Conference synopsis_FINAL_20260815 - Flipbook - Page 54
SESSION A: Thursday, 11am-12pm (cont.)
Turning point, point of inflection, tangent line and gradient
function properties will be discovered using features such as
data capture, spreadsheets, and data plots. Suggestions about
how these ideas can be incorporated into an Investigation/
Exploration Task that can be adapted to suit individual classes
will be discussed. Please bring your TI-Nspire CX Premium
Teacher software to gain the most benefit from the session.
Grounded in research and illustrated with practical examples
from classrooms, participants will leave with immediately
implementable routines and strategies that foster curiosity,
mathematical communication, and confident problemsolving.
Key takeaways:
1. Participants will learn how purposeful daily routines build
mathematical thinking, strengthen number sense and
estimation sense, and foster curiosity through rich discussion
and reasoning.
1. Learning how to use the TI CAS Technology and have
the confidence to use the technology in the classroom to
demonstrate mathematical concepts.
2. Build on ideas discussed to adapt to classroom
investigations and have access to some CAS files to use in
class.
Key takeaways:
2. You will leave with practical, classroom-ready strategies
that create confident problem-solvers and make everyday
mathematics lessons more engaging, meaningful, and
conceptually rich.
Remember:
Please bring your TI-Nspire CAS Calculator or the TI-Nspire
CX Premium Teacher software to gain the most benefit from
the session. A small number of TI CAS Calculators will be
available to use.
A21 DAILY ROUTINES THAT BUILD
MATHEMATICAL THINKING AND
CURIOSITY
Sub-category: Mathematical content and concepts
Elizabeth Irwin, HILL (High Impact Leading & Learning)
Group Consultancy
F - Y6
Strong mathematics classrooms are built through purposeful
daily routines that develop students’ thinking, curiosity, and
confidence. This practical workshop explores how short,
high-impact routines can create rich opportunities for
reasoning, discussion, and sense-making while strengthening
conceptual understanding. Participants will experience a
range of classroom-ready routines designed to build deep
number sense, helping students recognise relationships, think
flexibly, and develop efficient strategies rather than relying
on procedures alone. The session will also highlight routines
that cultivate estimation sense, encouraging students to make
sensible predictions, justify their reasoning, and develop
mathematical judgement in authentic contexts. Rather
than treating these activities as warm-ups, the workshop
demonstrates how they can become the foundation for a
culture of mathematical inquiry and productive struggle.
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A22 COLLABORATIVE PLANNING AS THE
DRIVER OF TEACHER CAPACITY!
Sub-category: Planning
Stephanie Felix and Andrew Kelleher, Cranbourne West
Primary School
F - Y8
Our presentation will demonstrate how collaborative
planning, using the Victorian Lesson Plans (VLPs), has
strengthened teacher capacity. Aligned with the Victorian
Learning and Teaching Model (VLTM) 2.0 and the MultiTiered System of Supports (MTSS), the VLPs have provided
a shared starting point for planning high-quality mathematics
instruction.
We will share how collaborative preparation has enabled
teachers to unpack the curriculum, anticipate student
thinking, embed formative assessment, and adapt lessons
to meet diverse learning needs. Through regular planning,
robust discussions and reflective practices, teachers have
begun to develop a deeper understanding of effective
instructional practice, strengthened their knowledge of the
progression of mathematical concepts, and used evidence to
refine their teaching. This collaborative approach is increasing
consistency across classrooms, building collective teacher
efficacy, and supporting the development of an Agreed
Whole School Curriculum.
Key takeaways:
1. Template for Collaborative discussion, formative
assessment templates, guttman charts aligned with VLPs.
