20250730 MAV25 synopsis - Flipbook - Page 45
KEYNOTES: Thursday, 9.15am-10.15am
KT01 SPATIALISING THE CURRICULUM:
SETTING THE FOUNDATIONS FOR
REASONING ABOUT NUMBER IN THE EARLY
YEARS AND BEYOND
Subthemes: Pedagogy and curriculum; Innovation and
inspiration
Chelsea Cutting, University of South Australia
(F to Year 6)
Children across the primary years are introduced to a broad
range of rational number concepts, including whole numbers,
fractions, place value, and operations. While these ideas
are explored in concrete and symbolic contexts, a deep
understanding of number and quantity is supported by
spatial reasoning. Spatial reasoning refers to our ability to
visualise objects or environments, navigate space, and predict
how objects or spaces might look when moved, rotated or
transformed.
These skills are often associated with measurement and
geometry; however, they are not separate from reasoning
about number and quantity – rather, they are embedded in
many of the concrete experiences through which children
experience. When children build, compare, partition, or move
objects, they use spatial reasoning to make sense of quantity
and number relationships. This presentation highlights
how a spatial reasoning lens in teaching mathematics can
offer a powerful foundation for developing rational number
knowledge. By ‘spatialising the mathematics curriculum’, we
can support children in the early and middle primary years
to reason with complex numerical concepts in meaningful,
connected ways.
Key takeaways:
1. An understanding of spatial reasoning and its importance in
developing rational number knowledge.
KT02 INFORMED AND IMPACTFUL
PLANNING
Subthemes: Pedagogy and curriculum;
Leadership and agency
Aylie Davidson, Deakin University
(F to Year 12)
Mathematics planning is messy business and can be
overwhelming, especially when designing learning sequences.
However, the decisions teachers make when planning have
the power to directly impact student engagement and
learning in mathematics. So, the question arises, ‘What should
teachers focus on when planning mathematics that will make
a difference to student learning?’
In this keynote, Aylie will share insights from her research
and work with in-service teachers about effective planning
in mathematics. In particular, Aylie will offer a set of guiding
principles intended to be used alongside a Mathematics
Planning Model (MPM) to support teachers to stay mathsfocused while navigating the complexities of planning. The
guiding principles and MPM can be adapted and applied to
various school contexts to enhance teachers’ regular planning
routines.
Key takeaways:
1. The MPM and 6 guiding principles work together to
navigate the complexities of mathematics planning.
2. Learning sequences that are developed collaboratively,
where teachers share their knowledge and ideas, has been
shown to positively impact student learning and build teacher
capacity.
3. Coherent and connected learning sequences help students
to develop relational understanding, see the bigger picture,
and remember!
2. An understanding of the interconnectedness between
rational number concepts in the early years of primary
schooling.
3. Clear examples and ideas for developing a spatialised
approach to teaching number.
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
45
