Conference synopsis_FINAL_20260815 - Flipbook - Page 84
SESSION C: Thursday, 2pm-3pm (cont.)
C28 PRIORITISING WHAT MATTERS:
LEADING EFFECTIVE IMPROVEMENT IN
MATHEMATICS
Sub-category: Leadership and teachers as learners
Di Liddell, Mathematical Association of Victoria and Ellen
Corovic, Monash University
F - Y6
This session supports school leaders to take a clear, evidence
informed look at their current mathematics teaching and
learning program. Through structured analysis tools and
guided reflection, participants will identify key strengths and
areas of potential growth. Leaders will then use a practical
decision-making framework to determine which aspects of
their program should be prioritised for targeted intervention.
The session equips leaders with clarity and direction to drive
meaningful improvement in mathematics across their school.
Key takeaways:
1. Review your mathematics program using clear evidence to
identify strengths and gaps.
2. Prioritise the most impactful actions to drive focused,
school-wide improvement.
3. A decision-making framework to support planning
decisions
C29 STRATEGIES FOR TEACHING
MULTIPLICATION USING THE AREA MODEL
Sub-category: Mathematical content and concepts
Cassandra Lowry, University of Newcastle
Y3 - Y8
The teaching advice in the current curriculum suggests
using the Area Model to help students develop a better
understanding of multiplication. But what happens when
students have gaps in their knowledge? How can we help
students move beyond a count of equal groups towards a
rich understanding of multiplication? This workshop will
explore the process teachers can take to support students to
better understand the area model and its applications. It will
demonstrate strategies to help students move from creating
equal groups to using the area model to solve more advanced
problems, including those involving non-linear relationships.
Key takeaways:
1. Developing an understanding of the importance of multiple
representations when teaching multiplicative structure.
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2. Moving from arrays to the area model to support students
to visualise multiplicative structure.
3. Using the area model to support more advanced problem
solving.
C30 MATHS IN SCHOOLS: FULLY FUNDED
ONLINE RESOURCES AND PROFESSIONAL
LEARNING
Sub-category: Leadership and teachers as learners
John West, Celia Coffa, Adelaide University
F - Y10
The Maths in Schools project and CSER STEM team at
Adelaide University are working together to strengthen
mathematics teaching through high-quality professional
learning, practical resources and accessible support for
schools. In this session, Celia Coffa and John West will
showcase how the Maths Hub and the Lending Library are
helping teachers bring rich, connected mathematics learning
experiences to life in classrooms across Australia. Participants
will explore a range of research-informed approaches,
including task design, representation, digital tools and
strategies that build student reasoning and engagement.
John and Celia will share examples from the field, highlight
the growing suite of free resources and professional learning
available to teachers, and demonstrate how schools can
leverage the Maths Hub and Lending Library to enhance their
mathematics programs. This session is ideal for educators
seeking practical, classroom-ready ideas backed by strong
pedagogy and national expertise.
Key takeaways:
1. Explicit teaching using the CRA model
2. Supporting teachers with free resources and professional
learning through the Maths Hub, Maths in Schools
Professional Leaning and the national Lending Library
3. Engaging and including all learners with a focus on
culturally responsive mathematics pedagogy.
Remember:
Delegates will be provided with a set of materials and
resources required for the workshop.
