20250730 MAV25 synopsis - Flipbook - Page 121
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. Teaching BODMAS to Year 7 students using a systematic
method of equivalent expressions
2. The relevance of BODMAS in VCE - in particular in
matrices.
Remember:
Participants are invited to bring along examples of their
student work to illustrate the success or otherwise of their
experiences in teaching order of operations.
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
G23 BODMAS AND THE TRANSITION FROM
PRIMARY SCHOOL NUMERACY TO VCE
Subtheme: Pedagogy and curriculum
Stephen Paatsch, University High School
(Year 7 to Year 10)
Firstly, order of operations is not explicitly mentioned in
the descriptors of the current Victorian Curriculum 2.0
– Number. However, a deeper dive will find references.
Despite this, order of operations remain central to multiple
mathematical contexts in every secondary year of our
mathematics curriculum. This presentation will begin by
considering the simplest of numerical procedures before
continuing through numerous topics that ends with VCE
Matrices, noting that matrices is now a common topic in VCE
General, Methods and Specialist courses.
All participants will receive examples of my own work and
suggestions for reinforcing this most central component of
reading mathematics. However participants are also invited
to bring along examples of their student work to illustrate the
success or otherwise of their experiences in teaching order
of operations. And through this presentation, participants
will experience the alternative title to this presentation:
BODMAS – The gift that keeps on giving!
G24 MAXIMISING EXPLICIT TEACHING IN
DIVERSE CLASSROOMS
Subtheme: Pedagogy and curriculum
Yvonne Reilly and Emmie Keung, Sunshine College,
(Year 7 to Year 10)
This workshop explores practical strategies for implementing
the Victorian Teaching and Learning Model (VTLM) 2.0 and
Vic Maths 2.0 in Years 7–10.
It focuses on combining high-quality explicit instruction
with conceptually rich tasks that build deep mathematical
understanding. Emphasis is placed on recognising and
responding to students’ points of need in diverse classrooms.
Participants will examine lesson design strategies that embed
purposeful questioning, support differentiation, and promote
reasoning and problem-solving. The session will highlight
ways to structure lessons that engage students, encourage
active thinking, and build meaningful connections across
mathematical concepts. Key themes include heightening the
impact of explicit instruction and delivering it effectively at
the point of need in heterogeneous classrooms.
Key takeaways:
1. Practical strategies to engage students, provide feedback,
and deliver targeted teaching in heterogeneous classrooms.
2. Approaches to build student agency and ownership of
learning.
3. Lesson design techniques that foster mathematical
reasoning and deep conceptual understanding.
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
121
