20250730 MAV25 synopsis - Flipbook - Page 104
SESSION F: Friday, 12.10pm-1.10pm (cont.)
The session considers leadership implications to strengthen
both numeracy pedagogical methods and content
knowledge.
Key takeaways:
By understanding numeracy as a social practice distinct
from traditional mathematics education, teachers across
all disciplines can embed numeracy throughout the school
curriculum. This cross-curricular approach creates meaningful
learning experiences that prepare students with transferable
skills for active participation in an increasingly mathematical
society.
2. Insights from educators, Elders, and community voices.
Key takeaways:
1. Numeracy and mathematics are distinct educational
domains, with numeracy functioning as a social practice
embedded in real-world contexts and daily decision-making.
3. Implications for the Victorian education context and MAV.
F15 NAVIGATING THE IDEOLOGICAL
IN CONTEMPORARY MATHEMATICS
EDUCATION.
Subtheme: Leadership and agency
Tom Mahoney, Monbulk College/Deakin University
(F to Year 12)
2. Numeracy can be embedded across all domains and
disciplines in the school.
Mathematics education is fundamentally an ideological
endeavor.
3. Numeracy as social practice can transform learning into
transferable skills relevant to life.
As any approach to mathematics education comes from a
perspective of what mathematics education ought to look
like, those involved in it need to be critical of an imposition of
an illusory ‘best practice’ upon teachers and students.
F14 OUR LANGUAGE, OUR STRENGTH:
REFLECTIONS FROM THE BIANNUAL ATSIMA
CONFERENCE
Different school communities and contexts understand the
purpose of mathematics education in different ways. As
such, school leaders and teachers should allow space for the
exploration of the purpose/s of mathematics in their schools,
with an awareness of how dominant ways of thinking are
directing educational policy in mathematics education.
Subtheme: Contemporary challenges and successes
Kerryn Sandford, Heathmont College, Jennifer Bowden,
The Mathematical Association of Victora
(F to Year 12)
This workshop shares key insights and inspirations from the
Our Language, Our Strength ATSIMA Conference. The
event explored how moments in time, through language,
culture, and education, can strengthen the identity of
Aboriginal and Torres Strait Islander children, supporting
their resilience and capacity to shape futures for themselves
and their Communities. Participants will hear reflections
on the powerful messages shared by educators, Elders,
and community leaders, and how these have informed the
Mathematical Association of Victoria’s Culturally Responsive
Action Plan and broader strategic direction. The session will
also explore the relevance and implications of this learning for
the Victorian context, with a focus on deepening culturally
responsive practice in mathematics education.
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
104
1. The power of language and culture in education.
This presentation will explore some of the dominant
ideological perspectives influencing mathematics education
in Australia and support teachers and school leaders to
take responsibility to explore the purpose and practice of
mathematics education in their contexts.
Key takeaways:
Participants will:
1. receive a framework to understand and address the
ideological nature of mathematics education to more
thoughtfully respond to their contexts and,
2. be challenged to consider how different ideological
perspectives impact upon their work in mathematics
education.
