Conference synopsis_FINAL_20260815 - Flipbook - Page 62
SESSION B: Thursday, 12.10pm-1.10pm (cont.)
B06 MAKING MATHS CLICK: DIGITAL
APPROACHES FOR PRIMARY
CLASSROOMS
Sub-category: Digital technologies
Alana Bandholz and Carly Millichap, Brisbane Catholic
Education
F - Y6
Making Maths Click showcases how purposeful digital tools
can deepen mathematical understanding, strengthen fluency,
and enhance student engagement in the primary years.
Grounded in the Australian Curriculum v9.0, the session
will share practical, classroom-ready strategies that help
learners build meaningful connections through interactive
tasks, visual models and hands-on exploration. Participants
engage with rich learning experiences across number,
pattern and statistics, including counting, subitising and
algebraic thinking. Attendees will gain adaptable approaches
that promote reasoning, support confidence, and make
mathematics truly ‘click’ for every student through intentional
design, responsive teaching and the use of dynamic digital
tools.
Key takeaways:
Key takeaways:
1. Attendees will explore practical strategies to build into their
daily practice, ensuring they can leverage common resources
to their full potential while maintaining high levels of student
engagement and achievement.
Supported by
B08 FROM DATA TO UNDERSTANDING:
INTERPRETING STUDENT THINKING IN
MATHEMATICS
1. Practical strategies for using digital tools to deepen
understanding, strengthen fluency and enhance engagement.
Sub-category: Assessment
2. Approaches for connecting concrete, representational and
abstract learning to make mathematical thinking visible.
Anita Green and Sadaf Mirza, Monash University
F - Y6
3. Adaptable teaching practices that promote reasoning,
build confidence and support every student to experience
mathematics that ‘clicks’.
What does it really mean when students ‘get it’ in
mathematics? This interactive workshop explores assessment
that values not only formal data, but also the rich information
teachers notice every day. Participants will engage in a
structured inquiry: first analysing formal data and then
examining the student work behind that data to interpret
mathematical understanding and consider the evidence
that informs their judgments. Through this process and
collaborative discussion, teachers will explore how different
forms of data shape our interpretations of learners and
influence instructional decisions. We will examine what it
means to notice students’ mathematical thinking and how
such noticing can inform responsive teaching. Participants
will consider how they might respond to the diversity revealed
through assessment evidence and identify next teaching steps
to support mathematical learning. Participants will leave with
a deeper understanding of how formative assessment can
inform planning and in-the-moment decisions to effectively
support all learners.
B07 PREPARING TO TEACH: THE KEY
TO UNLOCKING COMMON
MATHEMATICS RESOURCES
Sub-category: Planning
Stephanie Nitschke, Victorian Mathematics Ambassador Nazareth Primary School Grovedale/DE
F - Y10
As schools increasingly adopt explicit instruction, the
use of common mathematics instructional resources has
surged, offering a powerful pathway toward equity and a
low variance curriculum. Yet, implementing these resources
effectively raises critical questions for educators: How do
we balance rigid slide decks with responsive teaching? What
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happens when pacing clashes with student understanding?
The answer lies in intellectual preparation, the essential and
often overlooked step that transforms shared resources
into impactful teaching. This workshop aims to unpack the
intellectual preparation process. Attendees will explore
practical strategies to build into their daily practice, ensuring
they can leverage common resources to their full potential
while maintaining high levels of student engagement and
achievement.
