20250730 MAV25 synopsis - Flipbook - Page 73
SESSION C: Thursday, 2pm-3pm
C02 CHECKING FOR UNDERSTANDING:
MAKING THINKING VISIBLE
Subtheme: Pedagogy and curriculum
Anita Green, Monash University/Coral Park Primary
School
(F to Year 6)
Checking for understanding is a vital part of effective
teaching. It allows educators to uncover student thinking,
identify misconceptions, and make timely instructional
decisions. This session, focuses on the importance of this
formative assessment practice in supporting student learning.
Participants will explore a range of practical strategies that can
be used across different classroom contexts. We will unpack
the purpose and effectiveness of each approach, considering
when and how to use them to gather meaningful evidence
of learning. Through hands-on activities and discussion,
teachers will reflect on how these strategies can be embedded
seamlessly into everyday practice. By the end of the session,
participants will leave with a deeper understanding of
why checking for understanding matters, and a toolkit of
adaptable, classroom-ready techniques to use immediately.
Key takeaways:
1. Understand the importance of checking for understanding
as a key part of effective, responsive teaching
2. Explore a range of practical, adaptable classroom strategies
to make student thinking visible
3. Gain confidence in selecting and using strategies to inform
next steps in learning
C03 FROM TELLING TO TEACHING:
RETHINKING QUESTIONING IN
MATHEMATICS CLASSROOMS
Subtheme: Pedagogy and curriculum
Alana Bandholz, Carly Millichap, Brisbane Catholic
Education Office
(F to Year 6)
This interactive session invites educators to explore how
questioning shapes mathematical thinking and student
engagement. Participants will analyse curated video clips
of real classroom interactions, identifying and categorising
teacher and student questions by purpose and cognitive
demand using a visual framework.
Through collaborative reflection, they will examine how
intentional questioning strategies shift practice from ‘telling’
to ‘teaching,’ promoting deeper understanding and student
agency. The session concludes with a discussion on how
questioning supports formative assessment and responsive
teaching.
Aligned with the conference theme, this session highlights
evidence-based practices that enhance mathematics teaching
and learning through questioning.
Key takeaways:
1. Understand the types, purposes, and design of effective
questions in mathematics classrooms, including strategies for
implementation.
2. Use questioning as a formative assessment tool to promote
student reasoning, independence, and engagement.
3. Reflect on the shift from ‘telling’ to ‘teaching’ by leveraging
purposeful questioning to foster deeper mathematical
thinking.
C04 ENGAGE EVERY LEARNER: MAKING
MATHEMATICS VISUAL, VISIBLE AND
EXPLICIT
Subtheme: Pedagogy and curriculum
Catherine Epstein-Rodgers, Camberwell Grammar Junior
School
(F to Year 6)
Making mathematics visual through hands-on resources and
shared strategies is a powerful way to engage learners and
deepen understanding. This workshop explores how teachers
can explicitly teach mathematical concepts using concrete
materials and visual representations that make thinking visible
and learning stick.
Participants will engage with practical tools — such as pattern
blocks, counters, Cuisenaire rods, and playing cards — to
help students represent their ideas, solve problems, and
communicate their thinking with clarity. These strategies not
only support differentiation but also encourage students to
make meaningful connections across mathematical strands.
A key focus is on helping students visually share their
strategies and solutions, promoting classroom discussion,
collaborative reasoning, and stronger mathematical
confidence.
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
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