20250730 MAV25 synopsis - Flipbook - Page 102
SESSION F: Friday, 12.10pm-1.10pm (cont.)
F07 BRINGING DATA TO LIFE
Subtheme: Pedagogy and curriculum
Naomi Fitzgerald , The Australian Academy of Science
(Year 3 to Year 4)
The power of statistics lies in its ability to manage variability,
make predictions about the unknown, and use data to
tell meaningful stories about the world. Viewing statistics
through the lens of storytelling gives students a clear purpose
for engaging with statistical concepts and helps them see
data as part of everyday life. A widely used framework for
statistical investigations — by both students and professional
statisticians — is the PPDAC cycle: Problem, Plan, Data,
Analysis, and Conclusion. This cycle highlights that every
investigation begins with a problem and aims to uncover the
story behind the data.
In this interactive workshop, we’ll explore origami frogs using
the PPDAC process. Along the way, we’ll examine how the
ways we collect and represent data can shape and even
deepen the stories we uncover.
Key takeaways:
1. PPDAC cycle engages students as active participants in
statistical investigation.
2. Problem, Plan and Data elements provide a meaningful
context for data collection.
3. Analyse and Conclusion elements allow data to be used as
evidence to make inferences.
Remember:
Participants will need a laptop (to access the reSolve website.
F08 LEVEL UP: EXPLICITLY TEACHING
MATHEMATICS THROUGH GAMES
Subtheme: Pedagogy and curriculum
Jessica Kurzman, St. Patrick’s Primary School, Renee
Ladner, The Mathematical Association of Victora
(F to Year 8)
Engaging students in mathematics from Foundation to Year
6 requires a blend of creativity, strategy, and explicit teaching
techniques. This workshop explores how games can be
powerful tools for teaching mathematics explicitly, as aligned
with the Victorian Teaching and Learning Model (VTLM)
2.0. Participants will discover how to integrate mathematical
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
102
games into lessons to clarify key concepts, promote skill
development, and deepen understanding.
The session will highlight how games can support
differentiated learning, build fluency, and encourage
reasoning, leading to mastery. Strategies for designing and
selecting games that align with curriculum goals will be
shared, with a focus on scaffolding learning and assessing
student progress. Attendees will leave equipped with practical
tools and frameworks to implement game-based learning in
their classrooms, ensuring that students enjoy mathematics
while achieving success through explicit and targeted
teaching methods.
Key takeaways:
Game selection:
1. How to select mathematics games that align with specific
curriculum goals and scaffold learning.
2. Explicit teaching through games: Strategies to explicitly
teach mathematical concepts and skills using games.
3. Assessment and Reflection Tools: Understand how to use
games not only for learning but also as tools for formative
assessment.
F09 10 MINUTES THAT MATTER - REFINING
THE ART OF DAILY REVIEW
Subtheme: Contemporary challenges and successes
Brooke Brennan, Madame Maths
(F to Year 8)
Daily reviews are more than a warm up and more than fluency
practice when used intentionally, they become a powerful
lever for long-term retention, formative assessment, and
curriculum mastery. This session explores how consistent,
well-designed review routines can act as assessment, surface
misconceptions, deepen thinking, and boost student
confidence. Participants will see a range of flexible formats from oral prompts and mini whiteboards to hinge questions
and games - along with practical strategies for designing
cumulative, varied, and engaging review questions.
Key takeaways:
1. How to use daily reviews as an assessment tool.
2. How to engage students in daily review routines.
3. How to plan for daily reviews in a way that ensures
cumulative, systematic review of content.