Conference synopsis_MAVCON2026 - Flipbook - Page 123
G07 PEDAGOGICAL OPPORTUNITIES IN THE
CAS-ACTIVE CLASSROOM
Sub-category: Digital technologies
Scott Cameron, University of Melbourne
Y9 - Y12
This workshop explores the pedagogical opportunities
available within CAS-active mathematics classrooms.
Delegates will be introduced to a range of pedagogical
possibilities operating at the subject, classroom, and task
levels, providing a framework for understanding how CAS
can shape teaching and learning. Delegates will engage
in structured reflection to critically examine their current
practices and consider how CAS is positioned within their
own classrooms. Building on these reflections, the workshop
will highlight additional pedagogical opportunities and task
design principles that support deeper mathematical thinking,
foster student agency, and promote purposeful integration of
CAS in mathematics teaching.
Key takeaways:
1. Develop understanding of potential uses of CAS to
supporting learning.
2. Explore CAS-active tasks to support mathematical
understanding.
The central idea is that when teachers draw upon their
pedagogical content knowledge and mathematical content
knowledge, mathematical games can provide meaningful
opportunities for students to retrieve knowledge, develop
understanding, build positive mathematical identities and
engage deeply with mathematics.
Key takeaways:
1. Identify opportunities for fluency, understanding, reasoning
and problem-solving within mathematical games.
2. Explore how pedagogical content knowledge can enhance
the mathematical value of games.
3. Use mathematical journalling and reflection to deepen
student thinking and mathematical communication.
Remember:
This will be a highly interactive, hands-on session. Participants
will actively engage in a range of mathematical games,
discuss pedagogical opportunities, analyse learning potential,
and reflect on how teacher decision-making influences
student outcomes. Small-group discussion and collaborative
reflection will form a significant component of the workshop.
No software, devices, specialised equipment, or prior
preparation are required. All materials will be provided during
the session.
G08 MAKING MATHEMATICAL GAMES
COUNT IN INFORMED, INTENTIONAL, AND
IMPACTFUL WAYS
G09 MAXIMISING LEARNING
OPPORTUNITIES THROUGH SCAFFOLDING
Sub-category: Mathematical content and concepts
Michael Nelson, Mike Nelson Maths / Gordon Primary
School
F - Y6
David Mackay, Coatesville Primary School
F - Y6
My presentation will explore how mathematical games can
be used as purposeful learning experiences that support
both student engagement and mathematical growth.
Through the lens of the Victorian Curriculum proficiencies,
participants will examine how games can create opportunities
for fluency, understanding, reasoning and problem-solving.
Drawing on classroom examples, the session will demonstrate
how pedagogical decisions — including questioning,
differentiation, challenge, mathematical discussion and
reflection — can transform a mathematical game into a rich
mathematical learning experience.
Participants will also consider the role of mathematical
journalling in promoting justification, communication and
deeper mathematical thinking within game-based contexts.
Sub-category: Mathematical content and concepts
This presentation explores how research and evidence
on scaffolding can be translated into effective classroom
practice. Scaffolding extends far beyond the use of
concrete materials, and participants will develop a deeper
understanding of how to select appropriate scaffolds,
maximise their impact, and use them purposefully within
a teaching sequence. Using the Instructional Hierarchy as
a guiding framework, we examine when and why different
scaffolds are most effective across the stages of learning.
Participants will explore a range of pedagogical, physical,
and abstract scaffolds that support student success
while promoting independence. Practical examples and
classroom applications will demonstrate how scaffolds can
reduce cognitive load, support accurate responding, and
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