Conference synopsis_FINAL_20260815 - Flipbook - Page 77
C09 QUICK MATHS, RICH THINKING:
TIMELESS PROBLEMS FOR TODAY’S
CLASSROOMS
Sub-category: Mathematical content and concepts
Paul Howard, St Ignatius College Geelong
Y3 - Y8
This workshop showcases the presenters favourite
collection of quick-launch Maths300 investigations and
rich mathematical tasks that are practical, adaptable and
easy to prepare, teach and manage. Designed for middle to
upper primary and lower secondary teachers, participants
will explore engaging activities based on classic puzzles,
games and real-world situations refined by mathematicians
and educators over generations. Beyond the mathematics,
the workshop uncovers the fascinating history behind
many of these investigations—from the ancient game of
Nim, which inspired Magic 31, to the educators who have
shaped problem-solving in Australian classrooms. The
workshop demonstrates how these tasks develop reasoning,
discussion and mathematical thinking while providing clear
links to the Victorian Curriculum. Participants will leave with
classroom-ready investigations, practical teaching strategies
and curriculum evidence demonstrating that reasoning
and problem-solving are essential components of effective
mathematics teaching in a contemporary classroom
within effective teaching. This interactive workshop explores
the critical differences between these two evidence informed
practices and why understanding them can significantly
enhance student learning. Grounded in the Victorian
Teaching and Learning Model (VTLM 2.0) and supported
by cognitive science, participants will examine how activating
prior knowledge prepares students for new learning by
accessing existing schemas, while reviewing prior learning
strengthens long term memory through retrieval practice and
consolidation. Through engaging demonstrations, practical
classroom examples and hands on activities, participants will
experience these cognitive processes firsthand and consider
how each can be intentionally embedded into lesson design.
This session will provide a fresh perspective on two commonly
misunderstood instructional strategies and equip you with
practical tools to maximise learning outcomes through
purposeful lesson design.
Key takeaways:
1. This session will provide a fresh perspective on two
commonly misunderstood instructional strategies and equip
you with practical tools to maximise learning outcomes
through purposeful lesson design.
Supported by
Key takeaways:
1. Leave with a number of engaging investigations, rich
mathematical tasks and resources that are easy to prepare.
2. Discover how to maximise reasoning and mathematical
thinking through effective questioning and conversations.
3. Gain an appreciation of the history behind these
investigations and why reasoning and problem-solving are
essential in the classroom.
C10 ACTIVATING PRIOR KNOWLEDGE
OR REVIEWING PRIOR LEARNING?
UNDERSTANDING THE DIFFERENCE
Sub-category: Planning
Patrick Kennedy, Victorian Mathematics Ambassador Our Lady Star of the Sea Ocean Grove/DE
F - Y8
Activating prior knowledge and reviewing prior learning are
often used interchangeably, despite serving distinct purposes
C11 MANIPULATIVES MATTER: THE
IMPORTANCE OF CONCRETE MATERIALS IN
MATHEMATICS CLASSROOMS
Sub-category: Mathematical content and concepts
Eamon Light, St Ann’s Primary School
Y3 - Y8
Too often, concrete materials are packed away after the early
years, yet the Concrete–Representational–Abstract (CRA)
approach remains essential for building deep conceptual
understanding across all primary levels. This workshop
challenges the assumption that older students have ‘moved
beyond’ manipulatives, repositioning hands-on materials
and visual representations as powerful, legitimate tools for
explicit teaching of mathematical concepts. Participants will
explore CRA as a dynamic, recursive process rather than a
linear progression, where understanding is strengthened by
fluid movement between concrete objects, visual models,
and abstract symbols. When use of manipulatives and
representations are normalised across all year levels, they
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