Conference synopsis_FINAL_20260815 - Flipbook - Page 93
SESSION E: Friday, 11am-12pm
E01 ATTENTION, EMBODIMENT AND
SEQUENCING
Sub-category: Mathematical content and concepts
Stoo Sepp, Monash University
E - Y12
In this workshop, Stoo will provide a deep-dive into the
research on gestures and human movement in mathematics
education that spans decades, so attendees can have a
better understanding of the underlying mechanisms at play
during learning. Attendees will also link this research to their
own practice, applying these strategies to their own lessons,
while also experiencing first-hand the limitations of these
approaches.
Key takeaways:
1. A deeper understanding of how gestures and movement
support mathematical learning
Key takeaways:
In this session, participants can expect to:
Develop an understanding of the ways that Australian
educational policy and discourse is narrowing the possibilities
of mathematics education.
Leave encouraged and validated to experiment with
alternative approaches to teaching mathematics to benefit
their students and communities.
E03 REORDERING MATHEMATICAL
METHODS COURSE
Sub-category: Planning
Alex Blanksby, Vic Maths Notes
Y11 - Y12
E02 RADICAL MATHEMATICS TEACHING IN
TIMES OF CONFORMITY
Of all of the VCE Mathematics courses, Mathematical
Methods is the most interconnected between all of its areas
of study. And yet, the way that the study design is written
often leads to a very siloed approach to structuring the
course. In this session, we will look at how the content can
be reorganised to embed the core ideas of the course at the
heart of every topic, repeatedly revisit and build on those
ideas in various contexts throughout the course, and allow for
a concurrent Specialist Mathematics course to run without the
Specialist Mathematics teacher needing to pre-teach content
from Mathematical Methods.
Sub-category: Engaging and including every learner
Key takeaways:
Tom Mahoney, Deakin University
E - Y12
1. What the major themes of Mathematical Methods are.
2. Practical strategies for incorporating gesture and
movement into mathematics lessons
3. A balanced view of the benefits and limitations of these
approaches, developed through hands-on experience and
reflection during the workshop.
Contemporary mathematics education is fraught with
pedagogical wars and conflicting narratives of its purpose. In
recent times, Australian educational policy and practice has
undergone a convergence towards conformity in approaches
to mathematics teaching.
Explicit teaching, with an obsessive emphasis on cognitive
load theory (CLT), has become the holy grail of pedagogical
practice yet falls short in addressing many of the needs of
students and communities in Australian schools.
This workshop will investigate the dominant ideological
dimensions of mathematics teaching, along with a number of
alternative perspectives that teachers can draw from in order
to inform their practice in new, radical and innovative ways.
2. How these can be embedded across the course by
reorganising the course.
E04 USING DIGITAL TOOLS FOR
MEANINGFUL MATHEMATICS ASSESSMENT
Sub-category: Digital technologies
Claudia Orellana-Farias, Australian Catholic University
Y5 - Y10
Assessment plays a critical role in understanding how students
think, engage, and learn mathematics. In this interactive
session, participants will explore how digital tools can be
used to capture rich evidence of student learning, from quick
formative check-ins to more structured assessment tasks.
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