20250730 MAV25 synopsis - Flipbook - Page 62
SESSION B: Thursday, 12.10pm-1.10pm (cont.)
B06 STRATEGIES TO ENABLE AND EXTEND
ALL MATHEMATICS LEARNERS
Subtheme: Pedagogy and curriculum
Ellen Corovic, Di Liddell, The Mathematical Association
of Victoria
(F to Year 6)
How can we organise the teaching and learning of
mathematics to ensure all learners are supported, stretched,
and successful? This session explores practical, evidencebased strategies for enabling and extending students
within the class environment. Grounded in the Victorian
Teaching and Learning Model (VTLM), we will unpack
what enabling learning looks like in practice, and how to
differentiate effectively to ensure every student can access
rich mathematical thinking. Participants will explore the stages
of the instructional hierarchy, considering when and how to
implement enabling and extending strategies that align with
learners’ needs. Through classroom examples, discussion, and
reflection, this session will support educators in developing
inclusive, responsive mathematics classrooms where all
students can thrive.
Key takeaways:
1. Practical strategies to extend and challenge all students.
2. Understand what enabling learning looks like and how it
supports access to rich tasks for all learners.
3. Using the Instructional Hierarchy to guide planning.
B07 TRANSFORMING MATHEMATICAL
GAMES: ‘I WANT TO BE A REAL GAME!’
Subtheme: Pedagogy and curriculum
Toby Russo, Wirrigirri Primary School, James Russo,
Monash University
(F to Year 6)
Reimagine the potential of mathematical games in your
classroom! In this interactive workshop, we explore how
small but impactful modifications can deepen mathematical
thinking. Learn to transform ‘Pinocchio games’ - games
that want to be real - into authentic games that foster
strategy and choice. Discover how the ‘Time Machine’
mechanism encourages students to reflect on past decisions
and anticipate future outcomes, creating meaningful
connections to mathematical concepts. Dive into nonreplacement mechanisms, like using cards instead of dice, to
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
62
shift probabilities and enhance strategic decision-making.
With practical examples such as Closest to X and Reverse
Landgrab, you’ll leave with fresh, classroom-ready games
and hands-on ideas to energise your teaching and engage
students.
Key takeaways:
1. Learn how to transform classroom games to foster genuine
strategy, choice, and deeper mathematical thinking.
2. Explore how ‘Time Machine’ mechanisms can prompt
students to reflect on past moves and plan ahead.
3. Discover how simple design changes, like using cards
instead of dice, can shift probabilities and enhance strategy.
B08 LITTLE MOMENTS, BIG INSIGHTS:
COLLECTING DATA THAT MATTERS
Subtheme: Pedagogy and curriculum
Jen Perrett, Kardinia International College
(F to Year 6)
Assessment and data to inform practice. Understanding
how students think is key to effective mathematics teaching.
This interactive workshop introduces primary educators to
three distinct mathematical tasks, each designed to uncover
different aspects of student understanding and reasoning.
Participants will engage with each task, exploring practical
ways to collect and interpret data from student responses.
The variety of tasks ensures that diverse learners and multiple
mathematical concepts are represented, enabling teachers
to identify patterns, misconceptions, and individual learning
needs.
Through hands-on analysis of real student work samples
linked to these tasks, educators will practice making informed
instructional decisions that promote targeted support
and challenge. The session demonstrates how formative
assessment can be seamlessly integrated into daily teaching
routines, enhancing student confidence and engagement.
By valuing diverse problem-solving approaches and
highlighting student thinking, this workshop equips teachers
with adaptable strategies to foster growth, curiosity, and
success for all learners.
