20250730 MAV25 synopsis - Flipbook - Page 115
Presenters will showcase how mathematics educators have
used inquiry to:
•
Deepen mathematical understanding through culturally
responsive pedagogy.
•
Amplify student voice and ownership in curriculum
design.
•
Re-engage disengaged learners with innovative,
contextually relevant strategies.
•
Enhance mathematics learning through interdisciplinary
collaboration.
Attendees will gain a clear understanding of the Fellowship’s
structure and goals, and explore its underpinning inquiry
model—an adaptable, sustainable framework for meaningful
professional learning. This approach empowers teachers
as change agents and fosters ongoing, school-wide
improvement that extends well beyond individual inquiry
projects.
including diverse learners, to reduce student mathematics
anxiety and develop student confidence in themselves as
mathematicians.
Key takeaways:
1. How teachers can use VTLM 2.0 and the Victorian
Mathematics Position Statement to make a difference for all
students.
2. How teachers can provide explicit teaching, supported
application and mastery of key mathematical concepts.
3. How teachers can support all learners, including diverse
learners, to reduce mathematics anxiety and develop
confidence.
G08 EXPLICIT TEACHING AND PROBLEM
SOLVING, USING THE INSTRUCTIONAL
HIERARCHY
Key takeaways:
Subtheme: Pedagogy and curriculum
1. Concrete examples of mathematics-related inquiry
projects and their impact.
Sean Alston, Strathtulloh Primary School, Zahra Harvey,
Lysterfield Primary School
(F to Year 12)
2. A transferable model of inquiry-based professional
learning.
3. Practical strategies for implementing teacher-led inquiry in
a school context.
G07 SUPPORTING DIVERSE LEARNERS TO
THRIVE IN MATHEMATICS.
Subtheme: Pedagogy and curriculum
Julie Andrews
(F to Year 12)
This presentation will show how teachers can support Diverse
Leaners of mathematics by aligning their teaching practices
with the Victorian Teaching and Learning Model 2.0 and the
Victorian Mathematics Position Statement. Focussing on how
students learn, teachers will learn how to use the elements of
learning and teaching to plan in new ways, including providing
explicit teaching, opportunities for supported application
and mastery, and opportunities for the application of key
mathematical concepts. Teachers will also unpack how they
can use the proficiencies with their students for simultaneous
development of the key concepts as well as ensuring that
students learn the skills they need. Finally, teachers will
explore how these teaching practices can support all learners,
The instructional hierarchy is a 4-stage model that helps
educators understand how students progress through
learning. By understanding these stages, educators can tailor
their teaching strategies to optimise learning and ensure
students progress effectively through each level of the
hierarchy. More specifically, understanding where students sit
in the instructional hierarchy dictates whether they will most
benefit from explicit teaching or from a more open-ended,
inquiry-based model. Through this session we will unpack
each of the 4 stages of the Instructional Hierarchy and how
it relates to the novice-to-expert continuum. We will provide
specific examples of how to use this framework to inform
planning and delivery of lessons throughout the primary
school years to ensure equitable education for all students.
Key takeaways:
1. Understanding when to teach explicitly and when to teach
using a problem-solving model.
2. Knowledge of the appropriate teaching strategy to match
students’ stage of learning.
3. Provided with specific resources to deliver content based
on each stage of the instructional hierarchy.
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
115
