20250730 MAV25 synopsis - Flipbook - Page 120
SESSION G: Friday, 2pm-3pm (cont.)
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.
G20 EXPLICIT TEACHING STRATEGIES FOR
THE DEVELOPMENT OF NUMBER FACTS
Subtheme: Pedagogy and curriculum
Leonie Anstey, The Mathematical Association of Victoria
(F to Year 4)
This workshop considers effective mathematics instruction,
by teaching explicitly with strategies and tools that support
student understanding. It focuses on identifying the Number
Core and Relations Core as foundational concepts in early
numeracy. Participants will examine how to use Cognitive
Guided Instruction (CGI) to design purposeful questions
that reveal student thinking in addition and subtraction. The
session will also highlight approaches for developing additive
strategies, moving students from counting-based methods
to mental computation. By integrating these elements,
participants can deepen their understanding of how students
build number sense and support progression in mathematical
reasoning and fluency.
Key takeaways:
1. Understand the importance of the Number Core and
Relations Core to strengthen students’ foundational number
sense.
2. Learn how to design learning experiences that uncover and
respond to students’ thinking in addition and subtraction.
3. Consider practical strategies to explicitly teach and support
the development of efficient additive strategies beyond
counting.
G21 LEADING EVIDENCE-BASED TEACHING
THROUGH NUMERACY MEETINGS
Subtheme: Leadership and agency
Gloria Yi, Milton Bai, St Albans Secondary College
(F to Year 10)
This session showcases how St Albans Secondary College
drives evidence-based teaching through its Numeracy Team
Meetings. These collaborative meetings are designed to
respond promptly to emerging student numeracy needs
by analysing data and developing targeted interventions.
Delegates attending this session will be introduced to the
structure and framework that guide these meetings, including
how student work samples, formative assessments, and trend
data are used to inform decision-making.
The session will also highlight real examples of effective,
evidence-based interventions implemented as a result of
these meetings. Attendees will gain insight into how this
approach strengthens teacher collaboration, supports
differentiated instruction, and improves student outcomes.
Whether you are establishing a numeracy team or looking
to deepen your school’s data-informed practices, this
session offers practical strategies for embedding responsive,
evidence-based teaching in your maths program.
Key takeaways:
1. Introduction to an innovative approach.
2. Discussions and resources of the approach and examples.
3. Opportunities to create programs for your school.
Remember:
Hard copies and digital copies of handouts will both be
provided. Please bring a pen and/or a charged device.
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
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
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