20250730 MAV25 synopsis - Flipbook - Page 46
KEYNOTES: Thursday, 9.15am-10.15am (cont.)
KT03 CULTURALLY SUSTAINING
MATHEMATICS TEACHING: A STRENGTHS
BASED APPROACH
Subthemes: Contemporary challenges and successes;
Pedagogy and curriculum; Innovation and inspiration
Jodie Hunter, Massey University
(F to Year 12)
Internationally and within Australia, diverse groups of
people including indigenous, migrant, and other minority
communities are under-represented in mathematics with an
accompanying ‘gap story’ in relation to achievement within
school systems. A subsequent outcome is a lack of awareness
of the rich mathematics and strengths that students from
these communities bring to mathematics classrooms.
Subthemes: Innovation and inspiration; Pedagogy and
curriculum; Contemporary challenges and successes;
Scott Cameron and Carmel Mesiti, University of
Melbourne
(F to Year 12)
As GenAI tools become increasingly accessible, mathematics
educators are faced with critical questions: What role should
GenAI play in teaching and learning? How knowledgeable
and pedagogically reliable is GenAI? And most importantly,
how can teachers critically and effectively use GenAI
without compromising their personal expertise and desire to
support the deep mathematical reasoning and conceptual
development of their students?
In this presentation, I draw on data collected as part of a larger
professional learning and development project Developing
Mathematical Inquiry Communities which focuses on culturally
sustaining pedagogy and ambitious mathematics teaching
to develop equity for diverse students in mathematics
classrooms. The findings highlight how teachers can
develop equitable outcomes by drawing on strength-based
approaches. I argue that a shift to understanding and
honouring different knowledge systems and ways of being
provides opportunities for students to learn mathematics
in ways that support mathematical achievement as well as
the development of strong mathematical dispositions and
identities.
This keynote positions GenAI as a ‘guide on the side’ - a tool
that supports, rather than replaces, teachers. From lesson
planning to differentiation and resource creation, GenAI can
be a powerful ally when used with intention and discernment.
Teachers will be invited to reflect on their pedagogical
values, critically evaluate AI-generated content, and consider
when, how, and why to use these tools. Participants will leave
equipped to use GenAI and empowered to shape it into a
tool that amplifies their judgment, deepens student learning,
and aligns with their educational purpose.
Key takeaways:
Key takeaways:
1. Teachers can develop equitable outcomes by drawing on
strength-based approaches.
1. Teachers remain the experts.
2. Honouring and understanding different knowledge
systems provides opportunities to support mathematical
achievement as well as the development of strong
mathematical dispositions and identities.
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
46
KT04 GUIDE ON THE SIDE OR SAGE ON
THE SCREEN? NAVIGATING THE CRITICAL
AND EFFECTIVE USE OF GENERATIVE AI IN
MATHEMATICS EDUCATION
2. Critical evaluation is essential.
3. Effective use is intentional use.
