Conference synopsis_FINAL_20260815 - Flipbook - Page 55
A23 BUILDING A PORTFOLIO: A PERSONAL
FINANCE LEARNING EXPERIENCE
Sub-category: Mathematical content and concepts
Ella Ledgar, Monash University and The University of
Melbourne
Y7 - Y12
This session explores how investment portfolio construction
can be used as an authentic context for teaching
mathematics. Teachers will experience a hands-on learning
sequence where students develop a client risk profile,
compare asset classes, analyse data, evaluate probability and
uncertainty, and construct a diversified investment portfolio.
Rather than teaching financial mathematics as isolated
calculations, this approach positions mathematics as a tool
for interpreting information, making informed decisions and
understanding uncertainty. Rich classroom conversations
around risk, reward, assumptions and long-term financial
choices provide meaningful opportunities for students to
connect mathematical concepts with real-world decisionmaking. Participants will develop strategies for teaching
probability, risk and uncertainty through authentic financial
contexts, while exploring how personal finance can strengthen
students’ mathematical reasoning, modelling, proportional
reasoning and statistical thinking. The session aligns with
the Victorian Curriculum Mathematics Version 2.0 through
its focus on applying mathematics to analyse, justify and
communicate decisions in meaningful contexts. Resources
will be made freely available.
Key takeaways:
A24 ADDRESSING MATHEMATICS
EDUCATION CHALLENGES ACROSS REMOTE
NORTH QUEENSLAND INDIGENOUS
COMMUNITIES
Sub-category: Engaging and including every learner
Adam Karpala, Bwgcolman Community School
Y9 - Y10
This workshop explores numeracy challenges experienced
by students in remote Aboriginal and Torres Strait Islander
communities, drawing on practice from Bwgcolman
Community School on Palm Island. The session considers
whether age-based curriculum structures adequately support
diverse learners and examines evidence-informed approaches
that respond to students’ actual learning needs. Participants
will explore practical strategies that have shown promise in
supporting numeracy development in remote Indigenous
settings and consider how these approaches may translate to
Victorian school contexts.
Key takeaways:
1. Insights into the challenges and opportunities of teaching
mathematics in remote Indigenous communities.
2. Practical, evidence-informed strategies to support
numeracy growth for diverse learners.
3. Ideas and discussion points that can be adapted to
Victorian school contexts and beyond.
Supported by
1. Develop strategies for teaching probability, risk and
uncertainty through authentic financial contexts.
2. Explore how personal finance can strengthen students’
mathematical modelling, proportional reasoning, statistical
reasoning and decision-making.
3. Develop approaches for facilitating meaningful
mathematical conversations that support students to justify
decisions, evaluate assumptions and communicate reasoning.
Remember:
Resources will be provided.
A25 BUILDING ENGAGEMENT IN THE
PRIMARY MATHEMATICS CLASSROOM
Sub-category: Mathematical content and concepts
Doug Clarke, Australian Catholic University
F - Y6
Engagement has been described as ‘the tide which lifts
all boats’. I believe that engagement lifts our students’
participation, motivation, curiosity, perseverance and
learning. These elements, in turn, lift the engagement and
enjoyment for the teacher. We will work through lessons,
ideas and pedagogical approaches in exploring the theme of
engagement in mathematics.
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