20250730 MAV25 synopsis - Flipbook - Page 75
C07 THRIVING THROUGH INQUIRY:
PROJECT-BASED AND INTEGRATED PRIMARY
MATHEMATICS EXPERIENCES
Subtheme: Pedagogy and curriculum
Kate Eastcott and Nick Kirby, Phillip Island Village School
(Year 3 to Year 6)
At Phillip Island Village School, project-based learning
and integrated units are powerful approaches for engaging
primary students in meaningful mathematics. This session will
explore how real-world projects—such as establishing a school
canteen or designing a regenerative garden—can embed
mathematical thinking within authentic, student-driven
inquiry. We will demonstrate how mathematical proficiencies
are developed through purposeful contexts that promote
curiosity, agency and collaboration. We will discuss how
formative assessment can be woven through each stage of
a project to support individual needs, guide instruction and
challenge learners at all levels. Through practical examples
and classroom stories, this session will highlight how these
engaging pedagogies can help students not only understand
mathematics, but enjoy it and see its relevance in their daily
lives.
Key takeaways:
1. How to embed mathematics meaningfully in real-world,
project-based learning.
2. Ways to use formative assessment to guide and
differentiate maths instruction.
3. Strategies for fostering engagement, agency and
enjoyment in primary maths classrooms.
C08 TEACHING DECIMAL FRACTIONS
THROUGH A SYSTEMATIC UNDERSTANDING
OF PLACE VALUE
Subtheme: Pedagogy and curriculum
Heather McMaster, University of Sydney
(Year 5 to Year 8)
Having learnt how to operate with whole numbers, many
students think that new rules are required to operate with
decimal fractions eg. They learn that with decimal fractions,
you can ‘add a zero’ to the end of a number without changing
its value, but you can’t do this with whole numbers.
In this workshop you will be instructed in the use of various
representations and games that connect the concept of
decimal fractions to an understanding of our decimal place
value system.
Key takeaways:
1. Connect decimal fractions to knowledge of our decimal
place value numeration system.
2. The decimal point is best understood as a marker of the
one’s place.
3. Avoid confusing language such as ‘crossing off’ or ‘adding’
zero. Instead, talk about digits shifting their place in a number
and zero as a place-holder.
C09 UNMASKING THE MATHS: EXPLORING
MATHEMATICAL MODELLING RESOURCES
FOR YEARS 3-10
Subtheme: Pedagogy and curriculum
John West, Celia Coffa, University of Adelaide
(Year 3 to Year 10)
In this session, participants will engage with examples of
mathematical modelling and statistical investigations. The
examples are drawn from the Maths in Schools online courses
and relevant to Years 3 –10. We will showcase evidencebased methodologies such as Explicit Teaching, incorporating
the Concrete-Representational-Abstract (CRA) model. Walk
away with practical examples and classroom-ready supporting
resources to guide you through the process.
The Maths in Schools project provides free online
professional learning. The courses were developed by The
University of Adelaide in collaboration with Education
Services Australia and funded by the Australian Government
Department of Education. These courses cater to teachers
across all levels, including Foundation to Year 2, Years 3–6,
and Years 7–10.
Key takeaways:
1. Practical examples of mathematical modelling and
statistical investigations and classroom-ready resources
2. Access to free ongoing resources and support from the
Maths in Schools project
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
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