Conference synopsis_FINAL_20260815 - Flipbook - Page 107
SESSION F: Friday, 12.10pm-1.10pm
F01 LEADING WHOLE-SCHOOL
IMPLEMENTATION OF VTLM 2.0 IN
MATHEMATICS
Sub-category: Leadership and teachers as learners
Lucinda Edselius, Department of Education
F - Y10
How can school leaders turn the Victorian Teaching and
Learning Model (VTLM) 2.0 into meaningful change in
mathematics classrooms?
This session brings together learnings from school middle
leaders who have embedded VTLM 2.0 into their
mathematics programs to build students’ mathematics
confidence and competence. Presenters will share practical
insights into building teacher capability, strengthening
instructional consistency, and fostering collaborative
professional cultures that improve mathematics outcomes.
importance of the number triad and the power of language,
carefully considered visual representations and how we link
these to symbols builds deep conceptual understandings of
the magnitude of decimals. We will also explore common
misconceptions experienced by students and how to identify
these. A practical workshop in which participants will leave
armed with a range of games and activities to promote deep
understanding while engaging young hearts and minds.
Key takeaways:
1. In order to understand decimal fractions, students need
to build their quantity sense first. They develop this through
a range of rich visual representations such as decimats,
decipipes, MAB and fraction strips.
2. Knowledge of the number triad can be applied to help
students develop quantity sense of decimals.
Grounded in real school contexts, the session will
highlight effective leadership, professional learning and
implementation strategies that have led to measurable gains
in student outcomes. Participants will leave with actionable
ideas and a clearer understanding of how to drive effective,
sustained change in mathematics teaching and learning.
F03 USING MARKERLESS MOTION CAPTURE
TO TEACH THE PYTHAGOREAN THEOREM
Key takeaways:
In sport, movement rarely happens in one direction. For some
children, sports and mathematics may seem like an unlikely
pair, but the Pythagorean Theorem has found its way onto the
playing field, courts, and pitches, proving that numbers and
athletics coexist. The Pythagorean Theorem, a fundamental
concept in geometry, has applications that go beyond the
classroom and play a significant role in understanding and
analysing sports performance.
1. Participants will leave with actionable ideas and a clearer
understanding of how to drive effective, sustained change in
mathematics teaching and learning.
F02 SMALL NUMBERS: BIG IDEAS. BUILDING
CONCEPTUAL UNDERSTANDING OF
DECIMAL FRACTIONS
Sub-category: Mathematical content and concepts
Kylie Mitchell and Lani Sharp, Ballarat Grammar, Linda
Parish, Australian Catholic University
Y3 - Y6
Through a range of games, rich tasks and visual
representations, we will explore the big ideas of decimal
fractions, providing a toolkit of activities and strategies to
implement in classroom. We will explore the pedagogical
power of visual representations, considering proportional
models such as MAB and decimats to build quantity sense to
compare, order and reason about decimals. We will explore
subitising with decimats, as well as partitioning, renaming
and plotting decimals on a number line. We will consider the
Sub-category: Digital technologies
Stuart Evans and Kristy Osborne, La Trobe University
Y5 - Y8
This workshop presents a short, embodied learning activity
that integrates markerless motion capture technology to
support children’s conceptual understanding of the Theorem.
This interactive workshop, designed for upper primary and
early secondary learners, uses real-time movement tracking
to generate right-angled pathways by shooting a basketball,
experimenting with different angles of release from different
positions, with markerless motion capture recording and
displaying both orthogonal and diagonal movement paths.
By comparing the summed distances, students are guided to
identify a consistent mathematical relationship.
Key takeaways:
1. Foregrounds inquiry, prediction, and kinaesthetic bodily
engagement during a practical mathematics-based task.
