20250730 MAV25 synopsis - Flipbook - Page 120
SESSION G: Friday, 2pm-3pm (cont.)
G20 ENGAGING STUDENTS THROUGH
MATH’S GAMES: BUILDING TEAMWORK AND
COMMUNICATION SKILLS
Subtheme: Innovation and inspiration
Vito Boglietti, Parkdale Secondary College
(Year 7 to Year 10)
Contemporary educational approaches must address
the digital nativity of modern learners through dynamic,
accessible pedagogical strategies. This session explores
the integration of mathematical gaming as a cornerstone
of effective instruction, leveraging students’ existing
technological fluency to create meaningful learning
experiences that counteract shortened attention spans while
maintaining rigorous academic standards.
Key takeaways:
1. Building learning outcome for maths games in your class.
2. Measuring the hard maths skills and soft social skills using
games.
3. Firing up your imagination to come up with new games and
forms of learning that match the needs of your unique maths
classes.
G21 SAME TASK, DIFFERENT PATHS: MULTITIERED MATHS TASK FOR INCLUSIVE
CLASSROOMS
Subtheme: Pedagogy and curriculum
Milton Bai, Kensington Community High School, Gloria
Yi, St Albans Secondary College
(Year 7 to Year 10)
This session introduces a practical approach to inclusive
maths tasks using the Multi-Tiered System of Support
(MTSS). It showcases how an authentic maths task can offer
Tier 1, 2, and 3 entry points so all students can engage and
succeed.
The approach draws on the Victorian Disability Inclusion
model and incorporates ideas from the Berry Street
Education Model (BSEM), Universal Design for Learning
(UDL), and the High Impact Teaching Strategies (HITS).
Suitable for Years 7–10 and VCE VM Numeracy, this session
is especially relevant for settings where engagement and
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
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differentiation are priorities. Participants will explore and
discuss an example maths task, consider adaptations for their
own contexts, and develop practical strategies to embed
tiered supports into their own maths programs, thereby
improving learning outcomes for diverse groups of students.
Key takeaways:
1. Introduction to an innovative teaching approach.
2. Discussions and resources of the approach and examples.
3. Opportunities to create programs for your school.
G22 ENGAGED OR JUST COMPLIANT?
RETHINKING STUDENT PARTICIPATION IN
MATHS
Subtheme: Pedagogy and curriculum
Penne Grant, Mount Rowan Secondary College
(Year 7 to Year 10)
This presentation explores the subtle yet critical distinctions
between engaged students, compliant students, and those
distracted by fun — particularly in middle years mathematics
classrooms. While all three may appear attentive, their
cognitive engagement varies widely, influencing both learning
outcomes and attitudes toward mathematics. Penne draws
on 15 years of experience to help educators recognise
these behavioural patterns and reflect on the unique ways
adolescent brains process mathematical ideas. The session
will delve into the role of purposeful questioning as a tool
to deepen authentic engagement, promote a growth
mindset, and build mathematical confidence in adolescents.
Participants will learn practical questioning strategies to
spark curiosity, elicit meaningful thinking, and move students
beyond passive compliance towards deeper mathematical
thinking
Key takeaways:
1. Identify student behaviour types through observable cues
2. Use questioning to promote genuine mathematical
engagement
3. Develop student buy-in through cognitive challenge and
emotional relevance
