20250730 MAV25 synopsis - Flipbook - Page 106
SESSION F: Friday, 12.10pm-1.10pm (cont.)
Key takeaways:
F20 MATHS - MORE THAN A TEXTBOOK
1. The importance of linking linear algebra back to number.
Subtheme: Pedagogy and curriculum
2. How to make secondary maths more accessible and
inclusive.
Jacinta Blencowe, Bendigo South East College
(Year 5 to Year 8)
3. How to allow students to have more success in secondary
maths.
The use of hands on materials and manipulatives is common
in primary school, but lessens in secondary school, where
notetaking, textbooks and worksheets are more common.
F19 STRIVING, THRIVING, AND PARALLELLINING: GEOMETRY WITHOUT CIRCLES
Subtheme: Innovation and inspiration
Chris Tisdell, UNSW, Sydney
(Year 5 to Year 12)
What if we asked our students a radical question — can you do
geometry without circles? In this hands-on session, we explore
how the humble ruler (or double-straightedge) can be used
as a powerful and engaging alternative to the traditional tools
of geometry.
Students often experience geometry as a set of rules to
memorise — but with a parallel ruler, we can invite them to
play, explore, and think differently. By constructing shapes,
identifying patterns, and discovering properties of parallel
lines and transversals, students have opportunities to actively
build understanding and develop reasoning skills in alternative
ways.
Through practical activities and classroom-ready examples,
participants in this session will learn how the humle ruler
can be used to challenge them to think deeply and grow in
confidence. All activities demonstrated can be done with
everyday classroom materials — no specialised equipment or
purchases are required.
Key takeaways:
1. Explore accessible, hands-on geometry tasks using parallel
rulers to foster reasoning and engagement.
2. Learn how this approach encourages creative thinking,
mathematical exploration, and resilience in students.
3. Take away adaptable, classroom-ready activities
that support formative assessment and inspire positive
mathematical mindsets.
Remember:
Please bring your ruler and a pen/pencil to participate!
This workshop explores using hands on materials in Middle
Years, with a focus on ‘mathifying’ activities – bringing out the
mathematical concepts and understandings. Topics include
fractions and decimals, algebra and measurement (and more
if we have time!)
Key takeaways:
1. Ideas for hands on resources
2. Connecting activities to mathematical concepts
F21 WAYS OF WORKING MATHEMATICALLY
FOR MIDDLE YEARS STUDENTS.
Subtheme: Pedagogy and curriculum
Bernadette Mercieca, Australian Catholic University
(Year 5 to Year 8)
Both the Victorian and the Australian curriculum emphasise
mathematical reasoning and ways of working mathematically
as one of four proficiencies, including also understanding,
fluency and problem solving.
Proficiency in mathematics enables students to respond to
familiar and unfamiliar situations employing mathematical
processes to solve problems efficiently and to make informed
decisions. Proficiency in mathematics also enables students
to reflect on and evaluate approaches, and verify that
answers and results are reasonable in the context (Australian
Curriculum)
However, in a busy middle years classroom these proficiencies
often take a back seat, with teachers focusing more on
content.
This presentation will focus on practical ways that teachers
can build reasoning into the Year 5-8 curriculum and ways
of determing when students are working mathematically.
Strategies and teaching ideas will be shown in an interactive
session.
