La Trobe Bendigo's new maths                           Ian Willson
                        enhancement program                   E40   Y11 - Y12 Using Computers in a Maths
                        Michael Payne, Toen Castle                            Classroom with Year 11/12+ Students
     E24   Y5 - Y6      Rich Tasks that Challenge our                         Robert Rook
                        Learners to Think                     E41   Y5 - Y8    Calendars, clocks and sundials
                        Catherine Epstein, Martin Holt                         Tim Byrne
     E25   Y5 - Y12     Using teacher feedback to shape
                        product direction
                        Andrew Crisp
     E26   Y11 - Y12 Complex Numbers, Polynomial
                     Equations and Polygons Yew
                     Fook Chan
     E27   Y7 - Y12     Enhance Your Teaching with
                        OneNote
                        Ashley Carlton, Scott Allder
     E28   Y7 - Y12     Journaling in Mathematics education
                        Peter Breukers

           THE MATHEMATICAL
           ASSOCIATION OF VICTORIA

22
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               Can you guess what happens next?                                     back in the right order before her brother returns?
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    ASSOCIATION OF VICTORIA
                                                                        OR CALL +61 3 9380 2399
                                                                                                             Prices are subject to change.
SESSION
DETAILS
 THURSDAY
5 DECEMBER
    2019
SESSION A, Keynote, Thursday, 9am-10am
     A01 Reasoning as a mathematical habit of mind                     as one example of the ways in which teachers, and teacher
                                                                       educators, learn with children. I hope that participation in this
     F - Y8, Curriculum/Assessment , Lecturer, Keynote                 session will prompt teachers to consider their experiences and
     Mike Askew AO, University of Witwatersrand,                       how they have been learning from children.
     Johannesburg
                                                                       A03 Connecting teaching to student readiness
     Of the four proficiencies – understanding, fluency, problem
     solving and reasoning - reasoning is often seen, I think, as      F - Y12, Curriculum/Assessment , Lecturer, Keynote
     the ‘gold standard’ of mathematics: harder to learn than the      Geoff Masters AO, Australian Council for Educational
     other fluencies and only accessible to a minority of learners.    Research (ACER)
     An alternative view - one that I share - is that mathematical
     reasoning is actually an extension of the sort of everyday        In each year of school, the most advanced students in
     reasoning that we all engage in throughout our lives. From        mathematics are at least five to six years ahead of the
     that perspective, engaging in mathematical reasoning              least advanced students, with some evidence that this
     should be accessible to all learners and not just the select      gap widens across the years of school. This is an issue if
     few. Contrary to another popular belief, reasoning is not         teachers understand their role as the delivery of the same
     necessarily dependent on fluency needing to be taught             mathematics curriculum to all students in a year level. Many
     first. So rather than treat reasoning as something special        less advanced students lack the prerequisite knowledge to
     and difficult in mathematics teaching, what would it look         engage meaningfully and so fall further behind each year.
     like to have it happening ‘little and often’ in all mathematics   Other, more advanced, students often are not challenged
     teaching, so that all pupils come to develop reasoning as         and extended to the levels of which they are capable.
     a ‘habit of mind’? In this plenary I will share some of the       One approach to this issue has been to create different
     research into how we can support everyone to reason               mathematics streams, but this risks labelling, locking students
     mathematically and suggest some practical examples for            into particular streams, and setting ceilings on how far some
     bringing reasoning into the centre of mathematics and             students can progress. This keynote considers an alternative
     teaching and learning of numeracy across the curriculum.          structure for the school mathematics curriculum – one
                                                                       that would see all students progress through a sequence of
     A02 Learning from children                                        attainment levels not linked directly to year levels.

     F - Y2, Context for Learning, Lecturer, Keynote                   A04 Mythbusting Mathematics
     Jill Cheeseman, Monash University
                                                                       Y7 - Y12, Context for Learning/STEM , Lecturer,
     Learning and teaching mathematics fascinates me and I know        Keynote
     that some of the important things I have learned have come        Kate Smith-Miles, The University of Melbourne
     from children. In this session, I will share some stories that
     are memorable to me to illustrate ways in which children’s        This talk tackles some of the many myths about mathematics
     ideas and actions have left indelible imprints on my thinking,    that affect student perceptions, and equips teachers to
     inspired me to be a better teacher, and amazed me with their      respond with debunking examples. The foundational aspect
     insights.                                                         of the school mathematics curriculum can make it difficult
                                                                       for students to see the relevance to the real world and their
     As a teaching profession, I think we share our practice           future. The role of mathematics in tackling many of societies
     through our narratives. Maybe in some cases the stories are       greatest challenges will be discussed, and the reason that
     apocryphal but those I will recount are real and come from        mathematics consistently ranks as the top job in an annual
     classrooms. I will connect each story to a research project,      world survey of occupations will be explained. Finally, some
     a professional development initiative or a kind invitation to     classroom suggestions will be offered to help students see
     problem-solve with children.                                      that - far from being a dusty old and irrelevant subject - new
                                                                       mathematics is being developed all the time in response to
     The power of these stories is to highlight socio-cultural         society’s needs.
     issues in mathematics education, equity and access issues,
     theoretical perspectives, and the personal qualities of young
     mathematicians. In particular, children have reminded me of
     the curiosity, creativity, persistence and knowledge that they
     can bring to the pursuit of mathematics. My reflections serve

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              ASSOCIATION OF VICTORIA

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A05 What’s up with secondary school mathematics,
and how can we improve it?
Y7 - Y12, Context for Learning/Pedagogical Content
Knowledge/Curriculum/Assessment, Lecturer, Keynote
Kylie Slaney, MAV Board member and Carey Baptist
Grammar School.
Sarah Buckley, The Australian Council for Educational
Research (ACER).
Sebastian Sardina, RMIT University University
Peter Goss, Grattan Institute
Neil Carmona - Vickery, Monash Tech School
We often hear that learning maths teaches reasoning,
problem solving logical, and critical thinking skills. Students
can develop a host of technical skills but if they lack the
capacity to apply these skills to solving problems which are
anything other than technical exercises, their knowledge
is irrelevant. A critical skill in mathematics is being able to
derive a mathematical formulation from a context. Yet we also
know that many students leave school not having mastered
essential numeracy skills.
What should the role of school mathematics education be in
our emerging new world? And as such, what mathematical
ideas should students be required to engage with? Why
are topics like algorithmic thinking and coding relevant to
secondary school mathematics?
Are we pushing kids too far by asking them to do maths until
year 10? Are we doing enough to combat maths anxiety in
the secondary school maths classroom? What are the factors
leading to this anxiety, and are we doing enough to address
them?
What if maths was elective from Year 9 like other subjects?
Couldn’t students get enough numeracy across the
curriculum after year 10 that maths was not needed anyway?
If maths was not compulsory teachers may need to improve
their practice and work harder to recruit and retain students in
maths subjects. Teachers could then focus on those who are
interested in maths, leading to more students taking higher
level mathematics than currently; do you agree?
Come along and explore these topics with our panel of
experts from across the maths education sector.

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                                                                   ASSOCIATION OF VICTORIA

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SESSION B, Thursday, 11am-12pm
     B01 2018 Specialist Mathematics Examinations                         During the workshop, participants will be provided with the
                                                                          opportunity to collaborate with others to develop potential
     Y11 - 12, Curriculum/Assessment, Lecture                             learning units, identifying ideas, skills and learning/teaching
     Allason McNamara, Trinity Grammar, Dean Lamson,                      considerations for maths learning units. Participants will
     Kardinia International College and Philip Swedosh,                   receive access to all examples developed within the workshop.
     The King David School
                                                                          Having access to a laptop/device to access Victorian
     Allason, Philip and Dean will discuss common student errors          Curriculum with be helpful. A phone/device with a camera
     in the 2018 Specialist Mathematics examinations. An analysis         is also recommended to be brought along. Textas and paper
     of the Multiple Choice section will be given; by-hand skills         will be provide to assist the collaborative crating time during
     will be discussed and different approaches to answering the          the session.
     Extended Answer questions will be outlined. Bring the 2018
     Specialist Mathematics VCAA Exams.                                   B05 Embedding numeracy across the school: it’s
                                                                          more then just mathematics
     B02 Warm Ups: More Than Just Tuning In
                                                                          F - Y8, Context for Learning, Workshop
     F - Y6, Pedagogical Content Knowledge, Workshop,                     Lee-Anne Pyke, Consultant
     Repeat/Commercial
     Marissa Cashmore, Macclesfield Primary School and                    The common and agreed national goals for schooling in
     Laura MacLean, Banyan Fields Primary School                          Australia states that ‘the curriculum will include a strong focus
                                                                          on literacy and numeracy skills’. However, numeracy or being
     This workshop will be all about choosing authentic rich warm         numerate no longer refers to basic number skills but rather
     up activities or games and connecting them to fundamental            the ability to use school learnt mathematical knowledge and
     skills and strategies that need to continuously be revisited         skills confidently with the practical demands of everyday life.
     throughout the year.                                                 By embedding numeracy across the school curriculum
     We will show participants how to use questioning during              teachers can support students’ numeracy development.
     warm ups to extend and promote meta-cognition as well as             Additionally, the demands of the mathematics curriculum can
     demonstrate some quick formative assessments.                        be incorporated alongside subjects such as literacy,
                                                                          humanities, Science, PE and Health thereby covering a
     During this workshop we will also establish ways to extend           number of curriculum demands at once. In this workshop,
     some of these warm up tasks into further investigations. Some        teachers will explore tasks from across curriculum areas and
     references to Maths300 will be used.                                 discuss how they activate the development of numeracy.
     B03 Bringing Maths Learning to Life
     Y3 - Y8, Curriculum/Assessment, Workshop, Repeat/
     Commercial
     Dianne Liddell, Engage Empower Educate
     This presentation is focused on helping teachers develop
     rich learning units that engage students, provide real-world
     experiences of maths and deepen students’ understandings of
     mathematical concepts, strategies and skills.
     Through this workshop, participants will be provided with
     resources and materials to support them in developing
     engaging mathematical units and learning experiences from
     Year 5 to Year 8.
     Key learnings from the last ten years, including what not to
     do and key considerations when implementing these units of
     learning, will also be shared with all participants to assist them
     in planning and developing future units.

               THE MATHEMATICAL
               ASSOCIATION OF VICTORIA

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