Conference synopsis_FINAL_20260815 - Flipbook - Page 90
KEYNOTES: Friday, 9am-10.15am
KF01 WHAT IS MATHEMATICS TEACHING
ABOUT? BUILDING A FRAMEWORK OF
PURPOSE TO GUIDE PRACTICE.
KF02 REALITIES, RISKS AND REASONING:
WHY THERE’S MORE TO TEACHING FINANCE
THAN SHOW AND TELL
Tom Mahoney, Deakin University
Secondary
Carly Sawatzki, Deakin University
All levels
Is the purpose of mathematics teaching to develop more
workers for the engineering and science industries, improve
test scores on domestic and international standardised tests
or to give students’ minds a ‘workout’ in logical thinking? Is it
to develop numerate, democratic citizens or create the next
generation of mathematicians? Is it all or some of these put
together?
Young people deserve a modern financial education that
keeps pace with the realities and risks they are likely to face.
The Victorian Curriculum Version 2.0 calls for mathematics
learning that prepares students to make decisions about realworld financial problems. And the Victorian Teaching and
Learning Model 2.0 highlights supported application as a
key element of effective teaching. Yet too many students still
report they are not learning about finance at school.
How we answer these questions depends upon the ideological
perspectives that we hold, and (whether we are cognisant
of these or not) tend to guide our practice as teachers and
leaders in mathematics.
However, mathematics teaching does not exist in a vacuum
and as such, is also impacted by a number of external
structures that ideologically impose certain purposes of
mathematics in schools. These structures can involve policy,
curriculum, pedagogical approaches and ingrained schooling
practices that work in a way to constrain the possibilities of
mathematics teaching.
In this presentation, I will first provide some context of the
ideological perspectives impacting upon mathematics
teaching in Australia and encourage listeners to consider how
these impact upon the work of teachers and school leaders.
Second, I will provide a simple reflective framework to
support teachers and school leaders in developing a sharper
alignment between purpose and practice.
Key takeaways:
1. Develop a clearer sense of the different ideological
purposes impacting upon the work of mathematics teachers
across Australia in our current time
2. Be provided with a reflective framework with which to
support alignment between mathematics teaching practice
and the value we hold for it.
Supported by
90
When students ask, ‘When am I going to use this?’ they
are calling for stronger connections between mathematics
lessons and the real world. In this keynote, Carly explores
how teachers can build those connections, with a particular
focus on teaching rational number concepts through modern
financial contexts. The relevant conference themes are minds
(thinking and reasoning) and hearts (student voice).
You will leave with lesson ideas and practical strategies for
Years 7–12 across different learning needs and pathways.
Supported by
