Conference synopsis_FINAL_20260815 - Flipbook - Page 94
SESSION E: Friday, 11am-12pm (cont.)
Using real classroom examples, we will examine the kinds
of data different tools can provide and discuss how this
information can help us better understand and support
student learning in mathematics. Participants will leave with
practical ideas for selecting and using digital tools to enhance
existing assessment practices.
Key takeaways:
1. The choice of digital tools should be based on the type of
information you want to collect.
2. Different tools can reveal different aspects of student
thinking.
3. Consider the affordances and limitations of each platform
when gathering evidence of students’ mathematical
understanding.
Remember:
No software required. Participants in the session would just
need access to a laptop (a phone would also be OK, but not
as ideal)
E05 BUILDING MATHEMATICAL WELLBEING
THROUGH RELATIONSHIPS AND
VALIDATION
Key takeaways:
1. Understanding of how relationships function as a
foundation for MWB, and classroom-ready strategies for
fostering connectedness and validation in mathematics.
2. Practical strategies for building peer collaboration,
teacher-student rapport, and validating feedback practices to
strengthen students’ confidence engagement.
3. Trialling specific validation techniques and collaborative
structures.
E06 STRUCTURED REFLECTIVE PRACTICE
IN SECONDARY SCHOOL MATHEMATICS
TEACHING
Sub-category: Leadership and teachers as learners
Zoe Schaffner and James Dann,
Brighton Grammar School
Y7 -Y12
Sub-category: Engaging and including every learner
Many schools have a whole-school approach to professional
learning. The prevailing sentiment of teachers in general and
particularly mathematics teachers is that we are motivated to
improve through reflective practice.
Julia Hill, RMIT University and University of Melbourne,
Justine Sakurai, University of Melbourne
F - Y12
But what does it mean to be a reflective practitioner? The
answer often depends on experience, school context, and
access to professional learning.
Mathematical Wellbeing (MWB) describes what students
need to feel good and function well when learning
mathematics. Relationships, encompassing students’ sense
of belonging, connectedness, and the support they receive
from teachers, peers, and family, are the most central aspect
to students’ MWB. Yet mathematics classrooms have
traditionally favoured individualistic ways of working, often
leaving students’ relational needs unmet and contributing to
disengagement and anxiety.
This workshop will explore a range of techniques that
support mathematics teachers to improve their teaching
efficiently and effectively. From individual reflective practice
to collaborative techniques, structured methods for ensuring
ongoing professional growth will be discussed.
This workshop brings together Dr Julia Hill (RMIT; developer
of the MWB framework) and Justine Sakurai (University of
Melbourne; validation strategies in mathematics classes)
to explore how relationships and validation shape students’
positive mathematical experiences. Drawing on MWB
research and current doctoral research into validation
techniques, we examine what it means for students to feel
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seen, heard, and valued as mathematical thinkers, and how
this differs from simply being praised or corrected.
We will share practical, low-cost strategies to strengthen
individual reflection, target key areas of improvement, and
harness collective teacher efficacy.
Key takeaways:
1. Processes for individual reflection
2. Processes for collaborative reflection
3. Recommendations for quality professional learning content
