20250730 MAV25 synopsis - Flipbook - Page 89
Key takeaways:
1. Understand how a whole-school approach supports
sustained improvement in primary mathematics teaching and
learning.
2. Explore the role of learner agency and goal setting
in deepening students’ engagement with mathematical
concepts.
E08 BUILDING A COHORT OF
COLLABORATIVE LEARNERS.
Subtheme: Pedagogy and curriculum
Nerida McCredie , The Australasian Problem Solving
Mathematical Olympiads (APSMO)
(Year 3 to Year 6)
3. Practical strategies for embedding reflective and
metacognitive language in mathematics lessons
This practical, hands-on workshop will explore how teachers
can unlock the potential of young mathematicians by
fostering a classroom culture that values cooperation, risktaking and resilience among students.
E07 EXPLICITLY CONNECTING KNOWN
STRATEGIES TO FLEXIBLE MENTAL
STRATEGIES
It will provide insight into the role that collaboration plays in
promoting and supporting the application of mathematical
knowledge in different contexts, requiring students to share,
evaluate and select from their collective skill set.
Subtheme: Pedagogy and curriculum
Katherin Cartwright, The University of Wollongong
(Year 3 to Year 6)
This session takes a deep dive into the Mathematics Hub’s
explicit teaching module on how teachers can make explicit
the connections from known strategies to flexible strategies
with their students. Katherin will present some of the practical
advice provided in the module particularly in relation to;
selecting the right numbers, drawing on students’ prior
knowledge, linking to intuitive strategies, and anticipating
responses to help plan useful prompts and questions. Katherin
wrote the Explicitly connecting known strategies to flexible
mental strategies module and acknowledges both the
Australian Association of Mathematics Teachers’ (AAMT)
and Education Services Australia’s (ESA) role in developing
this module.
Key takeaways: :
From this sessions teachers will:
1. make connections between automaticity with early number
concepts and the development of efficient mental strategies
2. gain pedagogical knowledge of how to provide intentional
and explicit opportunities for students to explore, create and
practice flexible strategies
Remember:
Delegates do not need to bring anything with them.
By building a cohort of collaborative learners, teachers will
support students to tackle complex problems together,
develop essential skills for future success and build
meaningful relationships with their peers.
Key takeaways:
1. Strategies for creating a learning environment that
promotes persistence and communication.
2. Teaching techniques that assist students to collaboratively
solve mathematical challenges.
E09 PRODUCTIVE OR DESTRUCTIVE
STRUGGLE? FACILITATING CHALLENGE
WITH PURPOSE
Subtheme: Contemporary challenges and successes
Eamon Light, St. Anne’s Primary School
(F to Year 8)
This workshop explores the role of productive struggle in
primary mathematics: what it is, what it isn’t and how it differs
from unproductive or destructive confusion. We’ll examine
how cognitive conflict fits into learning, how it interacts
with cognitive load and how, when thoughtfully managed,
it can activate rather than overwhelm thinking. Participants
will consider how carefully designed challenges, with timely
episodes of teaching explicitly, can guide students toward
conceptual understanding.
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
89
