Conference synopsis_FINAL_20260815 - Flipbook - Page 75
will experience how carefully chosen contexts promote rich
mathematical thinking and discussion while encouraging
students to become creators, rather than simply solvers, of
mathematical problems. Participants will analyse studentgenerated problems to identify conceptual understanding,
misconceptions and opportunities for extension, and
explore practical strategies for using problem-posing as a
tool for planning, differentiation and formative assessment.
Educators will leave with adaptable approaches for designing
mathematically rich learning experiences that develop
conceptual understanding, mathematical communication and
curiosity across the primary years.
Key takeaways:
1. Use familiar contexts to create richer mathematical tasks.
2. Help students pose mathematical problems that reveal
their understanding.
3. Adapt problem-posing activities to support, extend and
assess learners.
C04 TOWARDS EXCELLENCE IN
TEACHING MATHEMATICS
Sub-category: Leadership and teachers as learners
Allan Dougan, AAMT Ltd
Early Childhood - Y12
What does excellent mathematics teaching look like — and
how do we support more of it? This session presents AAMT’s
new framework for excellence in mathematics teaching,
exploring the knowledge, judgement, and professional
commitments that characterise high-quality practice.
Drawing on AAMT’s position on pedagogy, the session
considers how teachers, middle leaders, and school leaders
can use the framework to guide reflection, strengthen
professional learning, and build a shared understanding of
what mathematics education can achieve for all learners.
Key takeaways:
C05 UNDERSTANDING AI AND USING
IT CRITICALLY TO IMPROVE
MATHEMATICS TEACHING
Sub-category: Digital technologies
Sabastian Sardina, RMIT University, Max Stephens,
University of Melbourne
Y7 - Y12
This session will have three parts. The first will explain what
GenAI is in mathematical terms which can be readily shared
with students. The second will briefly examine the challenges
AI presents and why it is essential for schools, parents, and
young people to develop informed and critical judgment
about its use. The third will introduce teachers to strategies
for productive and critical use of AI-based chats to develop
teaching approaches, including different kinds of assessments
for specific areas of mathematics. Fundamental for teachers
is being able to write productive prompts, including follow-up
prompts. While AI-based chats can be an excellent source
of teaching ideas; they may generate content that contains
serious factual or logical errors and limitations. This session is
relevant to teachers wishing to deepen their understanding of
AI-based language models and learn how to integrate these
tools into their teaching to enhance content creation and
classroom engagement.
Key takeaways:
1. appreciating the mathematical basis for Gen AI
2. issues and challenges for schools, teachers, and students to
keep in mind
3. the importance of effective prompts and follow-up
prompts in accessing AI-based chats to improve AI-based
responses and deciding what makes sense mathematically
and is suitable for your students
Remember:
Please bring a laptop or iPad with GenAI uploaded, e.g.
ChatGPT, Claude, Gemini.
1. Gain practical insights into how the AAMT Framework for
Excellence can be used to support reflection, professional
learning, and continuous improvement in teaching practice.
2. Explore strategies for building a shared vision of highquality mathematics education that supports positive
outcomes for all learners
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