Conference synopsis_FINAL_20260815 - Flipbook - Page 121
SESSION G: Friday, 2pm-3pm
G01 THE IMPORTANCE OF FACT FLUENCY
Sub-category: Mathematical content and concepts
Steph Murphy and Samuel Haberman, 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.
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.
Key takeaways:
1. Participants will leave with actionable ideas and a clearer
understanding of how to drive effective, sustained change in
mathematics teaching and learning.
G02 MAKING LEARNING VISIBLE THROUGH
STUDENT WORK SAMPLES
Sub-category: Mathematical content and concepts
Donna McNeight, Wendouree Primary School
F - Y6
This presentation explores how teachers can use student
work samples as a powerful source of evidence to assess
learning and inform future teaching. Participants will examine
strategies for collecting and analysing student work to identify
strengths, misconceptions, and next learning steps.
Participants will also investigate how curriculum content
descriptions, achievement standards, and proficiency strands
can be used to guide the creation of purposeful assessment
that align with learning intentions and provide valuable
insights into student understanding. A focus is placed
on incorporating mathematical reasoning and language,
enabling students to explain, justify, and communicate their
thinking in meaningful ways.
Throughout the presentation, the important role of the
teacher is emphasised. Teachers are central to interpreting
evidence, responding to student needs, and designing
learning experiences that promote growth, confidence,
and success in mathematics. By using assessment evidence
effectively, teachers can make informed decisions that
enhance student learning and achievement.
Key takeaways:
1. Student work samples drive effective teaching and
evidence of misconceptions and learning progress.
2. Purposeful tasks enables reasoning, and mathematical
language allow students to demonstrate their understanding
in multiple ways.
3. Curriculum alignment strengthens assessment and
connects to learning outcomes.
G03 KEEPING MATHEMATICS ALIVE
THROUGH PLAY: YEAR 7 TO VCE
FOUNDATION
Sub-category: Engaging and including every learner
Jane Zhou, Strathcona Girls Grammar, Michael MacNeill,
Victorian Curriculum and Assessment Authority (VCAA)
Y7 - Y12
How can we keep mathematics engaging, accessible, and
meaningful for students who may otherwise disengage? This
session explores the role of VCE Foundation Mathematics
in supporting students to remain connected to mathematics
while developing confidence and essential numeracy and
life skills. Participants will engage with and reflect on a range
of play-based learning activities designed for Foundation
Mathematics that can be readily adapted for Years 7–9,
leaving with classroom-ready ideas.
Key takeaways:
1. Explore the role of VCE Foundation mathematics in
supporting student engagement and continued participation
in mathematics.
2. Engage with and reflect on play-based learning activities
for secondary mathematics classrooms.
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