Conference synopsis_FINAL_20260815 - Flipbook - Page 52
SESSION A: Thursday, 11am-12pm (cont.)
In this regard, my work seeks to inform, entertain and make
mathematics appreciated by the wider community. In the
present case, I have written a choral piece for seven voices
based on the seven symbols in Euler’s famous formula: eiπ + 1
= 0. The symbols argue, compete for pre-eminence, become
chaotic babble, until Euler intervenes, reasons with them, and
eventually brings them together in the harmonious formula.
The presentation will involve myself as Euler and seven
students from Deakin College. The performance, a rehearsed
reading, runs for around thirty minutes, backdropped by a
power point display. This will be followed by an opportunity
for attendees to comment, critique, and ask questions.
Key takeaways:
1. Enhanced awareness of how the Arts can deepen the
appreciation of mathematics.
2. A broader perspective on the pedagogy of mathematics
through performance and story-telling.
3. Entertain, inform, and inspire attendees to write their own
mathematical scenarios, ideally in collaboration with their
students.
A16 ALTERNATIVE LESSONS:
DEVELOPING MULTIPLICATIVE
THINKING
Sub-category: Planning
Dianne Siemon, RMIT University
F - Y6
Planning is key to engaging hearts, hands, and minds in
mathematics. Externally sourced lesson plans can be a
valuable resource to support the teaching and learning
of mathematics, particularly where their use engages all
students in learning important mathematics. These and their
associated resources are widely accessible and take a variety
of forms, but their quality varies considerably and many
fall short of achieving their intended outcomes. Purposeful
planning requires that such resources are carefully and
critically evaluated to ensure they meet the mathematics
learning needs of students. This seminar will examine two
lesson plan sequences on the development of multiplication
fact strategies and offer an alternative approach for teachers
to consider when introducing and consolidating this critically
important aspect of multiplicative thinking.
Key takeaways:
A15 ACTIVATING POSITIVE DISPOSITIONS
THROUGH PROVOCATIONS
Sub-category: Mathematical content and concepts
Kris Westcott, Sackville Street Public School
F - Y6
Puzzles, picture books and provocations. How do we use
them throughout our school environment to spark creative
and critical thinking leading to a love of mathematics? This
hands on workshop, building on from the keynote, will provide
participants with a wealth of resources, the opportunity to
play, hear from students and work with others to develop their
provocations to take back to the classroom.
Key takeaways:
1. 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.
Remember:
Laptop/tablet.
52
1. Planning is key to ensuring active cognitive engagement
and learning over time.
2. Learning mathematics involves more than receiving and
reproducing.
A17 1-2-3 SHOW ME: HOW MINIWHITEBOARDS TRANSFORM CHECKING FOR
UNDERSTANDING
Sub-category: Mathematical content and concepts
Dominika Kapustka, Haileybury College
Y3 - Y10
Every teacher checks for understanding, but not every
check changes what happens next. More Than Four is a
short-cycle formative assessment framework grounded in
Rosenshine’s Principles of Instruction that gives mathematics
teachers a clear, repeatable structure for making real-time
teaching decisions using mini-whiteboards. In this interactive
session, you will experience the More Than Four cycle
firsthand, explore the research behind it, and leave with
practical routines to implement in your own classroom. We
will carefully consider when to and when not to use miniwhiteboards and what to do when the evidence of learning
