20250730 MAV25 synopsis - Flipbook - Page 47
SESSION A: Thursday, 11am-12pm
A01 EXPLORING MULTIMODAL
MATHEMATICAL THINKING: ONE SPIRAL AT
A TIME
Subtheme: Innovation and inspiration
Laurinda Lomas, Macquarie University, Chelsea Cutting,
University of South Australia
(F to Year 2)
This practical workshop offers an inspiring opportunity
to explore how young children naturally represent,
communicate, and explore mathematical concepts. Through
the playful lens of a spiral, participants will investigate
innovative ways to intentionally foster mathematical
multimodal learning opportunities. Together we will examine
connections between the spiral and the big ideas of geometry,
spatial reasoning, and measurement, and how these ideas
can be expressed through gesture, sensory play, and picture
books. The discussion and workshopping of the big ideas are
informed by current research on typical ways children engage
with, theorise about and communicate these underpinning
mathematical concepts and processes. The hands-on
activities are grounded in current research on children’s
mathematical engagement, aligning with the Reggio Emilia
approach and intentions of the Australian Curriculum:
Mathematics.
Key takeaways:
1. Inspirational and innovative approaches to exploring
geometric concepts with young children.
2. Awareness of how ‘bundles’ of representations like gesture,
drawings, manipulation of materials, as wells as spoken and
written utterances provide insight into children’s mathematical
development.
3. Deeper understanding of how to embed mathematical
proficiencies.
Participants will explore how to use tools such as video
modelling to reinforce routines and make abstract
mathematical concepts more concrete through visual and
auditory support.
A key focus will be on the use of clear mathematical language,
supported by the Maths Core Board a visual communication
tool that enables students to access and express mathematical
thinking more independently and confidently. Educators will
learn how to integrate this tool into daily routines to enhance
student engagement and participation.
Additionally, participants will develop skills in differentiating
instruction, setting up structured learning environments, and
establishing predictable routines that promote confidence
and success. Educators will leave the session with practical,
ready-to-use strategies and resources to foster inclusive,
supportive, and strengths-based maths classrooms for
learners.
Key takeaways:
1. Learn to use tools like video modelling and the Maths Core
Board to support students with Autism Spectrum Disorder
(ASD) in understanding and expressing mathematical
concepts.
2. Develop strategies to build structured, predictable, and
engaging maths routines.
3. Gain practical skills to differentiate instruction and foster
inclusive, strengths-based learning.
A03 IDENTIFYING MATHEMATICAL FUNDS
OF KNOWLEDGE AND DEVELOPING
CULTURALLY RESPONSIVE TASKS
Subtheme: Contemporary challenges and successes
Jodie Hunter, Massey University
(F to Year 6)
A02 CREATING INCLUSIVE MATHS
CLASSROOMS FOR STUDENTS WITH SPECIAL
NEEDS.
Subtheme: Contemporary challenges and successes
Sumati Randhawa, Min Magee, Bulleen Heights School
(F to Year 2)
In this session, educators will learn practical, evidence-based
strategies to create inclusive mathematics classrooms that
support the diverse needs of all students, particularly those
with Autism Spectrum Disorder (ASD).
Mathematics is part of everyday life outside of school as
well as being integrated into all cultures. It is important for
students to see themselves as coming from a mathematically
rich cultural background. Using our work with diverse students
from New Zealand classrooms, we will explore how tasks can
be developed which integrate mathematical strands with
cultural contexts. A key aspect of this work was positioning
children and their families to use photography and storytelling
to identify mathematics in the home and community. Using
photographs and stories shared by the children, we will
explore mathematical ideas which could be drawn out and
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
47
