20250730 MAV25 synopsis - Flipbook - Page 122
SESSION G: Friday, 2pm-3pm (cont.)
G25 HELPING STUDENTS THRIVE IN
MATHEMATICS THROUGH INTERLEAVING
AND RETRIEVAL PRACTICE
G26 TEACHING FOR MATHEMATICAL
WELLBEING IN SECONDARY MATHS
CLASSROOMS.
Subtheme: Pedagogy and curriculum
Subtheme: Pedagogy and curriculum
Suzanne Ditchfield, Monbulk College
(Year 7 to Year 10)
Colin Shnier, Victorian Academy of Teaching and
Leadership
(Year 7 to Year 12)
This hands-on session will explore the impact of two powerful,
research-based learning strategies — interleaving and retrieval
practice — for secondary mathematics classrooms. Often
overlooked in favour of traditional blocked teaching and
cramming, these strategies have been shown to significantly
improve students’ long-term retention, conceptual
understanding, and ability to transfer knowledge to new
problems.
They can support students to learn mathematics with greater
confidence and success.
In this session, you will gain a clear understanding of what
these strategies involve, why they work from a cognitive
science perspective, and how they can be practically applied
in your mathematics classrooms. We will examine examples
of classroom routines, task design, and assessment practices
that support interleaving and spaced retrieval. Participants
will engage in discussion, explore examples across a range of
topics and year levels, and leave with practical ideas ready for
immediate implementation.
Key takeaways:
1. Define and distinguish between interleaving and retrieval
practice.
2. Understand the cognitive mechanisms that make these
strategies effective.
3. Explore research supporting their use in secondary
mathematics.
4. Learn practical strategies to embed these into lessons,
assessments, and revision.
In this workshop, teachers will share the research and findings
around mathematical wellbeing. They will consider the stories
behind the data, through looking at student experience
and prevailing pedagogical practices. Finally they will
identify, model and share teaching practices that promote
mathematical wellbeing.
Teachers will leave with a research-informed understanding
of mathematical wellbeing and a set of teaching strategies to
adapt to their own classroom settings.
Key takeaways:
1. Understand the seven dimensions of mathematical
wellbeing (MWB)
2. Understand the MWB data for secondary mathematics,
and the student stories behind this data
3. Explore teaching strategies that promote mathematical
wellbeing for secondary students
G27 PROGRAMMING THE ROVER
USING PYTHON VIA THE TI-NSPIRE CAS
CALCULATOR.
This is a commercial presentation
5. Reflect on challenges and approaches to implementation
in a typical classroom setting.
Subtheme: Innovation and inspiration
Remember:
Steve De Domenico, Melbourne Grammar School
(Year 9 to Year 10)
Note taking materials. This session will combine brief
presentations with practical, hands-on activities. Participants
will analyse and adapt existing mathematics tasks, design
retrieval routines, and consider how to sequence topics to
enable interleaving. Group discussion and reflection will
support shared learning.
This presentation demonstrates how to use the TI-Nspire
CAS calculator to program the TI-Innovator Rover using
Python. Key programming concepts such as pseudocode,
block design, and logic will be introduced to support
structured problem-solving.
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
122
Emerging research shows that students’ mathematical
outcomes are related to their mathematical wellbeing
(MWB). Many students find secondary maths classrooms
places where MWB is hard to find, leading to lower levels of
engagement, perseverance, confidence and achievement.
