Conference synopsis_MAVCON2026 - Flipbook - Page 127
Participants leave with planning tools, topic-length guidelines,
and sample unit maps that build confidence, coherence, and
instructional precision in mathematics planning.
Key takeaways:
1. Effective maths classroom structure using the instructional
model.
2. Use of resources.
3. Planning resources made available.
and Independent). Learn how it empowers your team to build
knowledge, skills, and leadership in mathematics to benefit
your school community. Aligned with Victorian Curriculum
Mathematics 2.0 and the Teaching and Learning Model
2.0, the program incorporates contemporary research and
best practices. Discover how your team can use evidence,
observations, and trial improvement strategies tailored to
your school’s context. Hear about the successes from the
2025 and 2026 programs and consider how it can support
your school community in 2027.
Key takeaways:
G15 PROBLEM SOLVING: CAN YOU
EXPLICITLY TEACH IT?
Sub-category: Mathematical content and concepts
Emily Peterson, Australian Maths Trust
Y3 - Y10
Can you explicitly teach problem solving? Yes, you can! In
fact, I wish my maths teachers had done so for me. In this
workshop, I’ll show you how you can use the Gradual Release
Model to teach problem solving in your classroom, using
problems from the Australian Maths Trust’s online treasuretrove of maths and algorithmics problems. You will walk away
with resources to use in the classroom.
The Leading Mathematics Program will help participants:
1. Strengthen their team’s leadership capability and
mathematics knowledge to enhance teaching and learning.
2. Use evidence and research to refine goals and trial
improvement strategies tailored to their school context.
3. Develop sustainable, long-term approaches that support
continuous improvement in mathematics education.
G17 SENSORY DISCOVERY TABLES:
MAKING MATHEMATICS TANGIBLE IN
EARLY CHILDHOOD CONTEXTS.
Key takeaways:
Sub-category: Mathematical content and concepts
1. Mathematics involves solving problems.
Abigail Henderson and Jane Hubbard, Deakin University
Early Childhood - Y2
2. Whatever system you find yourself in, you can teach
problem solving because...
3. Problem solving can be explicitly taught!
G16 LEADING MATHEMATICS THROUGH
THE VICTORIAN ACADEMY OF TEACHING
AND LEADERSHIP
This is a commercial presentation
Sub-category: Leadership and teachers as learners
Jennifer Bowden and Renee Ladner, Mathematical
Association of Victoria, David Leigh-Lancaster, Lancaster
Consulting
Early Childhood - Y12
Join this workshop to explore the Leading Mathematics
program offered by the Victorian Academy of Teaching and
Leadership, open to all school sectors (Government, Catholic
How can very young learners be supported to engage in
mathematics deeply and authentically throughout their early
childhood education?
Sensory input from the world around us is foundational to
how young children make sense of the world around them.
In this workshop, Abi and Jane will present the ways in
which purposefully designed and carefully curated Sensory
Discovery Tables offer rich and immersive opportunities
for young children to engage in important mathematical
concepts through age-appropriate contexts. They will discuss
how picture story books can be used as suitable stimuli for
designing artefacts within the Sensory Discovery Table that
will support students in making real-world mathematical
connections. Using examples of practice, there will be
multiple opportunities for all participants to explore a range
of specifically designed sensory artefacts to enhance the
opportunities for mathematics learning in Early Childhood
classrooms.
127
