Conference synopsis_FINAL_20260815 - Flipbook - Page 83
resilience, and positive dispositions towards mathematics
across the primary and secondary years. Rather than
removing difficulty, we examine how effective teachers
anticipate productive struggle and design opportunities for
students to persevere, collaborate, and build confidence.
Drawing on MWB research and Self-Determination Theory,
we explore the impact of emotions on persistence and
how teachers can support students to regulate these and
experience MWB. Participants work directly with challenging
tasks, trialling enabling and extending prompts, and develop a
shared wellbeing literacy language and strategies that activate
students’ mathematical hearts, hands, and minds. Participants
leave with classroom-ready strategies for fostering resilient,
capable mathematical learners.
Key takeaways:
1. Practical strategies for drawing on emotions to help
students engage, reframe, and stay hopeful through
mathematical struggle.
2. A wellbeing literacy to recognise, communicate, and
improve perseverance in mathematics classrooms.
3. Skills for designing challenging tasks that invite productive
struggle and productive failure.
C26 BRINGING YOUR MATHEMATICS
EXPERTISE INTO SCIENCE
CLASSROOMS
Sub-category: Mathematical content and concepts
Mick Moylan, University of Melbourne, Lisa Chiavaroli,
Chemistry Education Association
Y7 - Y10
It’s becoming increasingly common for mathematics-trained
teachers to be in front of general science classes. If you find
yourself in this situation – this session will help. It’s a hands-on
snapshot of a new program of professional learning for outof-field teachers of the chemistry part of Year 7 – 8 science,
sponsored by the Victorian Department of Education and
the Telematics Trust to help you to bring your disciplinary
strengths to these classes. The session (and the wider
program) are specially designed for anyone who feels they
need a little more knowledge, and hands-on experience with
chemistry and it highlights the language and ideas that are
needed to confidently teach at this level. We focus using
laboratory learning to teach the most fundamental ideas.
Key takeaways:
1. Apply your mathematics expertise to teaching Year 7–8
chemistry.
2. Use laboratory learning to teach core mathematics and
chemistry concepts.
3. Build confidence with out-of-field teaching.
C27 INTRODUCING STUDENTS TO
ANGLE: AN INTUITIVE APPROACH
USING ROTOMAT
This is a commercial presentation
Sub-category: Mathematical content and concepts
John Lawton, Deakin University; Objective Learning
Materials
Y3 - Y8
Teacher education recommends introducing angle, and
protractors, in a way that focuses on spatial structure. In
practice, the author’s PhD research has found that angle
and protractor teaching is often procedural. This workshop
will introduce an intuitive approach to teaching angle, and
to assessing for student understanding, from grades 3 to 8.
This approach builds student spatial awareness of angle by
focusing on its underlying attribute. This method will engage
students by using a new angle teaching tool, ROTOMAT,
which builds on the ROTAGRAM by Geoff Giles and can
be used as an extension of the MATHOMAT geometry
template.
Key takeaways:
1. Evaluate the new ROTOGRAM tool
2. A lesson sequence for angle which builds students spatial
awareness
3. A method for assessment of students ability to connect
turn to the geometric structure of angle
Remember:
There is a supporting document outlining the research that
underlies this workshop and also the ROTOMAT tool at
www.mathomat.com.au.
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