20250730 MAV25 synopsis - Flipbook - Page 14
KEYNOTES: FRIDAY
PRESENTERS
DR BAN HENG CHOY
PROFESSOR
THRIVING IN MATHEMATICS
TEACHING: THE ROLE OF
PRODUCTIVE TEACHER
NOTICING
Ban is an Associate Professor in Mathematics Education and
the Assistant Dean for Partnerships (Teacher Education &
Undergraduate Programmes) at the National Institute of
Education, Nanyang Technological University, Singapore.
A recipient of the NIE Overseas Graduate Scholarship, Dr.
Choy received his PhD from the University of Auckland,
New Zealand, in 2015. His area of research lies in developing
and enhancing mathematics teaching expertise by
improving teachers’ abilities to notice critical mathematical
and instructional details during planning, enactment, and
review of lessons. He also serves as one of the co-Heads for
meriSTEM@NIE, a Multi-centric Education, Research, and
Industry STEM centre in NIE.
JANE HUBBARD
ORCHESTRATING LEARNING
CONDITIONS TO SUPPORT
THRIVING PROBLEMSOLVERS IN MATHEMATICS
Jane is a mathematics educator who
has recently commenced a role as a lecturer at Deakin
University, following the completion of her PhD in 2024. Her
research investigated the experiences of Year 2 students as
they engaged in problem-solving approaches to mathematics
through sequences of challenging tasks. Her findings revealed
that when given the opportunity, students can significantly
improve their mathematical competence by learning through
problem-solving approaches and enjoy the experience of
being challenged. Jane’s thesis emphasised the importance
of holistically evaluating student progress and incorporating
this knowledge into teacher assessment practices. Jane has
over 20 years’ experience in primary education and 15 years
in leading school wide improvement in mathematics. As often
as possible, she likes to get into classrooms to work alongside
teachers and help them to develop stronger mathematical
knowledge for teaching.
PROFESSOR SARAH
HOPKINS
CHILDREN’S USE OF
DERIVED-FACT STRATEGIES
FOR ADDITION AND
SUBTRACTION WITHIN 20
Sarah is an Associate Professor of Mathematics Education
at Monash University. Her research is advancing the
interdisciplinary field of Mathematical Cognition, a field
that combines knowledge and methods from cognitive
psychology and mathematics education. Focusing on
children’s strategy development, she has led six projects to
investigate children’s persistent use of counting strategies
for basic arithmetic. Project findings have resulted in the
invention of the Keyboard, a tool that makes use of children’s
ability to enumerate small quantities using visual-spatial
perception rather than counting. She is currently leading an
ARC Discovery Project to examine how the Keyboard can
be used in classrooms to enhance mathematics learning in
lower primary school and alter the long-term achievement
trajectories for children who find learning mathematics
difficult.
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
14
DR KRISTEN TRIPET
STUDENTS THRIVING
MATHEMATICALLY – WHAT
DOES IT LOOK LIKE?
Kristen leads the national mathematics
program, reSolve Mathematics, at
the Australian Academy of Science. With a background as
a mathematics teacher educator, she works with both preservice and in-service teachers to deepen their understanding
of mathematics and enhance their teaching practice. Her
particular interests include mathematical thinking and
problem-solving, students’ conceptual understanding of
mathematical ideas, and the design of rich tasks that promote
both thinking and understanding.
Kristen’s contributions to mathematics education are widely
recognised both nationally and internationally. She plays an
active role in national and international reference groups
and expert advisory panels and is a sought-after speaker in
the field. Her work has contributed to improving teaching
practice and student learning outcomes across diverse
educational contexts.
