20250730 MAV25 synopsis - Flipbook - Page 118
SESSION G: Friday, 2pm-3pm (cont.)
2. Viable pedagogical alternatives exist, based on the same
learning science used by AERO.
3. STEM teaching should involve more than strictly
behaviourist approaches to learning.
Remember:
This presentation may be of interest to any teachers who
are interested in the contemporary Australian teaching and
learning landscape. We offer views that are founded in both
conventional and alternative visions for what an education
may be.
G15 RELATIONSHIPS, RELEVANCE, AND
RIGOUR: DESIGNING FOR DEPTH IN MATHS
Subtheme: Innovation and inspiration
Dominika Kapustka, Haileybury
(Year 5 to Year 10)
This presentation explores how blended learning and flipped
classroom approaches can enhance mathematics teaching
by deepening engagement, supporting differentiation,
and building student confidence. Grounded in the core
philosophy of relationships, relevance, and rigour, the
session highlights how strong teacher-student connections,
purposeful and contextualised content, and high expectations
create a powerful foundation for learning.
Participants will examine how high-quality digital and print
resources, when thoughtfully designed, can streamline
teaching, promote consistency across classes, and cater to
individual learning needs. Real classroom examples will show
how to structure blended lessons that maintain academic
rigour while offering flexibility and relevance. Educators will
leave with practical tools and strategies for creating engaging,
student-centred lessons that support long-term success in
mathematics.
Key takeaways:
1. Discover how blended learning and high-quality resources
can bring relevance and rigour to your maths lessons. Build
strong relationships through flipped strategies, support
differentiation, and create meaningful, consistent learning
experiences that help all students thrive.
Remember:
Please bring a device to join the interactive presentation.
G16 MATHS300 BEYOND YEAR 10
Subtheme: Pedagogy and curriculum
Damian Howison, St Mary MacKillop College
(Year 9 to Year 12)
I am one of the countless believers who know that Maths300
is a world-class resource with so much to offer. It informs
our teaching and lifts our classrooms creating wonderful
environments as we navigate the primary and middle years
. . . but then what? Alas, for many of us it becomes harder
to reach for a Maths300 lesson after Year 10 in an often
time-starved curriculum; lessons that align with the topics we
need to address. But not all is lost. You may be surprised to
know that there are still quite a few gems to bring out the best
in our classrooms once again after Year 10, especially for the
Mathematical Methods curriculum.
Key takeaways:
1. Maths300 lessons that align with the VCE and/or that
provide for investigation using senior skills.
2. Discussion around strategies that create time for teachers
to make use of these lessons in VCE.
Remember:
It may be an advantage to have a scientific or CAS calculator.
G17 EMBEDDING COMPUTATIONAL
THINKING: DIFFERENTIATION DIMENSIONS
FOR LOW-FLOOR, HIGH-CEILING
MATHEMATICAL TASKS
Subtheme: Pedagogy and curriculum
Danijela Draskovic, The Mathematical Association of
Victoria, Max Stephens, The University of Melbourne
(Year 5 to Year 10)
As computational thinking (CT) becomes essential in
contemporary mathematics education, teachers need
practical ways to design tasks that are accessible yet
challenging for diverse learners. This presentation examines
how the well-known low-floor, high-ceiling (LFHC) principle
can be applied deliberately across three key differentiation
dimensions in CT-infused mathematics classrooms.
1. Content
2. Cognitive load:
3. Affective:
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
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