20250730 MAV25 synopsis - Flipbook - Page 119
Participants will unpack practical tasks illustrating these
dimensions in action and consider the Victorian Coding
Challenge (VCC) as a concrete example of how schools can
integrate CT through coding, whether in mathematics lessons
or broader STEM contexts. The session will explore design
trade-offs, highlight implementation insights, and offer
clear principles for developing CT-rich tasks that maintain
mathematical integrity while supporting all students to go
further.
Key takeaways:
1. Gain a clear three-dimensional framework for designing
CT tasks with low-floor, high-ceiling reach.
2. Examine real tasks from the Victorian Coding Challenge.
3. Take away adaptable design principles to balance
accessibility, depth, cognitive load, and engagement across
mathematics and STEM contexts.
G18 RETHINKING PROBLEM – SOLVING:
EMPOWERING MATHEMATICAL REASONING
THROUGH THINKING ROUTINES
Subtheme: Pedagogy and curriculum
Mark Grasso, Bialik College
(Year 5 to Year 10)
How can we build confident, capable problem solvers in
mathematics classrooms that vary in readiness and ability?
This presentation explores how structured approaches to
thinking can support the explicit development of problemsolving strategies from upper primary through to senior
secondary. Drawing on classroom practice and pedagogy, it
demonstrates how guiding students to articulate reasoning,
generalise thinking, and engage with open-ended, nonroutine problems fosters deeper understanding. Participants
will explore how to identify and adapt rich mathematical
problems that elicit multiple strategies and promote student
agency. The session also addresses assessment, sharing
how visible thinking and structured reflection can inform
teaching and enhance learning. A problem-solving rubric
was developed to further support students in structuring
and reflecting on their approach to problem solving. With
practical examples and teacher-facing tools, this session
offers actionable strategies for embedding a culture of
thinking that nurtures capable, reflective, and persistent
mathematical learners across diverse educational contexts.
Key takeaways:
1. Use structured thinking approaches: Implement thinking
routines to facilitate problem-solving.
2. Adapt problems to make them suitable for problem
solving: Explore modifications to encourage strategic thinking
and multiple solution paths
3. Assess student thinking: Use a rubric to guide selfreflection and support informal and formal assessment of
problem solving.
G19 HOW TO CREATE ANIMATIONS FOR
MATHEMATICS CLASSROOMS USING
GEOGEBRA
Subtheme: Pedagogy and curriculum
Tran Trinh, Narcisa Corcasi, Suzanne Cory High School
(Year 5 to Year 12)
This workshop provides an introduction to GeoGebra
as a teaching and learning tool that supports students in
visualising and developing a deep understanding of abstract
Mathematical concepts. This versatile software is suitable
for teachers at all year levels. Participants will be introduced
to GeoGebra’s key features, followed by a demonstration
of its basic commands. The session will focus on creating
animations on the graphing and geometry pages. Participants
will have the opportunity to design their own applets to
illustrate the impact of parameters, such as the discriminant,
on the number of solutions to a quadratic equation. In
addition, they will learn how to construct three-dimensional
objects that can be viewed from different angles and
explore concepts like scale factor and similar triangles. The
workshop will conclude with a walkthrough of advanced
features designed to make teaching more engaging. A guide
consisting of additional examples will be provided for future
reference.
Key takeaways:
1. Making animations to teach abstract concepts.
2. Creating graphs and objects for class activities.
3. Using as a tool for making assessments.
Remember:
Please bring a laptop or a notebook. Although it’s not
required, participants are encouraged to visit the GeoGebra
website and download the ‘Calculator Suite’ in advance so we
won’t need to rely on an internet connection.
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
119
