Conference synopsis_MAVCON2026 - Flipbook - Page 129
This component will revisit previously taught concepts,
encouraging regular revision and stronger retention.
Together, these initiatives aim to improve confidence, fluency,
and long-term success in mathematics for all students across
the school community. I wish to share our ideas, successes and
failures with the wider mathematics community.
Key takeaways:
1. How to/ideas to build a numeracy program from scratch in
your school.
2. Data suggesting how beneficial these programs have been.
G21 HOW DOES MATHEMATICS AS
STORYTELLING CHALLENGE EUROCENTRIC
MATHEMATICS EDUCATION?
Sub-category: Engaging and including every learner
Mel Serrurier and Jennifer Sze, University of Melbourne
F - Y12
This presentation explores mathematics as storytelling
through the Goompi Model, developed by Aboriginal
mathematician Professor Chris Matthews. The model
uses cultural context and narrative to make mathematics
more accessible and relevant for Indigenous students and
students learning English as an Additional Language. The
session connects mathematical concepts to Country, culture,
symbols, pattern recognition, collaboration and real-world
problem solving. It also considers how the Goompi Model
and Global South theories challenge Eurocentric approaches
to knowledge production and promote cognitive justice by
valuing diverse ways of knowing.
Key takeaways:
1. Mathematics can be understood as a living cultural practice,
not only as a Western discipline.
2. The Goompi Model uses a pedagogical cycle to deepen
mathematical understanding.
G22 MATHEMATICAL INVESTIGATION
TASKS: AI-SUPPORTED, ASSISTING TEACHER
JUDGEMENT
Sub-category: Assessment
Adrian Lam, Presbyterian Ladies College
Y3 - Y12
Open-ended mathematics tasks provide rich opportunities
for students to demonstrate problem-solving and creativity,
but they can be time-consuming to mark due to the many
dependencies between calculations involved. This session
showcases how to use Generative AI directly inside the Excel
app to create a reliable marking tool.
The session will include a live demonstration of both the
development process and the automated marking workflow.
We will discuss how this differs from simply prompting
AI to mark, and why it can reduce marking time without
compromising consistency and teacher professional
judgment.
Following the demonstration, you will also apply these
techniques to begin creating an automated marking tool
for one of your own investigation assessment tasks. You will
leave with practical strategies and greater confidence in using
Generative AI to enhance assessment processes.
Key takeaways:
1. The sample investigation task where students design a
golf course involving different areas, perimeters, volumes,
materials, and costs.
2. The Excel file to automate calculations for marking,
including instructions for how to use it.
3. The skills to generate your own automated marking tools
for any task.
Remember:
Please bring your laptop to work on the technical elements
during the session.
3. Storytelling approaches can support cultural safety,
engagement and inclusion.
Supported by
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