20250730 MAV25 synopsis - Flipbook - Page 93
means for practice today. He shares insights from his own
classroom experience and his work with the Victorian Lesson
Plans, offering practical strategies.
Key takeaways:
1. Explicit teaching aligned with VTLM 2.0 is supported
by robust, systematic empirical research as a foundation for
effective mathematics instruction.
2. Understanding cognitive science principles enhances the
design and delivery of explicit teaching.
E18 DEVELOPING 21ST-CENTURY SKILLS
THROUGH EVERYDAY MATHEMATICS
LESSONS
Subtheme: Innovation and inspiration
Ban Heng Choy , National Institute of Education,
Nanyang Technological University, Singapore
(Year 3 to Year 10)
Mathematics tasks form the centrepiece of many
mathematics lessons to develop critical, adaptive, and
inventive thinking.
These tasks initiate mathematical activity and open up
opportunities for orchestrating mathematics discussions and
developing these emerging 21st-Century Competencies
(21CC). Often, these mathematics tasks are open and rich in
mathematical connections.
However, designing such tasks can be challenging because
they have to be low-floor (easy to access by students with
diverse learning readiness), high-ceiling (potential for making
connections to other topics and important ideas beyond the
immediate learning outcome), and wide-wall (opens up for
multiple answers, solutions, or methods).
In this workshop, I will share some ideas on how we can notice
and harness typical problems, beyond rich and open tasks,
used in everyday classrooms to nurture 21CC in our students.
Key takeaways:
1. Teachers can use relatively “simple” mathematics tasks to
nurture 21CC
2. The key lies in noticing and harnessing new possibilities for
these tasks
3. Some principles to foster a more conducive mathematics
classroom for developing mathematical thinking skills.
E19 PRACTICAL AI APPLICATIONS - TEACH
MORE, STRESS LESS
Subtheme: Innovation and inspiration
Adrian Lam, St John’s College Preston
(Year 3 to Year 12)
This session explores how artificial intelligence can be
leveraged to support mathematics teaching in practical and
accessible ways. Focusing on freely available tools and reallife examples, the presentation will demonstrate how AI can
help streamline workload and support a healthier work–life
balance. There is no affiliation with any company or platform
provider; all insights are drawn from personal classroom
experiences. The session will conclude with time for attendees
to share resources and engage in discussion, including
requests for specific use cases.
Key takeaways:
1. A discussion on my mindset and approach to AI tools
2. Sharing practical tips and ideas for everyone to use beyond
the classroom
3. Resources and links that will be updated in the future as the
technology progresses.
E20 MODELLING AND PROBLEM SOLVING
TO DEEPEN AND EXTEND STUDENT’S
KNOWLEDGE
Subtheme: Pedagogy and curriculum
Ben Dennis, Timboon P-12
(Year 5 to Year 10)
The Victorian Curriculum 2.0 places a strong emphasis on
problem-solving and modelling tasks within the mathematics
curriculum. However, knowing when and how to effectively
implement these tasks can be a challenge for many educators.
In this session, we’ll explore practical strategies for integrating
problem-solving and modelling into your classroom practice.
We’ll also examine how these tasks can be leveraged
to extend high-achieving students—broadening their
mathematical thinking and providing a meaningful pathway
to introduce more advanced content.
Key takeaways:
1. When to incorporate problem solving and modelling tasks.
2. How to find or create meaningful tasks.
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
93
