20250730 MAV25 synopsis - Flipbook - Page 87
SESSION E: Friday, 11am-12pm
E01 BEYOND DIFFERENTIATION: TARGETED
SCAFFOLDING AND EXTENSION IN PRIMARY
MATHEMATICS
Subtheme: Pedagogy and curriculum
Stephanie Nitschke, Victorian Mathematics Ambassador,
Nazareth School Grovedale
(F to Year 6)
One of the most persistent challenges in mathematics
education is addressing the scope of abilities within a single
classroom. While differentiation is often promoted as the
solution, it can be misunderstood or inconsistently applied.
What does it actually mean to differentiate, and is it truly the
gold standard for effective teaching?
Secondly, participants will work through differentiated
activities to support their students’ learning and growth.
By engaging in this session educators will leave with an
understanding of misconceptions as well as simple effective
activities to use in their classroom.
Key takeaways:
1. Number lines are used to understand how numbers relate
to one another.
2. Number lines help with mathematical operations such as
addition and subtraction.
3. There are many examples of number lines in everyday life.
This workshop invites educators to look beyond traditional
notions of differentiation and instead focus on the power of
purposeful scaffolding and extension.
E03 SORTING IT OUT: MAXIMISING
MATHEMATICAL CONNECTIONS THROUGH
CARD SORTING TASKS
Most importantly, we’ll examine what these strategies look like
in practice across Foundation to Year 6. Through practical
examples and classroom-tested techniques, participants
will gain insight into how to target instruction precisely,
by supporting struggling learners and providing genuine
challenges for those ready to go further. You’ll leave with
practical, high-impact strategies to support and stretch every
student in your maths classroom.
Subtheme: Pedagogy and curriculum
Key takeaways:
1. Meeting students at their point of need.
2. Targeted instruction.
3. Strategies for scaffolding and extension.
Supported by
Jane Hubbard, Deakin University
(F to Year 6)
Presenting mathematical concepts through the task design
of card sorting can be an effective way for students to make
connections between mathematical notation and visual
representations that deepen conceptual understanding.
In this workshop, Jane will present some key design
principles of card sorting tasks she frequently adheres to
when teaching through problem solving. These principles
maximise opportunities for students to engage with concepts
deeply while still attending to the development of critical
foundational content knowledge. Participants will have the
opportunity to explore a range of card sorting examples
suitable to implement from Foundation to Year 6. Reflective
discussions will be focused on how these exemplars meet the
‘enabling conditions for learning’ as presented earlier in Jane’s
keynote presentation.
Key takeaways:
E02 THE POWER OF NUMBER LINES
1. Understanding the principles of card sort task design.
Subtheme: Pedagogy and curriculum
2. Opportunities to plan for effective differentiation.
Sheila Griffin, Sheila Griffin Maths
(F to Year 4)
3. Reflecting on enabling conditions for problem solving.
To thrive in mathematics students need a good understanding
of number lines. The first part of this session will examine the
progression from number tracks to number lines to empty
number lines.
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
87
