Conference synopsis_FINAL_20260815 - Flipbook - Page 45
KEYNOTES: Thursday, 9am-10.15am
KT01 CONCRETE REPRESENTATION
ABSTRACT IS NOT ENOUGH: MAKING THE
LINKS EXPLICIT
Sub-category: Mathematical content and concepts
Paul Swan
Primary
Current curricula often refer using a CRA (sometimes CPA)
approach to teaching mathematics. In this presentation
Paul will explain how this approach can fail unless explicit
links are made between the Concrete, Representation and
Abstract components of CRA. In other words simply using
mathematics manipulatives does not guarantee success –
and in fact poor use can lead to misconceptions. Paul will
explain how the clear use of vocabulary and specific types of
representations will help students better understand abstract
mathematics.
Key takeaways:
1.
Teacher clarity: Teachers need to know exactly what they
plan to teach.
2. Teachers need to be clear about the way they express
themselves and explain concepts.
3. Teachers need to be organised to make the best use of
precious class time.
Supported by
KT02 PROVOKING POSITIVE DISPOSITIONS
Sub-category: Engaging and including every learner
Kris Westcott, Sackville Street Public School
Primary
Learning dispositions in mathematics are the habitual
attitudes, beliefs, and behaviours students exhibit toward
maths, including confidence, perseverance, and seeing it as
useful. Fostering positive, or productive, dispositions is crucial
for success, influencing how students approach challenges,
embrace mistakes, and develop a ‘growth mindset’. Key traits
include being resilient, resourceful, and reflective. How do
we foster and reinforce positive dispositions in a subject area
that is so frequently brushed aside by the ‘I wasn’t any good at
maths’ mantra?
Key takeaways:
Positive attitudes to mathematics learning can be most
effective when students’ heads, hearts and hands are
actively engaged in the construction of new and deeper
understandings through engagement with purposefully
designed tasks that allow for a balance of autonomy and
support.
KT03 THINKING PURPOSEFULLY
ABOUT TECHNOLOGY IN SECONDARY
MATHEMATICS
Sub-category: Digital technologies
Claudia Orellana-Farias, Australian Catholic University
Secondary
Digital technologies are increasingly shaping the landscape
of secondary mathematics education – but what does
purposeful use of technology in mathematics classrooms look
like? As new platforms and tools continue to emerge, teachers
are faced with important pedagogical questions: What are we
trying to achieve through technology use? How can digital
tools deepen mathematical thinking, support conceptual
understanding, and enhance student engagement rather than
simply digitising existing practices?
In this keynote, participants will explore the purposeful
integration of technologies in secondary mathematics
classrooms through the lens of the SAMR model
(Substitution, Augmentation, Modification, and
Redefinition). Using practical examples from various digital
tools and platforms, the session will encourage teachers to
critically reflect on when, how, and why technology is used.
Participants will leave with practical ideas and a reflective
framework to support meaningful and pedagogically
informed technology integration in contemporary
mathematics classrooms.
Key takeaways:
1. Consider the role technology plays within a lesson - what is
its purpose, and what mathematical thinking is it intended to
support?
2. Reflect on the affordances and constraints of different
digital tools, and how these may influence the role technology
may play within different mathematical tasks and learning
experiences.
3. Use the SAMR model as a framework for making
thoughtful and purposeful decisions about technology
integration in secondary mathematics education.
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