20250730 MAV25 synopsis - Flipbook - Page 113
SESSION G: Friday, 2pm-3pm
G01 WORDS COUNT: ELEVATING
UNDERSTANDING THROUGH VOCABULARY
MASTERY
Subtheme: Pedagogy and curriculum
Renee Ladner, The Mathematical Association of Victoria
(F to Year 6)
The teaching of mathematical vocabulary is pivotal
to improving problem-solving skills and performance
in standardised assessments such as NAPLAN. This
presentation explores the importance of explicit vocabulary
instruction and its role in enhancing students’ conceptual
understanding and communication in mathematics. It delves
into the categorisation of words into Tier One, Tier Two, and
Tier Three vocabulary, offering a framework for identifying
and prioritising which words to teach. Practical strategies for
teaching vocabulary explicitly, including contextualisation and
scaffolded practice, will be discussed to empower educators
in their classrooms. By embedding robust vocabulary
instruction into mathematics teaching, educators can foster
deeper comprehension and improved outcomes for all
learners.
Key takeaways:
1. Why explicit teaching of mathematical vocabulary is
important
2. What tiered vocabulary is
3. How to select appropriate mathematical words
G02 SUPPORTED APPLICATION USING THE
VICTORIAN LESSON PLANS
Subtheme: Pedagogy and curriculum
Emily Glen, Victorian Maths Ambassador
(F to Year 6)
What does high-quality Supported Application really look like
in the maths classroom? In this hands-on session, we’ll look
into how the Victorian Lesson Plans (VLPs) can be used to
launch us into this stage of the VTLM 2.0. Our key questions
for the session to guide our work include:
•
What does effective Supported Application look like in
practice?
•
When and how do we plan for it to ensure meaningful
challenge and consolidation?
•
How can the VLPs support us to design rich, purposeful
tasks that promote reasoning and problem solving?
We’ll take a deep dive in some of the Maths VLPs and you’ll
walk away with practical tools, strategies and planning ideas
that will foster student growth and curiosity with a clear
throughline from explicit teaching to independent success.
Key takeaways:
1. What does effective Supported Application look like in
practice?
2. When and how do we plan for it to ensure meaningful
challenge and consolidation?
3. How can the VLPs support us to design rich, purposeful
tasks that promote reasoning and problem solving?
Supported by
G03 IGNITING GROWTH IN MATHEMATICS:
A PRACTICAL PATHWAY WITH THINKING
CLASSROOMS
Subtheme: Contemporary challenges and successes
Sylvia Holroyd, Xavier College
(F to Year 6)
Strong numeracy skills and a positive mindset towards
mathematics are essential foundations for student success.
This session explores how Peter Liljedahl’s Thinking
Classroom approach can transform mathematics education
to meet these goals.
Drawing on our school’s experience, we’ll share the
challenges, successes, and lessons learned in adopting
this evidence-based pedagogy. Topics include navigating
obstacles, managing time constraints, and fostering
collaborative feedback cycles. Specific examples — such
as shifting from teacher-led instruction to student-driven
exploration — will highlight the impact on engagement,
critical and creative thinking, resilience, and confidence in
problem-solving.
You’ll also experience a Thinking Classroom firsthand,
with strategies to support diverse learners needing extra
help, extension, or enrichment. By the end, you’ll leave with
actionable ideas to refine your teaching and inspire growth in
your school.
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
113
