Conference synopsis_FINAL_20260815 - Flipbook - Page 76
SESSION C: Thursday, 2pm-3pm (cont.)
C06 SOLVING REAL WORLD TASKS:
INTRODUCING MATHEMATICAL
MODELLING
Sub-category: Mathematical content and concepts
Jill Brown, Deakin University
Y9 - Y10
In this workshop, participants will engage with a sequence of
lessons designed to introduce year 10 (and 9) students to
mathematical modelling. The messiness of the real world will
be in focus as will be the various stages of the mathematical
modelling cycle. Different mathematical activities involved
in solving real world problems it will be fore grounded for
students via the tasks that form the basis of the lessons.
Key takeaways:
validity of their thinking. We will also consider how Fermi tasks
promote collaboration, creativity, critical thinking, and rich
mathematical discussion, while making mathematics more
meaningful and accessible for diverse learners.
Key takeaways:
1. Participants will gain a range of adaptable Fermi tasks,
pedagogical strategies, and classroom approaches that can
be used to strengthen problem-solving and reasoning across
different year levels and mathematical topics.
2. This session is ideal for teachers seeking to build students’
confidence, engagement, and capacity for authentic
mathematical thinking.
Remember:
Digital devices advisable.
1. Mathematical modelling is interesting and engaging for all
learners.
2. Genuine real-world problems include those students are
already interested in, and those the teachers think they should
have awareness of.
3. Mathematical modelling is an important part of
mathematics, explicitly in VC2.0: Mathematics and should
be considered integral to learning by teachers.
C07 SUPPORTING AUTHENTIC
MATHEMATICAL THINKING THROUGH
FERMI QUESTIONS
Sub-category: Mathematical content and concepts
Thi Tran and Tim Johns, La Trobe University
Y5 - Y12
‘How many golf balls would fit into this room?’ Questions like
this, simple to ask yet surprisingly rich to explore, are known
as Fermi questions, and they offer powerful opportunities
for meaningful mathematics learning. This session invites
participants to experience firsthand how Fermi questions
can spark curiosity, foster genuine mathematical inquiry, and
make reasoning purposeful, engaging, and enjoyable for
upper primary and secondary students. Through practical
classroom examples and interactive tasks, we will explore
how these open-ended estimation problems support
mathematical inquiry by encouraging students to break down
complex situations, make reasonable estimates, communicate
and justify their assumptions, and critically evaluate the
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C08 WHY THE ‘DYSCONNECT’?
DIAGNOSING & SUPPORTING STUDENTS
WITH DYSCALCULIA.
Sub-category: Assessment
Ange Rogers, Numeracy Teachers Academy
F - Y8
Dyscalculia is an under-researched and often misunderstood
specific learning difficulty that is estimated to affect
approximately 5-7% of the population. In Australian
mainstream school settings, there is often a limited
understanding of dyscalculia. In the absence of specialist
teachers qualified in this specific learning difficulty, Numeracy
Leaders and classroom teachers are often required to
interpret complex educational psychologist reports and
design programs to support students. In this session Ange
Rogers will provide teachers, learning support professionals
and school leaders with a practical understanding of
dyscalculia, explore the key characteristics and indicators,
examine how dyscalculia differs from broader mathematics
difficulties, and learn about current protocols for diagnosis
and remediation.
Key takeaways:
1. What is dyscalculia?
2. How is dyscalculia diagnosed?
3. How can we support students with dyscalculia?
