20250730 MAV25 synopsis - Flipbook - Page 76
SESSION C: Thursday, 2pm-3pm (cont.)
C10 NON-BINARY PEDAGOGY: BEYOND
EXPLICIT VS. INQUIRY
to easily and effectively meet the needs of the Victorian
Teaching and Learning Model VTLM 2.0.
Subtheme: Pedagogy and curriculum
We will also share how this approach goes hand-in-hand with
differentiation and the additional support we have on offer to
help you build out a multi-tiered system of supports in your
mathematics department.
Em Thompson, Oxford University Press
(Year 5 to Year 12)
What constitutes effective mathematics teaching? Pedagogy
is complex and this question demands a nuanced response.
Despite ongoing debates that pitch explicit teaching and
inquiry-based learning against each other, we can all agree
that such a binary doesn’t do justice to the multifaceted
reality of the modern mathematics classroom. Some insight
is gained by instead imagining a spectrum from explicit
teaching to inquiry-based learning, but this still isn’t enough.
In this session, we will consider pedagogy on a plane, with
each axis representing its own spectrum. We will use this
model to consider the role of the teacher and the role of the
student independently and explore what can be gained by
adding an extra dimension.
Key takeaways:
1. An expansive perspective on the mathematics
pedagogy debate that moves beyond binaries and toward
understanding.
2. A flexible framework for critiquing, reflecting on, and
owning your teaching practice.
C11 EXPLORING THE PRACTICAL
IMPLEMENTATION OF EXPLICIT-TEACHING
STRATEGIES IN MATHS CLASSROOMS
1. The ability to recognise explicit-teaching practices in action
2. Some ready-to-use implementation strategies
3. A clear and consistent framework for lesson redesign
C12 TOOLKIT FOR TEACHERS NEW TO
MATHEMATICS
Subtheme: Pedagogy and curriculum
Vincent Lam, Loyola College
(Year 7 to Year 10)
Are you a new mathematics teacher? Are you a out-offield teacher who’s been thrown into a maths class? I am
going to share with you how I teach certain mathematical
concepts. For example, I will share with you how I explain
directed numbers to Year 7s, as well as how to factorise monic
quadratic trinomials to Year 9s, using simple steps that can be
broken down and easily remembered. I hope you can get at
least one thing out of my session!
Key takeaways:
This is a commercial presentation
1. How to explain certain concepts in Years 7-10
mathematics.
Subtheme: Pedagogy and curriculum
2. How to help students remember procedures and steps.
Lindy Sharkey and Julian Lumb, Pearson
(Year 7 to Year 10)
3. How to break down mathematical ideas into smaller parts.
In this session we will unpack and explore the power of explicit
teaching strategies to lift outcomes and build mathematical
confidence, especially when paired with resources designed
to support clarity, structure and engagement.
C13 DIFFERENTIATING WITH IMPACT: OPENENDED TASKS FOR YEARS 7 - 10
We will unpack the key phases of explicit teaching
including setting goals, the gradual release of responsibility,
checking for understanding and immediate feedback
whilst demonstrating how the purposeful design of Pearson
Mathematics series supports you and your department
Shiny Sood, Aitken College
(Year 7 to Year 10)
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
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Key takeaways:
Subtheme: Pedagogy and curriculum
This session promotes a pedagogical approach focused
on open-ended tasks, enabling effective differentiation of
instruction for students across Years 7-10, aligned directly
