20250730 MAV25 synopsis - Flipbook - Page 101
F04 ACTIVATING PRIOR KNOWLEDGE: A
LAUNCHPAD FOR DEEPER MATHEMATICAL
THINKING
Subtheme: Pedagogy and curriculum
Elise Copsey
(F to Year 6)
This interactive workshop explores the potential of
preliminary tasks to activate prior knowledge, spark curiosity,
and prepare students for deep mathematical thinking.
Drawing on research by James Russo and Jane Hubbard,
and inspired by the work of Michaela Epstein, this workshop
will outline the theoretical foundations that support the
use of preliminary tasks. This includes insights into how to
activate prior knowledge and manage cognitive load, whilst
developing the mathematical proficiencies.
Preliminary tasks—short, purposeful activities that precede
the core learning of a mathematics lesson—can play a pivotal
role in shaping student engagement, curiosity, and readiness
for complex thinking. Despite their brief nature, these tasks
are often underutilised or overlooked in lesson planning.
This workshop aims to highlight their value by drawing on
both classroom-based research and insights from cognitive
science. Participants will leave this workshop with practical
examples they can take back to their school.
number. In response, we shifted from isolated strand-based
teaching to a connected, number-sense approach across all
learning. We adopted a “number lens” approach, a schoolwide
focus on number sense, reasoning and mathematical thinking
embedded in diverse contexts. Rather than adding more, we
realigned what we teach, how we teach it and how we support
teachers to evolve their practice. This session explores the
ongoing development of a whole-school approach that
balances purposeful, rich experiences with explicit number
instruction across all strands. Grounded in our commitment
to educating the whole person, our goal is to grow confident,
curious and numerate citizens who think critically, contribute
compassionately and engage meaningfully with a complex
world.
Key takeaways:
1. Develop an understanding of how a ‘number lens’ can unify
teaching across strands and deepen number sense.
2. Explore rich mathematical experiences that combine
conceptual thinking with explicit number instruction.
3. Discover ways to support sustainable teacher growth
through collaboration, leadership and shared practice.
F06 WRITING CAS INSTRUCTIONS
Key takeaways:
Subtheme: Contemporary challenges and successes
1. Understand the theoretical and research-based rationale
for using preliminary tasks in mathematics lessons.
Neale Woods
(Year 9 to Year 12)
2. Explore diverse examples of effective preliminary tasks and
their classroom impact.
It’s one thing to know how to use technology but it is another
thing to effectively convey this knowledge to others. In
this session, participants will have the opportunity to learn
a variety of techniques to use when writing CAS material
for their students. The session will concentrate on layout,
fonts and the sequencing of instruction to enhance effective
teaching and learning. The presentation will feature both
TI-Nspire and Casio ClassPad technology. Participants will
have the opportunity to share their own experiences and ideas
for writing effective CAS learning material.
3. Develop skills in designing purposeful tasks that activate
thinking and foster engagement.
F05 REFRAMING PRACTICE: BUILDING
NUMBER SENSE THROUGH A NUMBER LENS
Subtheme: Pedagogy and curriculum
Ben Dixon and Peta Overbury, St Thomas the Apostle
Catholic Primary School
Key takeaways:
1. Effective use of CAS technology.
(F to Year 6)
2. Sequencing of instructional material.
What does it take to shift a school-wide maths practice?
We identified a challenge: while students were competent
in computation, they lacked rich opportunities to reason,
problem solve and make meaningful connections through
3. Using correct formatting and layout to enhance student
learning.
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
101
