20250730 MAV25 synopsis - Flipbook - Page 66
SESSION B: Thursday, 12.10pm-1.10pm (cont.)
B17 WHY DON’T THEY REMEMBER IT?!
Subtheme: Pedagogy and curriculum
Antje Leigh-Lancaster, Leigh-Lancaster Consulting
(Year 3 to Year 12)
No doubt many of us have had moments where we’re
surprised by what our students haven’t remembered.
In this interactive workshop, we will explore some practical
classroom strategies and approaches that research has shown
to be effective in facilitating learning, retention and retrieval,
these include:
•
getting the most from retrieval practice (desirable
difficulties)
•
understanding the importance of providing and
removing scaffolds (maintaining engagement)
•
benefit of deliberately making an error and then
correcting it (derring effect)
•
using interleaved practice to support appropriate strategy
identification (when to use what)
You will have opportunities to actively engage with a range of
these strategies throughout the session.
By the end of this session, you will leave with a range of
practical strategies, a copy of the presentation, and links to
some related resources.
can profoundly shape their creativity, motivation, and
mathematical thinking. This workshop brings together
mathematician and educator Chris Tisdell with John Lawton,
designer of the Mathomat template, to explore the interplay
between tool design and pedagogy.
Chris will present a series of classroom challenges designed to
deepen students’ understanding of geometry. These include
the use of circle-arc templates (no compass required!), and
the development of mathematical thinking through the
emerging concept of geometography—a practice that blends
geometric creativity with reflective tool use.
In response to these pedagogical ideas, John has adapted
the Mathomat toolset to better support rich classroom
engagement. He will introduce these new designs and share
insights from the process of aligning tool development with
educational goals.
Key takeaways:
1. Explore the use of physical tools and drawing for student
activities.
2. Develop student creative thinking and confidence in
mathematics through design.
3. Develop links between open ended creative geometry
tasks and the mathematics curriculum.
Key takeaways:
B19 KNOWING YOUR STUDENTS THROUGH
DEVELOPMENTAL RUBRICS
1. A range of practical teaching and learning strategies that
facilitate learning, retention and retrieval.
Subtheme: Innovation and inspiration
2. The opportunity to engage with some of the strategies.
Lianna Beeching, Amanda Fan, Preston High School
(Year 5 to Year 10)
3. links to related resources.
Get inspired with examples of leveraging rubrics in maths to:
B18 CREATIVE GEOMETRIC EXPLORATIONS
WITH MATHOMAT
•
Help students see where they are, where they are going
next, and how they have grown.
•
Celebrate success with students by signposting what they
have learned/ demonstrated.
•
Generate data quickly and easily to adapt your teaching.
•
Differentiate work for students based on their current
point of need.
This is a commercial presentation
Subtheme: Innovation and inspiration
John Lawton, Objective Learning Materials, Chris Tisdell
(Year 5 to Year 10)
Tools are central to the learning and teaching of geometry.
The ways in which students interact with these tools
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
66
We will demonstrate how to link an existing maths activity to a
rubric, so students can see their learning in real time and how
to build rubrics, both for content and problem-solving tasks.
