Conference synopsis_FINAL_20260815 - Flipbook - Page 68
SESSION B: Thursday, 12.10pm-1.10pm (cont.)
B23 MATHS AND NUMERACY OUTSIDE THE
CLASSROOM: PATTERNS ON COUNTRY
B24 ANALYSIS TO 2026 SPECIALIST
MATHEMATICS EXAMS
Sub-category: Engaging and including every learner
Sub-category: Assessment
Caty Morris, ATSIMA
F -Y8
Peideng Nie, Austin Education Pty Ltd
Y11 -Y12
Mathematics and numeracy are everywhere in the world
around us, and classroom learning can connect with this
reality! This session explores how taking mathematics outside
can unlock rich, authentic, and culturally responsive learning
experiences for students based on the Aboriginal and Torres
Strait Islander Histories and Cultures cross-curriculum priority
in the Australia Curriculum: Mathematics. Together, we focus
on identifying and leveraging Patterns on Country as valuable
contexts for mathematics teaching and learning.
In this session, the presenter will have the following emphasis:
We investigate how patterns found, for example, in land,
sky, water, flora and fauna offer meaningful opportunities
to explore key mathematical concepts such as number,
measurement, geometry, and algebra. Through practical
examples, participants will see how learning on Country can
provide a dynamic learning space where students identify,
observe, represent, and generalise patterns in relevant and
interesting ways.
Designed for primary and middle years educators, this
workshop considers ideas for planning and starting points
for bringing Patterns on Country into the mathematics
classroom. Maths is everywhere on Country, and this session
will help you and your students see it, explore it, and connect
with it in new and different ways.
Teachers will have the opportunity to reflect on their role
as allies in embedding culturally responsive practices in
mathematics that are both respectful and purposeful.
1. Overview on 2026 NHT and 2026 November Specialist
Maths Exams, in particular, each 2-hour long Exam 2 (techactive).
2. Comparisons on the similarities and differences on the
assessment items to inform teaching.
3. Discuss the technology uses and potential shift of practices
in Specialist Maths course in response to the new restrictions
on UDFs for 2027 onwards.
Key takeaways:
1. Deepening our understanding in structuring the exams
in their own classes, with a clearer insights into the contents
(areas of study), outcomes and mark allocations to the
assessment.
2. Reflecting our current practices and stances to technology
uses in the classroom, and proposing possible tactics for
future exam preparations.
Remember:
Please bring your copy of each: 2026 NHT and 2026
November Specialist Maths Exams.
B25 BEYOND THE LESSON PLAN:
MAKING COMMON MATHS
RESOURCES WORK HARDER
Supported by
Sub-category: Planning
Emily Glen, Department of Education
F - Y6
Looking to strengthen your practice in explicit teaching? This
practical and engaging session will unpack a common maths
resource with a focus on how to use it as a powerful teaching
and planning tool. Our three guiding questions for the session
include:
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How can common resources support collaborative
planning across teams?
•
How can we maximise the impact of explicit teaching
using enabling and extending prompts?
