20250730 MAV25 synopsis - Flipbook - Page 60
SESSION B: Thursday, 12.10pm-1.10pm
B01 DESIGNING AND EXPERIENCING MATHS
IN ACTION: FROM PLANNING TO PLAY
B02 MATHS INVESTIGATIONS IN THE AGE
OF EXPLICIT TEACHING
Subtheme: Pedagogy and curriculum
Subtheme: Pedagogy and curriculum
Montana Slavik
(Early childhood)
Abigail Henderson, Deakin University
(F to Year 2)
This hands-on workshop supports early childhood teachers
in strengthening their curriculum and intentional decisionmaking for mathematics experiences in the classroom.
The session begins with a reflective overview of my
experience developing an in-house model for explicitly
teaching mathematical concepts in a kindergarten setting.
Drawing on the Early Years Learning Framework and AERO
learning trajectories, I will share planning insights and
learning outcomes observed across a cohort of children. In
the second half of the session, participants will engage in
practical, peer-to-peer collaboration. Using real classroom
examples and curated materials, educators will design a mini
maths experience aligned with developmental concepts,
then present their ideas for feedback and inspiration.
The workshop encourages deep thinking about concept
formation, intentional teaching, and how mathematics can
be embedded meaningfully in everyday play and routines.
Participants will leave with practical strategies to enrich their
programs and foster confident mathematical thinking in
young children.
A common criticism of teaching mathematics through
inquiry-based pedagogies is that there is no evidence
of explicit teaching occurring. However, teachers who
successfully teach mathematics through inquiry-based
pedagogies recognise their lessons are quite explicit - it just
manifests through carefully planned questions rather than
telling. The use of questioning to elucidate understanding,
and planning which allows for those questions to arise will
result in explicit teaching. In this workshop we will engage
with the concept of inquiry as explicit teaching, we will look at
opportunities to ensure our students experience investigative
mathematics, and we will examine the planning which leads to
targeted questioning. Participants will have the opportunity
to examine specific investigation-based maths lessons with
a focus on Foundation to Year 2. The techniques utilised will
be transferable to middle and upper Primary and will be the
focus of workshop discussion.
Key takeaways:
1. Intentional Maths Integration: Learn how to embed
mathematical concepts into everyday routines through
intentional planning.
Key takeaways:
1. Participants will leave this workshop with specific
investigation-based maths lessons for Foundation to Year 2
and an understanding of the role questioning plays in explicit
learning.
2. Classroom-Ready Strategies: Gain practical, real-world
examples of maths programming drawn from a kindergarten
context.
B03 SUCCESSES, CHALLENGES AND
LEARNINGS: DEVELOPING A JUNIOR
SCHOOL’S MATHEMATICS PRACTICE
3. Collaborative Experience Design: Engage in handson, peer-led planning to co-create and share mini maths
experiences for immediate implementation in classrooms
Subtheme: Pedagogy and curriculum
Brent Brickhill, Michael Stephens, Ceclila Chen, Brighton
Grammar School
(F to Year 4)
Brighton Grammar’s Junior School incorporates 3- and
4-year-old early learning along with primary schooling from
Foundation to Year 6.
The school embarked on a change journey commencing in
2020 to improve teaching and learning Mathematics for all
learners. It prioritises the Science of Learning with explicit
direct instruction underlying a whole school approach.
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
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