Conference synopsis_FINAL_20260815 - Flipbook - Page 69
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How can we adapt common resources to support
the diverse needs of our students while also building
consistency across our schools?
2. Effective mathematical explanations draw on topic-specific
representations, examples, and reasoning to make ideas
meaningful and accessible.
Whether you’re new to working with common resources
or looking to strengthen your use of them, this session will
provide hands-on strategies and ideas to embed them
meaningfully in your practice to drive teacher clarity and
student growth.
3. Audience will gain practical examples that can be used
directly in teaching or serve as starting points for future
professional learning discussions within their schools.
Key takeaways:
B27 STEM ACTIVITIES USING TI-NSPIRE
VERNIER DATA QUEST
This session will provide hands-on strategies and ideas to
embed them meaningfully in your practice to drive teacher
clarity and student growth.
Supported by
B26 MAKING PRIMARY MATHEMATICS
TEACHING EXPLICIT: WHAT AND HOW
Sub-category: Mathematical content and concepts
Jiqing Sun, Strathcona Girls Grammar School
F - Y6
Explicit teaching is currently a major focus in primary
education. While its general principles (e.g., Rosenshine’s
principles) are widely valued, effective mathematics teaching
requires more than generic teaching approaches. A key
challenge is how teachers can present and communicate
mathematical ideas and concepts in ways that make them
explicit, meaningful, and accessible to students. This
presentation will showcase a series of classroom examples
that illustrate different ways of explicitly introducing and
explaining important mathematical concepts in a primary
school context. Through these examples, audience will
explore how clear mathematical explanations rely not only on
general teaching principles, but also on deep understanding
of mathematical content and representations. The session
aims to broaden the discussion of explicit teaching by
highlighting the importance of mathematics-specific
pedagogical knowledge and providing practical examples
that teachers can immediately apply in their own classrooms.
Key takeaways:
1. Explicit teaching in mathematics involves more than
general principles.
Sub-category: Digital technologies
Neale Woods
Y9 - Y12
For teachers using TI-Nspire who are looking for STEM
activities, the in-built Vernier Data Quest application is a
fantastic option. There are a wide variety of probes and
sensors available, many of which may already be found
(collecting dust) in the science lab at your school.
The application is simple to use, with the data collected easily
transferred to the other TI-Nspire applications for modelling
and analysis. All it takes is a few sensors to give your students
those magical ‘Wow!’ moments they get from collecting and
analysing their own data. The activities are suitable for both
CAS and non-CAS technologies.
Key takeaways:
1. Effective use of technology
2. STEM activities
3. Modelling and analysis
Remember:
Bring a laptop and/or handheld.
B28 CLARITY, THEN CREATIVITY:
NAVIGATING FROM GUIDANCE TO
PRODUCTIVE STRUGGLE
Sub-category: Mathematical content and concepts
Brooke Brennan, St Luke’s Lalor, Madame Maths
F - Y8
Explicit instruction in primary mathematics is often labelled
as passive or rote. This presentation reframes it as a highly
interactive, responsive framework that serves as a gateway to
rich problem-solving.
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