Conference synopsis_FINAL_20260815 - Flipbook - Page 71
B31 SOLVING PRACTICAL, REAL-WORLD
PROBLEMS IN THE CLASS ROOM
This is a commercial presentation
mathematical understanding. Delegates will also examine
the limitations of AI and the importance of professional
judgement, ethical decision-making and student relationships
in effective mathematics teaching.
Sub-category: Mathematical content and concepts
Key takeaways:
Sascha Hentz, World of Maths Victoria
F - Y6
1. Explore how AI can support out-of-field teachers to
connect familiar teaching contexts with mathematics learning
goals.
Problem-solving is central to the 2026 STEM learning
approach, which encourages students to apply mathematical
reasoning and digital tools to solve practical, real-world
problems. In this session I will share ideas, activities and games
that will help primary school teachers to engage their students
and reinforce maths concepts, encourage teamwork, boost
confidence and, most importantly, spark an appreciation for
learning and applying maths. It is all about hands-on problem
solving, so students get excited and look forward to maths.
The ideas I will share are not limited to the World of Maths
equipment, but activities teachers are able to replicate in their
classrooms at low to no cost.
Key takeaways:
Ideas, activities and games that primary school teachers can
replicate in their classrooms to make maths fun
B32 COULD AI OFFER SUPPORT FOR
OUT-OF-FIELD MATHEMATICS
TEACHERS: PRACTICAL AI-ASSISTED
LESSON DESIGN
This is a commercial presentation
Sub-category: Digital technologies
Nick Rose and Josey De Rossi, Curriculum Makers
F - Y12
Out-of-field teachers often bring strong pedagogical
knowledge from other subject areas but may need support
to plan mathematics lessons that are conceptually clear,
responsive and connected to student needs. This session
explores how generative AI can be used as a planning
support, not as a replacement for teacher judgement, when
designing mathematics learning experiences. Delegates will
consider how familiar classroom contexts can be connected
to mathematical ideas through backward design, learning
progressions, reasoning and formative assessment. The
session will demonstrate how teachers can use AI to identify
possible links between curriculum outcomes, student data
and lesson activities, while maintaining a clear focus on
2. Consider how backward design, learning progressions and
student data can inform mathematics lesson planning.
3. Identify the limits of AI and the essential role of teacher
judgement, relationships and ethical decision-making.
B33 RECURRENCE RELATIONS: A
POWERFUL COUNTING TECHNIQUE
FOR COMBINATORICS
Sub-category: Digital technologies
Robin Wang, CHES
Y9 - Y12
Recurrence relations are often taught as little more than a rule
for generating number patterns. In this session, we position
recurrence relations as a dynamic and powerful counting
strategy capable of tackling complex combinatorial problems
that defy simple permutations. Moving beyond the standard
calculations, we will explore how breaking down large
problems (like lattice paths, the stairs-climbing problem, and
the Tower of Hanoi) into smaller, overlapping subproblems
builds a bridge between algebraic thinking and combinatorial
reasoning. This session is designed for maths teachers who
want to extend their students’ understanding of recursion in
the counting methods area. Attendees will actively engage
with a structured classroom investigation where students
are invited to develop a recurrence model and compare the
recursive solution to its closed-form combinatorial equivalent.
In the end, we will explore the connection to computational
thinking by introducing the concepts of dynamic
programming without requiring programming knowledge.
Key takeaways:
1. Apply recurrence relations to solve combinatorial problems;
2. Design inquiry-based investigations linking recursive and
closed-form solutions;
3. Connect mathematical recursion to dynamic programming
and computational thinking.
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