20250730 MAV25 synopsis - Flipbook - Page 100
SESSION F: Friday, 12.10pm-1.10pm
F01 BUILDING CONCEPTUAL
UNDERSTANDING IN EDI USING HANDS-ON
MATHEMATICS TEACHING STRATEGIES
Subtheme: Pedagogy and curriculum
Silvin Brown, Loch Primary School
(F to Year 2)
This workshop focuses on fostering deep conceptual
understanding and developing essential skills through
the power of explicit teaching, utilising the Explicit Direct
Instruction (EDI) model. Participants will engage in handson strategies that help students build strong foundational
knowledge as stepping stones for future learning. The session
demonstrates how to effectively scaffold learning, frame
key ideas, and actively involve students in making sense of
mathematical concepts. The approach supports students in
applying their understanding to new contexts within the same
lesson. Through practical examples and discussion, educators
will gain strategies to create clear, connected, and purposeful
mathematics experiences that support all learners in moving
from understanding to confident application.
Key takeaways:
1. Learn how to clearly frame and scaffold key mathematics
concepts through explicit teaching using the Explicit Direct
Instruction (EDI) model.
2. Explore hands-on strategies that actively engage students
in building conceptual understanding.
3. Discover how to connect foundational skills to deeper
application within a lesson sequence
F02 NUMBER FACT FLUENCY: BUILDING
CONFIDENT FLEXIBLE THINKERS.
Subtheme: Pedagogy and curriculum
Tina Richardson , Benteligh West Primary School
(F to Year 6)
This presentation focuses on how developing number
fact fluency- quick and accurate recall of basic facts lays
the foundations for higher order mathematical thinking.
Particiapnts will explore how fluency is not just memorisation
but also includes flexibility, efficiency and strategy use. The
session will unpack research- based strategies for building
fluency in addition, subtraction multiplication and division.
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
100
while supporting students who may struggle with memory or
number sense. Attendees will learn two to integrate fluency
practice into everyday maths instruction in meaningful lowstress ways to help students thrive.
Key takeaways:
1. Differentiate between rote memorisation and strategic
fluency.
2. Explore engaging strategies for teaching fluency (Number
talks, visual models games).
3. Understand developmental progressions and when to
introduce specific strategies.
F03 BRINGING PROFICIENCIES TO LIFE
Subtheme: Pedagogy and curriculum
Christopher Short and Daphne Parker, Berwick Chase
Primary School
(F to Year 6)
Berwick Chase Primary School has developed and
implemented a whole-school Learning and Teaching Model
that ensures all students engage with the four mathematical
proficiencies each week. Working closely with critical friend
Rob Proffitt-White, the school has focused on structured
professional learning, Learning Specialist coaching, and
collaborative planning to drive consistency and confidence.
Key outcomes include improved engagement, targeted
changes to early years models, and increased teacher
capability. Attendees will receive our Learning and Teaching
Models, planning samples, and participate in problem-solving
tasks using our Decode, Decide and Defend framework to
experience our approach firsthand.
Key takeaways:
1. Exposure to a school-wide learning and teaching model
that is focussed on mathematical mastery using the four
proficiencies. An explanation of how our school-wide changes
have been embedded including areas we would avoid if given
a second chance. A solid model for bringing problem solving
into primary classrooms.
