20250730 MAV25 synopsis - Flipbook - Page 116
SESSION G: Friday, 2pm-3pm (cont.)
G09 HOW TO ACHIEVE EVIDENCE-BASED
MATHEMATICAL SUCCESS FOR STUDENTS
WITH DISABILITIES
2. Paired problems support students in guided practice
Subtheme: Pedagogy and curriculum
Remember:
Cameron Peverett and Kerry Marriner, Lake Colac School
(F to Year 8)
A pen.
Lake Colac School has been on the edge of innovation in
specialist education for students with disability for many years.
The school adopted an evidence-based, science of learning
model six years ago and hasn’t looked back. While the focus
has been on literacy, numeracy has now come to the fore over
the past couple of years with the new Victorian Curriculum
2.0 in Mathematics, now including Foundation Levels
A - D. Student growth has been outstanding throughout the
school and through an innovative approach to the teaching
of mathematics for students with intellectual disability and
other support needs, Lake Colac will be able to show how all
students can learn to be numerate with the right pedagogical
models, resources, and structures. Come along and find out
how science of learning principles can be applied so that all
students can be successful in their learning, without ceilings.
Key takeaways:
1. How to apply science of learning principles in the teaching
of mathematics for students with disability.
2. How to assess students with disability in their mathematical
growth.
3. Which structures, routines and resources really make a
difference in teaching students with disability.
G10 GUIDED PRACTICE - USING WORKED
EXAMPLES FROM NOVICE TO EXPERT
Subtheme: Pedagogy and curriculum
Sacha Giurietto, Pleasant Street Primary School
(F to Year 8)
How do we support students to practice new maths content as
novices, and how can we adapt our teaching as students learn
more? In this talk, Sacha will discuss using worked examples to
support students to practice new concepts and as a scaffold
so they can solve challenging problems.
Key takeaways:
1. Guided practice is an essential part of explicit maths lessons
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
116
3. Faded guidance can be used to scaffold challenging
problem-solving tasks
G11 THRIVING MATHEMATICALLY: USING
TPACK, FLUENCY, IDENTITY WITH TEACHERS
AND STUDENTS
Subtheme: Pedagogy and curriculum
Jacqueline Benson, Penleigh and Essendon Grammar
School
(Year 3 to Year 8)
Thriving mathematically is not defined solely by attainment;
it also involves building confident, capable identities in
students and teachers. This session shares Penleigh and
Essendon Grammar School – Junior Boys’ journey to
identify the ‘sweet spot’ for thriving mathematically. Drawing
on Dweck’s Growth Mindset, research on mathematical
identity, and the revised TPACK framework (2019), we
explore how these dimensions can be integrated with
cognitive science principles to foster positive mathematical
identities and engagement. Data snapshots will illustrate
measurable improvements in fluency and confidence, while
teacher, student, and parent perspectives demonstrate
how formative assessment and inclusive practices support
thriving. Participants will gain practical strategies to build
fluency, nurture curiosity, and support reflective growth
in their own mathematical identities and those of their
students, empowering them to apply these approaches in
their own schools to create equitable, resilient mathematics
communities where all learners can see themselves as capable
mathematicians.
Key takeaways:
1. Understand how fluency, for both students and teachers,
builds strong, resilient mathematical identities.
2. Reflect on practical strategies and lessons learned to help
teachers and students develop resilience with cognitively
informed learning approaches.
3. Consider how these strategies could be adapted to your
school context by comparing experiences and perspectives.
