20250730 MAV25 synopsis - Flipbook - Page 103
F10 EMBEDDING ABORIGINAL
PERSPECTIVES MEANINGFULLY IN
TEACHING
Subtheme: Pedagogy and curriculum
Kris Westcott, Sackville Street Public School
(F to Year 8)
Drawing on the work of Dr Chris Matthews this workshop
will explore how the elements of culture and mathematics
are interwoven. It aims to build the confidence of teachers
to embed cultural authenticity within their lessons for the
benefit of all students. Participants will be guided to banks
of resources that provide culturally appropriate lesson ideas
as well as those that can be used for further professional
development.
Key takeaways:
1. Explore Aboriginal ways of learning and how they inform
mathematics pedagogy.
2. Identify authentic resources that support cultural inclusivity
in mathematics.
3. Engage with professional learning opportunities that
extend cultural responsiveness in maths teaching.
F12 WORKING TOGETHER: USING GENAI AS
A CRITICAL FRIEND
Subtheme: Innovation and inspiration
Carmel Mesiti and Scott Cameron, University of
Melbourne
(F to Year 12)
Generative AI tools, such as ChatGPT, have access to a
wealth of knowledge. This knowledge makes GenAI tools
a powerful, critical ‘friend’, offering feedback, suggestions,
and fresh perspectives on your teaching practice. In this
interactive workshop, mathematics educators from both
primary and secondary settings will explore how GenAI can
support reflective practice, spark new pedagogical ideas,
and challenge assumptions about teaching and learning.
Participants will engage with example prompts and trial
strategies for using GenAI to both critique and extend their
planning and practice.
Key takeaways:
1. Develop strategies for using GenAS as a critical friend.
2. Explore prompts for GenAI to provide feedback on
resources.
3. Explore strategies for using GenAI as a reflective tool.
F11 MANAGING COGNITIVE LOAD
WHILE TEACHING THE RICHNESS OF
MATHEMATICAL THINKING
F13 NUMERACY VS MATHEMATICS: WHY
DOES IT MATTER?
Subtheme: Pedagogy and curriculum
Subtheme: Leadership and agency
Peter Sullivan , Monash University
(F to Year 10)
Justine Sakurai, The University of Melbourne
(F to Year 12)
A key feature of mathematics is to learn about the
connections between concepts. These connections need to
be taught explicitly but this cannot be done if concepts are
taught in isolation following tricks and rules. To foster the
building of connections, which requires student thinking and
agency, there is a need to manage the necessary cognitive
load. This session offers six strategies for managing the
cognitive load involved in teaching the curriculum that
emphasises connections, intuitive thinking and applications.
Numeracy education goes beyond traditional mathematics
teaching, it recognises that numeracy and mathematics are
distinct yet complementary domains. This session explores
how numeracy functions as a social practice, embedded in
real-world contexts where people use mathematical thinking
to navigate and thrive in daily work and life.
Key takeaways:
1. Develop an understanding of cognitive load.
2. Strategies for planning and teaching lessons with cognitive
load in mind.
Participants will discover how contemporary frameworks
distinguish numeracy from mathematics by integrating
practical applications, student attitudes, and contextual
problem-solving. Numeracy should be the responsibility of
the whole school community; we’ll examine how numeracy
emerges naturally from workplace scenarios, community
engagement, and personal decision-making.
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
103
