Conference synopsis_FINAL_20260815 - Flipbook - Page 78
SESSION C: Thursday, 2pm-3pm (cont.)
become embedded within mathematical thinking rather
than seen as a support for some learners. Teachers will
leave with practical strategies, classroom-ready tasks, and
clearer pedagogical insight to embed manipulatives and
representations meaningfully to support reasoning, reduce
anxiety and enable all students to move beyond procedural
recall and toward genuine conceptual understanding.
Key takeaways:
1. Manipulatives and representations are essential for
conceptual understanding across all primary year levels.
2. The CRA approach is a dynamic, recursive process, not a
linear progression.
3. Normalising the use of concrete materials and
representations strengthens reasoning, confidence and
mathematical understanding.
C12 EVERY LEARNER COUNTS: INCLUSIVE
APPROACHES TO MATHEMATICS TEACHING
Sub-category: Engaging and including every learner
Ritika Mahajan, Victorian Academy of Teaching and
Leadership
Y3 - Y12
This session explores how small, intentional adjustments in
mathematics teaching can improve access, confidence, and
achievement for neurodiverse learners. Drawing on AITSL
aligned evidence-informed practice, the session focuses on
high-impact, sustainable strategies that support inclusive
classroom environments. Participants will examine how
scaffolded instruction and purposeful use of representations
strengthen mathematical understanding, particularly for
students with diverse learning needs. The workshop highlights
the role of carefully selected tools and structured approaches
in reducing cognitive load and supporting engagement.
Through examples and reflection, teachers will explore
practical strategies to embed inclusive, scaffolded approaches
that improve clarity, consistency, and outcomes for all
learners.
Key takeaways:
1. Understand how neurodiverse learners experience
mathematics and what supports their success.
2. Explore practical scaffolded strategies to improve
understanding and participation.
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3. Identify tools and representations to improve access,
confidence, and learning outcomes for neurodiverse learners.
C13 BEYOND THE CONTENT DESCRIPTION:
BUILDING CURRICULUM LITERACY IN
MATHEMATICS
Sub-category: Mathematical content and concepts
Crystal Afitu and Michael MacNeill, Victorian Curriculum
and Assessment Authority (VCAA)
F - Y10
Curriculum literacy is more than knowing where to find the
Victorian Curriculum. It is the ability to interpret curriculum
intent and use that understanding to make informed decisions
about planning, assessment, intervention and reporting. This
session explores how a deeper understanding of Victorian
Curriculum Mathematics Version 2.0 can strengthen
teacher confidence, content knowledge and professional
judgement. Participants will investigate content descriptions,
elaborations, cognitive verbs and proficiencies to better
understand what students are expected to know, understand
and do. Through practical examples, participants will examine
how different interpretations of curriculum language can
influence planning, assessment design and judgements of
student achievement. The session will also highlight VCAA
curriculum resources that support curriculum interpretation
and implementation. Attendees will leave with practical
strategies and resources to strengthen their curriculum
literacy and use the curriculum more intentionally to support
student learning and achievement in mathematics.
Key takeaways:
1. Build confidence in interpreting Victorian Curriculum
Mathematics 2.0.
2. Use curriculum features to strengthen professional
judgement.
3. Align planning, assessment and reporting with curriculum
intent.
Remember:
This session is suitable for all attendees. A laptop is
recommended to support participation in workshop activities
and access to curriculum resources provided during the
session.
