20250730 MAV25 synopsis - Flipbook - Page 65
The approach draws on the Victorian Disability Inclusion
model and incorporates ideas from the Berry Street
Education Model (BSEM), Universal Design for Learning
(UDL), and the High Impact Teaching Strategies (HITS).
Key takeaways:
Suitable for Years 7–10 and VCE VM Numeracy, this session
is especially relevant for settings where engagement and
differentiation are priorities. Participants will explore and
discuss an example maths task, consider adaptations for their
own contexts, and develop practical strategies to embed
tiered supports into their own maths programs, thereby
improving learning outcomes for diverse groups of students.
2. Offer evidence-based, adaptable strategies to enhance
teacher confidence and student engagement.
1. Identify and address the causes of mathematics teaching
anxiety among educators.
3. Provide practical resources and routines to support
effective mathematics instruction across all year levels.
Remember:
Paper and pen, or device - purely for note taking.
Key takeaways:
1. Introduction to an innovative teaching approach.
2. Discussions and resources of the approach and examples.
B16 USING EVIDENCE INFORMED
LEADERSHIP IN MATHEMATICS
3. Opportunities to create programs for your school.
Subtheme: Leadership and agency
B15 CONFIDENT CLASSROOMS EMPOWERING TEACHERS IN MATHEMATICS
Subtheme: Innovation and inspiration
Nicole Boyd, Berwick Fields Primary School, Anita Green,
Monash University/Coral Park Primary School
(F to Year 6)
Many teachers feel a sense of anxiety when it comes
to teaching mathematics, often due to negative past
experiences, limited professional learning, or lack of
confidence in content knowledge. Our session is designed
to help educators shift from feeling hesitant to feeling
empowered in their mathematics teaching. Through
hands-on activities, rich discussions, and real classroom
examples, participants will explore strategies that build both
their own confidence and their students’ engagement and
understanding. The session will unpack data and evidence
connected to math’s anxiety and teacher confidence and
provide effective approaches that can be used across a range
of year levels. Participants will leave with a toolkit of adaptable
teaching strategies, planning resources, and confidencebuilding routines to take straight into their classrooms. This
session will empower all educators, regardless of experience,
providing them with a strengthened sense of confidence to
teach real world mathematics.
Michael Rosenbrock, Evidence Informed Education
(Year 3 to Year 12)
This session will unpack how taking an evidence informed
approach to leading mathematics can support teachers and
leaders to thrive. Participants will explore a model for being
evidence-informed that draws together research, practice
and context. Connections to system priorities such as the
Victorian Teaching and Learning Model as well as Flourishing
Learners will be unpacked. Michael will share examples from
his own experience of drawing on evidence to build student
metacognition in mathematics. Key success factors will be
explored including: surfacing values and goals, divergentconvergent thinking, understanding core components,
avoiding lethal mutations, making thoughtful adaptations,
and elevating good practice. The Evidence for Learning
Mathematics resources will be briefly unpacked and used as a
catalyst for participants to reflect on practice in their context.
The session will conclude with a focus on planning for action,
with participants having time to make plans for putting their
take-aways from this session into practice.
Key takeaways:
1. What an effective and nuanced approach to being
evidence-informed could look like.
2. How approaches such as metacognition can be translated
into practice in mathematics.
3. How to draw on trusted resources to reflect upon and
elevate mathematics practice in their context.
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
65
