Conference synopsis_FINAL_20260815 - Flipbook - Page 46
KEYNOTES: Thursday, 9am-10.15am (cont.)
KT04 EXPLICIT LEARNING AND THE
JOY OF MATHS
Sub-category: Mathematical content and concepts
Helen Chick, University of Tasmania
All levels
Debates about the teaching and learning of mathematics
have raged for years and continue currently, often focusing
on how students learn and how teachers should teach.
However, we do not always ask: what actual mathematics do
we want students to learn? We must think carefully about what
mathematics is of value and then consider how to ensure that
students have effective opportunities to learn it. Mathematics
is wonderful and many wonderful things can take place while
learning it; this must be part of the teaching and learning
experience. The idea of ‘explicit learning’ – in which we, as
teachers, identify and know exactly what we want to have
students learn – may be helpful for our work.
Key takeaways:
Thinking explicitly about what mathematics we want students
to learn can help determine our teaching approaches.
KT05 HOW IS FLUENCY MORE THAN
ACTIVATING MATHEMATICAL MINDS, AND
HOW DOES IT EXTEND BEYOND ACCURACY
AND SPEED?
Sub-category: Mathematical content and concepts
All levels
Fluency is recognised as an important mathematical
proficiency, with speed, accuracy and the rapid recall of
facts representing important aspects of fluent mathematical
performance. However, fluency is often reduced to
these characteristics alone. Anchored in the Victorian
Curriculum Mathematics 2.0, this panel will consider a richer
conception of fluency, examining how students develop the
knowledge, understanding and capability to select and use
appropriate strategies, reason mathematically, communicate
mathematical ideas, and apply mathematics flexibly in
increasingly unfamiliar and novel situations. Bringing together
perspectives from research, curriculum and practice, panellists
will consider what fluency looks like, how it develops, and why
it matters.
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In doing so, they will ask and consider an important question:
How might teaching and learning for fluency in ways that
activate mathematical hearts, hands and minds influence
students’ mathematical wellbeing and connectedness to
mathematics?
Key takeaways:
Delegates will leave this panel considering:
1. What is mathematical fluency beyond speed and accuracy,
and how does it involve understanding, reasoning, strategy
selection, communication, and flexible use of mathematics
2. How does fluency help students apply mathematics in
unfamiliar situations, and how might this strengthen their
confidence, wellbeing and connectedness to mathematics?
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