Conference synopsis_FINAL_20260815 - Flipbook - Page 64
SESSION B: Thursday, 12.10pm-1.10pm (cont.)
and lessons from experience on how it can be implemented
well. A working model for developing metacognition will be
shared, and used to unpack a number specific examples of
strategies that you can adapt to your context to build student
metacognition in mathematics.
B13 SUPPORTING STUDENTS IN
MATHEMATICAL METHODS: LEARNING
FROM PAST EXAMINATIONS
Key takeaways:
Allason McNamara, Trinity Grammar School, Cathy
Delvyn, Melbourne Grammar School
Y11 - Y12
1. Why building metacognition is important
2. A working model for developing metacognition
3. Examples of specific strategies to support metacognition in
maths
B12 TALK AND COLLABORATION IN EARLY
YEARS MATHEMATICS CLASSROOMS
Sub-category: Engaging and including every learner
Carol Murphy, University of Tasmania, Tracey Muir,
Australian Catholic University (Brisbane)
F - Y4
Talk is fundamental to learning in mathematics classrooms.
But how can we support young students in moving beyond
simple ‘turn and talk’ interactions to engage more deeply in
collaborative thinking? In this workshop, we will introduce key
strategies developed through our Talking Maths research
project. The strategies scaffold young students’ listening,
talk, and questioning with the aim to develop the confidence
to collaborate productively in problem solving contexts. The
strategies can align with a range of different mathematics
teaching practices and are intended to support students
from a range of backgrounds and abilities in mathematics.
You will have the opportunity to share practical activities and
review resources that can enable young students to work
together effectively in small groups. While these strategies
and resources are primarily aimed at students in Years 1 and
2, they can be adapted for use across a wider range of year
levels.
Key takeaways:
1. Reflect on current practice in managing talk in your
classroom
2. Review resources and prompts for use in promoting young
students’ talk
3. Identify a strategy that you can adapt for use in your
classroom
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Sub-category: Assessment
Allason and Cathy will facilitate a session designed to help
teachers reflect on common challenges students face in
Mathematical Methods examinations. Drawing on patterns
observed in previous exams, they will highlight frequent errors
and misconceptions they have observed and ask delegates
to share their insights. They will provide strategies to support
students’ understanding and exam readiness. The session will
include opportunities to discuss how these insights can be
applied in the classroom to strengthen teaching and learning
approaches for the 2026 cohort.
Key takeaways:
1. Teachers will gain insights into common errors and
misconceptions students encounter in Mathematical
Methods.
2. Practical advice and strategies will be shared to support
effective student learning and exam preparation.
3. The session will assist teachers in planning for 2027 with a
focus on addressing known areas of difficulty.
Remember:
Bring your CAS calculators and the 2025 exams
B14 VCAA INSIGHTS: VCE MATHEMATICS
SCHOOL-BASED ASSESSMENT (Y11-Y12)
Sub-category: Assessment
Michael MacNeill, Victorian Curriculum and Assessment
Authority (VCAA)
Y11 - Y12
To provide a rationale for inclusion of mathematical modelling
as part of school-based assessment and indicators of VCAA
expectations.
Key takeaways:
1. Understanding of the link between mathematical modelling
and learning in VCE Mathematics
