Conference synopsis_MAVCON2026 - Flipbook - Page 122
SESSION G: Friday, 2pm-3pm (cont.)
G04 LET’S MAKE FRACTIONS MAKE SENSE!
Key takeaways:
Sub-category: Mathematical content and concepts
1. Conceptual framework of understanding of multiplication
facts for all students to use.
Sheila Griffin, Sheila Griffin Maths
Y3 - Y6
Fractions can be one of the most challenging concepts for
primary students, but they don’t have to be! Join Sheila for
a lively, interactive session filled with concrete materials,
collaborative tasks, and practical ideas that make fractions
meaningful and manageable. You’ll experience hands-on
activities exactly as your students would. Come ready to
build, fold, cut, compare, reason, and rethink how fractions
are introduced in your classroom.
Key takeaways:
1. Explore fraction models.
2. Engage in concrete tasks before moving to visual and
symbolic representations.
3. Examine common student errors and how to address them.
G05 X FACTS: WITH ONLY TWO SHEETS OF
PAPER AND TEXTAS
Sub-category: Mathematical content and concepts
Christine Lenghaus, Maths Heroes
Y3 - Y8
In one hour, we will create one readable and usable
classroom poster that gives students a clear framework for all
multiplication facts up to 10.
•
Make the abstract visible: what do you want your students
to think about when learning multiplication facts?
•
Go beyond rote memorisation: this enables students to
see the interconnectedness between topics such as area,
fractions, algebra, ratio and percentage.
•
Develop a conceptual understanding of mathematics.
•
How to simply differentiate for different levels in the
classroom when learning multiplication facts
•
Develop a culture of thinking about multiplication and
division, to become flexible in finding solutions.
•
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Go from IDK to always having a place to start to be able
to see and say it, before you need to tell anything to
students.
2. Move from rote to making numbers friendly.
3. Give students a chance to become multiplicative thinkers.
Remember:
If you have your own textas that you would like to use feel
free, otherwise paper and textas supplied.
G06 USING AI AS A DYNAMIC CAS TO
DEEPEN MATHEMATICAL
UNDERSTANDING
Sub-category: Digital technologies
Justine Sakurai and Max Stephens, University of
Melbourne
Y9 - Y12
This session reframes AI as a powerful tool for mathematical
exploration and sense-making. Like a graphing calculator
or CAS, AI can help students test conjectures, examine
structure, and interrogate mathematical reasoning. We
explore how AI tools align with VCE Mathematics Outcomes
2 and 3, supporting students to apply mathematical processes
and communicate reasoning with precision. Teachers of Years
9 to 12 will leave with practical strategies for embedding
AI into lessons in ways that deepen understanding. These
include Multiple representations of linear and non-linear
functions, probability, and data science. AI is not the future. It
is the present. Our students deserve classrooms that prepare
them for a world where knowing how to use AI well is a
fundamental skill.
Key takeaways:
1. Craft AI prompts to reveal mathematical structure across
multiple-representations and use Desmos sliders to make
dynamic classroom investigations.
2. Replace answer-giving with sense-making by using
strategic AI questioning and tasks including reconstruct
functions from AI-generated descriptions.
3. Build toolkit of AI-driven investigative tasks supporting
9-10 Mathematics and VCE Outcomes 2 and 3.
Remember:
Bring an internet connected device such as phone or laptop.
