Conference synopsis_FINAL_20260815 - Flipbook - Page 117
F29 SPARKING DISCUSSION AND
COLLABORATION IN THE MATHS
CLASSROOM
Sub-category: Engaging and including every learner
Sophie Zhou, Santa Maria College, WA
Y7 - Y10
‘Is the number 1 prime or composite?’ We all know that
students are more engaged in learning when they are actively
participating. Discussion encourages students to explain their
reasoning and apply their understanding, rather than just
calculating and memorising a skill/process. It enables them
to share strategies and ideas, as well as debate and debunk
common misconceptions together. This session will provide
examples of successful discussion prompts and structures
which promote collaborative learning. You will gain practical
implementations that can be used immediately in your
classroom and ideas to support future planning.
Key takeaways:
1. Ready to use prompts and structures to get students
discussing their thinking and explanations
2. Ideas to encourage collaborative learning and active
participation in the classroom
3. How to embed it into classroom routines and lesson
planning
F30 NATIONAL COMMITMENT: A CULTURAL
SHIFT IN MATHS FOR FIRST NATIONS
LEARNERS
Sub-category: Engaging and including every learner
Jennifer Bowden, Mathematical Association of Victoria,
Darius Samojilowicz, MANSW
Early Childhood - Y12
How does a national commitment become meaningful action
in practice? This session shares how three state affiliates
MAV and MANSW are bringing the ATSIMA Commitment
Statement to life across different contexts. Drawing
on experiences of working alongside teachers, schools
and communities, the presenters will highlight practical
approaches, key learnings and challenges in supporting
culturally responsive mathematics teaching for Aboriginal
and Torres Strait Islander students. By sharing examples
from across two associations, the session will explore how
collaboration, relationship-building and reflective practice
can strengthen inclusive mathematics learning environments.
Participants will leave with ideas to consider in their own
context and how they might contribute to this shared national
commitment.
Key takeaways:
1. Practical examples from MAV and MANSW.
2. Insights into culturally responsive mathematics teaching.
3.Ideas for local action aligned to the ATSIMA Commitment.
F31 GRAPHS AND NETWORKS: RICH
INVESTIGATIONS FOR YEARS 7–9
Sub-category: Mathematical content and concepts
Robert Money
Y7 - Y9
Graphs and networks offer rich opportunities for junior
secondary students to develop reasoning, problem-solving
and mathematical communication. This session explores
how selected graph theory ideas can be introduced through
accessible investigations in Years 7–9, particularly for students
ready for extension and challenge. Examples include the
handshake problem as an entry point to simple graphs,
Euler’s rule for polyhedra as a context for pattern, structure
and proof, and applied path and trail problems connected
to networks. Delegates will consider how these tasks can
promote curiosity, logical reasoning and mathematical
investigation while linking to existing curriculum content. The
session will also focus on practical classroom implementation,
including adapting tasks, supporting discussion and extending
students’ mathematical thinking.
Key takeaways:
By the end of this session, delegates will:
1. Identify accessible entry points for introducing graph and
network ideas in Years 7–9.
2. Explore classroom-ready investigations that build
reasoning, problem-solving and proof.
3. Consider how graph theory tasks can extend and challenge
capable learners.
Remember:
Please bring your mobile phone.
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