20250730 MAV25 synopsis - Flipbook - Page 84
KEYNOTES: Friday, 9.15am-10.15am
KF01 ORCHESTRATING LEARNING
CONDITIONS TO SUPPORT THRIVING
PROBLEM-SOLVERS IN MATHEMATICS
Subthemes: Pedagogy and curriculum; Contemporary
challenges and successes; Innovation and inspiration
Jane Hubbard, Deakin University
(F to Year 6)
In this session Jane will explore particular classroom
conditions that teachers can facilitate and monitor to enable
students to thrive when learning through problem-solving
approaches in mathematics. Drawing upon her PhD findings,
Jane will present a conceptual model that can be adopted
by educators to better understand the interconnected
relationships that exist between the cognitive and affective
domains of learning, noting how these can be directly
influenced by different learning environments including
current instructional and assessment practices. Using this
holistic framing, the affordances and constraints of offering
suitable mathematical problem-solving experiences to
students of all ability levels will be discussed.
Key takeaways:
1. Appreciating the interconnectedness relationships between
cognitive and affective learning domains.
2. Designing and monitoring enabling conditions for learning.
3. Holistic evaluation of mathematics learning and student
progress.
KF02 CHILDREN’S USE OF DERIVEDFACT STRATEGIES FOR ADDITION AND
SUBTRACTION WITHIN 20
Subthemes: Contemporary challenges and successes;
Pedagogy and curriculum
Sarah Hopkins, Monash University
(F to Year 6)
To thrive in mathematics learning, it is well established that
children need to learn to solve basic arithmetic problems
using retrieval and derived-fact strategies [e.g., 7 + 8 = (7
+ 7) + 1 = 14 + 1]. Yet, there is surprisingly little research to
illuminate exactly what number facts children should learn to
retrieve (just know) and what number facts might be suitably
derived. In this address, I present findings from a study where
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
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we individually interviewed 132 children in Years 3 and 4 to
investigate the different derived-fact strategies they used to
solve addition and subtraction problems within 20. Findings
indicate the prevalent use of derived-fact strategies and
their comparative efficiency, as well as the known facts that
are most commonly used to derive answers. Implications
are discussed in terms of which number facts children
should know and how the teaching of subtraction might be
improved.
Key takeaways:
1. Retrieval is not synonymous with memorisation.
2. Being able to reliably retrieve facts within three specific
fact communities — add-to-10, add-10, and add-small — is
pivotal for unlocking derived strategies and enabling flexible,
efficient mental computation.
3. For subtraction problems, derived-fact strategies are
faster than counting strategies but are only marginally more
accurate.
KF03 STUDENTS THRIVING
MATHEMATICALLY – WHAT DOES IT LOOK
LIKE?
Subthemes: Pedagogy and curriculum; Innovation and
inspiration
Kristen Tripet, Australian Academy of Science
(F to Year 12)
Teachers want their students to thrive mathematically—but
what does that truly look like? Francis Su, a distinguished
mathematician and author of Mathematics for Human
Flourishing, writes, “Exploration and understanding are at
the heart of what it means to do mathematics.” For students
to thrive, they must be exploring patterns and relationships,
making conjectures, forming generalisations, justifying their
reasoning, and representing their thinking in multiple ways.
In this keynote, Kristen will unpack both the what and the
how of mathematical thriving, shifting the conversation
from inquiry-based teaching to mathematical inquiry as
the active work of the student. Kristen will also examine the
important role that different pedagogical practices can play in
supporting students’ mathematical inquiry, including explicit
teaching, demonstrating how purposeful instruction and
inquiry work together in the mathematics classroom.
