Conference synopsis_FINAL_20260815 - Flipbook - Page 63
Key takeaways:
1. Participants will recognise how different forms of evidence
lead to different interpretations of the same learner.
2. Teachers will strengthen their ability to notice and
value diverse mathematical thinking, including partial
understandings.
3. Participants will develop practical formative assessment
approaches to make purposeful next instructional moves in
real time.
B09 FROM SURVIVAL TO SUCCESS: OUTOF-FIELD MATHEMATICS TEACHERS’
EXPERIENCE
Sub-category: Leadership and teachers as learners
Janelle Hill, Charles Sturt University
Y7 - Y10
Out-of-field mathematics teachers frequently report limited
content knowledge, low pedagogical confidence, and
uncertainty about their role as mathematics educators. This
session presents key insights from research into teachers
who have completed mathematics upskilling programs,
highlighting what knowledge, skills, and dispositions develop
over time. It will examine how teachers build conceptual
understanding, learn to anticipate and respond to student
misconceptions, and adopt more effective pedagogical
approaches. Particular attention is given to the forms of
support that make a sustained difference, such as ongoing
professional learning, structured mentoring, and access
to high-quality resources, and how these shape teacher
confidence and practice. Implications for school leaders
and system decision-makers will be discussed in terms of
designing coherent, evidence-informed approaches that
strengthen teacher capability, support retention, and improve
student outcomes in mathematics.
Key takeaways:
1. Insights into how teachers build mathematical
understanding and reshape their classroom practice through
upskilling
2. Identification of the most effective supports that enable
sustained teacher growth and confidence
3. Strategic considerations for improving mathematics
teaching quality and student learning outcomes
B10 CEPHEID VARIABLES: THE STARS
THAT MEASURE THE UNIVERSE
Sub-category: Digital technologies
Stephen Broderick, St Ursula’s College, Toowoomba
Y11 - Y12
Henrietta Leavitt’s discovery of the Cepheid variable period–
luminosity relationship enabled Edwin Hubble to determine
the distance to the Andromeda Galaxy, transforming our
understanding of the expanding universe. This session
demonstrates how smart telescopes and free software allow
students to analyse Cepheid light curves. Two classroom
activities: calculating the distance to the galaxy M100 and
estimating the Hubble constant will be presented. The
session will involve using TI-Nspire and will incorporate
trigonometric, exponential and logarithmic functions. Images
taken by a Seestar S50 and analysed by free astronomy
software will also be presented during the session.
Key takeaways:
1. Learn how Cepheid variables are used as standard candles
to determine the distances to galaxies.
2. Take away ready to use classroom activities that connect
mathematics, astronomy and data analysis.
3. Gain practical experience using free astronomy software
and TI-Nspire to produce light curves.
Remember:
Participants may bring either a TI or Casio calculator.
B11 METACOGNITION IN MATHS - WHAT,
WHY AND HOW
Sub-category: Mathematical content and concepts
Michael Rosenbrock, Evidence Informed Education
Y5 - Y12
What does metacognition actually mean and why does it
matter when teaching mathematics? This session will focus
on the what, why and how of metacognition in mathematics.
Starting with what metacognition is (and is not), including
common misconceptions, and connections to other areas
of teaching practice. Michael will then unpack some key
reasons why metacognition matters, including building
student independence, agency and positive dispositions
towards mathematics. Drawing on research evidence,
Michael will look at the potential impact of metacognition
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