Conference synopsis_FINAL_20260815 - Flipbook - Page 112
SESSION F: Friday, 12.10pm-1.10pm (cont.)
the rules of play, we examined how the CPW intervention
influenced the teacher’s mathematical pedagogy. Findings
showed the teacher adopted a different form of mathematical
pedagogy through CPW to support and deepen children’s
learning. This study contributes empirical evidence for the
effectiveness of CPW in enhancing teachers’ mathematics
practices during the transition to school.
Key takeaways:
1. Use Conceptual PlayWorld to teach mathematics through
intentional imaginary play.
2. Shift from worksheets to intentional, play-based
mathematical discussions and activities.
3. Supports smoother school transition by building
engagement and deeper understanding.
Sub-category: Mathematical content and concepts
Renee Ladner, Mathematical Association of Victoria
F - Y6
Bringing students along for the journey with their data is
essential to building deep mathematical understanding,
confidence, and agency. This workshop focuses on practical
ways teachers can make data meaningful, visible, and owned
by students throughout a unit, not just at the end. Participants
will explore strategies that support students to ask purposeful
questions, collect and represent their own data, and interpret
results in ways that connect to their lives.
Through classroom examples and hands-on activities, we will
model how to:
•
position students as decision-makers in data
investigations
•
use questioning to surface thinking and guide
interpretation
Alex de Lacy, Oxford University Press
Y5 - Y12
•
make data representations more transparent and
discussable
It is a truth universally acknowledged that maths is full of
overly complicated jargon and notation… right? Using
specific language and notation helps us to be precise, avoid
ambiguity and often makes the maths we are trying to do
simpler.
•
support all learners to see themselves in the data story
F15 TEACHING AND LEARNING MATHS AS A
LANGUAGE
Sub-category: Mathematical content and concepts
In this talk, we will consider teaching and learning the
‘language’ of maths. Using language-learning techniques
and analogies, we will consider how introducing language
and notation alongside concepts in an age-appropriate and
well-sequenced manner supports student learning and better
allows them to clearly communicate their mathematical
knowledge.
Key takeaways:
1. Mathematical language enables mathematical thinking.
2. Consistent language and notation build mathematical
understanding.
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F16 BUILD MATHEMATICAL AGENCY
THROUGH AUTHENTIC DATA STORIES
Participants will leave with ready-to-use ideas and a clearer
approach to helping students engage with data as an ongoing
process, activating mathematical hearts, hands and minds in
the process.
Key takeaways:
1. Learn how to bring students along on their data journey
2. Explore a proforma to assist in students recording their
own data stories
3. Develop routines that can embedded throughout the year.
