Conference synopsis_FINAL_20260815 - Flipbook - Page 53
needs to be kept rather than wiped. Whether you are new to
mini-whiteboards or looking to sharpen your practice, this
session will change how you see, respond to, and act on what
your students know.
Key takeaways:
1. A simple decision rule that turns mini-whiteboard checks
into real teaching responses.
2. A repeatable classroom framework you can use tomorrow.
3. Strategies for evaluating why, when and how to use miniwhiteboards.
A18 RUNNING EFFECTIVE MATHS TEAM
MEETINGS
Sub-category: Leadership and teachers as learners
Melissa Wood and Grace Lee, Camperdown College
Early Childhood - Y12
How can mathematics teams make the most of limited
meeting time while maintaining a focus on improving student
outcomes? In this session, we will share how our Mathematics
Team combines the Professional Learning Community (PLC)
model with Simon Breakspear’s improvement frameworks
to create purposeful, evidence-informed team meetings.
Participants will explore practical strategies including teaching
sprints, micro-moves and collaborative inquiry processes
that support the translation of research and VTLM 2.0
practices into everyday classroom teaching as well as creating
opportunities to continue to build teachers mathematical
content knowledge. Attendees will leave with ideas and
structures that can be adapted to strengthen collaboration,
reflection, and continuous improvement within their own
teams.
Key takeaways:
1.The important components of our mathematics meetings
2. What micro moves are and how they are used to maximise
impact
3. Protocols that are used to build a culture of reflection
A19 ACTIVATING HEARTS, HANDS
AND MINDS: A WHOLE-SCHOOL
MATHS WEEK
Sub-category: Engaging and including every learner
Jacqueline Benson, Penleigh and Essendon Grammar
School - Junior Boys
F - Y8
We know how to give sport a carnival and music a concert, at
every scale from a whole day down to an assembly item. What
might that range look like for mathematics? This session
takes maths into the open: somewhere it usually doesn’t
happen, and in company students don’t usually share it with.
Occasions like these help build a positive mathematics culture
and shape how students see themselves as mathematicians.
We have run this as a whole-school Maths Week over three
years, but it works just as well as a lesson, a lunchtime, or an
hour with one year level or several. After a brief look at what
has worked for us, including student ambassadors, maths trails
and problem-solving relays, you will have the opportunity
to discuss with those around you what is realistic in your own
context and timetable, leaving with materials and a starting
plan.
Key takeaways:
1. A rationale for giving mathematics a public occasion of its
own, one where students take part rather than watch.
2. Examples of activities that work outside the lesson, from a
lunchtime to a whole week.
3. A starting plan for something realistic in your own context
and timetable.
A20 FUN WITH FUNCTIONS - USING TINSPIRE TO VISUALISE CALCULUS CONCEPTS
IN MATHEMATICAL METHODS
Sub-category: Digital technologies
Chris Ireson and Len Bedier, Melbourne High School
Y11 - Y12
Are we there yet? Just move a little closer now! Is that steep
enough? Have we gone too far? Let’s do it all again till we get
it right. What goes up sometimes doesn’t go down. Properties
of functions and graphs will be investigated utilising the
dynamic features of TI-Nspire technology to help students
visualise and understand key concepts using pre-calculus
techniques.
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