Conference synopsis_FINAL_20260815 - Flipbook - Page 80
SESSION C: Thursday, 2pm-3pm (cont.)
information, readiness-to-learn data and mathematical
understanding can inform differentiation and classroom
decision-making. It will also examine how strategies and
inclusive routines can help students access, engage with and
demonstrate mathematical thinking. Through classroombased examples from each setting, the session will highlight
practical ways to reduce unnecessary linguistic, cognitive and
access barriers while maintaining mathematical expectations.
Participants will leave with adaptable strategies for
mathematics teaching and assessment in diverse classrooms.
Key takeaways:
1. Use evidence of student readiness, engagement, language
development and mathematical understanding to inform
differentiation.
2. Compare practical approaches from inclusive mathematics
contexts and English language school contexts.
3. Consider strategies for reducing access barriers while
maintaining mathematical expectations.
Remember:
Hard copies and digital copies of handouts will be provided.
Participants are encouraged to bring a pen and/or a charged
device. No specific software is required.
C19 HUMANISING COLLABORATIVE
PLANNING BY DOING, DISCUSSING
AND DOCUMENTING THE MATHS.
Sub-category: Leadership and teachers as learners
Aylie Davidson, Deakin University
Y3 - Y6
Collaborative, thoughtful planning empowers teachers
and enhances learning. As emphasised in the VTLM
2.0, planning for learning necessitates intellectual and
collaborative effort. In this workshop, Aylie will outline what
an effective planning meeting for maths looks like in practice.
Harnessing the planning characteristics of Japanese Lesson
Study, Aylie will share three key principles of effective
planning: (1) Doing the maths; (2) Discussing the maths;
and (3) Documenting the maths’. When these principles are
applied regularly and consistently, collaborative planning
transforms into a humanised, reflective practice that develops
shared understandings and offers opportunities for regular
professional learning.
Key takeaways:
1. Offered a practical framework for facilitating planning
meetings in mathematics.
2. Consider the ways team planning at your school can build
teacher knowledge for teaching mathematics.
C18 NUMBERS AREN’T ALWAYS WHAT
THEY SEEM
3. Connect theory and research to practice for mathematics
planning.
Sub-category: Mathematical content and concepts
Lorna McClory, Bacchus Marsh College/Building
Thinking Classrooms
Y3 - Y12
What does a Building Thinking Classrooms (Peter Liljedahl)
lesson look like start to finish? In this workshop, you will
experience a thinking task from the perspective of a student
and unpack the teaching moves used to unlock student
thinking and understanding. We will be exploring a task that is
rooted in Alaskan Indigenous language and ways of knowing
to deepen our own understanding of numbers. Whether
you’re new to Building Thinking Classrooms or have been
fully implementing for some time, there will be something for
you in this session.
Key takeaways:
1. The types of questions students ask and why it is important
we only answer ‘keep thinking’ questions.
2. How to structure a thinking task in a thinking classroom.
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C20 LEARNING FROM MENSURATION VIA
DIRECT PROPORTION TO FUNCTIONS AND
GRAPHS
Sub-category: Mathematical content and concepts
Yew Fook Chan, Saint Joseph’s Institution
Y7 - Y10
I will share with teachers how to design and scaffold a
structured unit comprising a sequence of learning activities
that build upon students’ understanding of perimeter and
area of basic shapes, to develop the understanding of direct
proportion through hands-on discovery and inquiry approach
via the use of Texas Instruments TI-Nspire CX graphing
calculator or software. Students are led to develop an informal
understanding of functions and their visual representations
through graphs of linear and quadratic functions. Teachers
will also learn how to create and receive similar differentiated
