Conference synopsis_MAVCON2026 - Flipbook - Page 130
SESSION G: Friday, 2pm-3pm (cont.)
G23 GAMES THAT COUNT: BUILDING
FLUENCY, REASONING AND
MATHEMATICAL THINKING THROUGH
PLAYING GAMES
Key takeaways:
Sub-category: Mathematical content and concepts
1. Develop an understanding of the Big Ideas in data.
Catherine Epstein/Rodgers, Camberwell Grammar
Junior School
F -Y6
2. Consider the data handling cycle and how this should
impact our teaching.
Discover how purposeful games can deepen mathematical
understanding, build fluency, and increase student
engagement in the primary classroom. This workshop
explores the difference between simply playing games
and using games intentionally to achieve specific learning
outcomes. Participants will experience a range of practical,
curriculum-aligned mathematical games that promote
reasoning, problem-solving, number sense, and strategic
thinking. Through discussion and reflection, teachers will
learn how to select, adapt, and facilitate games that support
assessment, differentiation, and meaningful mathematical
conversations. Attendees will leave with ready-to-use
resources and strategies for embedding intentional games
into their mathematics programs to maximise student
learning and enjoyment.
Key takeaways:
1. Recognise that games can be used to develop
mathematical understanding, fluency and reasoning.
2. Experience curriculum-aligned games that promote
engagement, problem-solving and strategic thinking.
3. Develop strategies to select, adapt and facilitate games
that support assessment, differentiation and mathematical
dialogue.
G24 DYNAMIC DATA LESSONS
Sub-category: Mathematical content and concepts
Rebecca Palmer, Blaxland East Public School
F - Y6
When teaching data in the primary classroom, lessons can,
and should, be much more than students’ eye colour or
favourite ice cream. In this workshop, we will consider some
of the key concepts that underpin statistics and probability in
the curriculum. Utilising a variety of resources, we will explore
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a range of engaging learning experiences that activate
hearts, hands and minds and develop critical skills in statistical
literacy.
3. Engage in a range of engaging and dynamic learning
experiences for students from Foundation to Year 6.
G25 SUCCESSFULLY SEQUENCING THE
LEARNING OF POLYGONS.
Sub-category: Mathematical content and concepts
Suzanne Ellis, Ballarat Primary Schools, Sally Pearce,
Sebastapol Primary
Y3 - Y6
In this hands-on session, participants will learn about a
learning sequence developed by us about polygon geometry.
The sequence highlights active learning experiences for
students that connect thinking, doing, and discussing
mathematics. Through representing, classifying, and
visualising polygons, participants learn about lessons that
form the learning sequence we developed and trialled in our
classrooms across three different schools.
Participants will experience rich tasks that move beyond
shape recognition to encourage students to justify their
thinking, identify patterns, and make connections between
geometric ideas. Grounded in explicit teaching and
supported application experiences highlighting purposeful
collaboration, our session highlights practical strategies for
planning a learning sequence that fosters students’ curiosity,
confidence, and conceptual understanding in geometry.
Designed for students in Years 3–6, the session provides
classroom-ready activities and resources that engage
students’ hearts, hands, and minds while building a strong
foundation for future geometry learning.
Key takeaways:
1. A sequence of learning about polygon geometry. suitable
for Years 3-6.
2. Encouraging students to justify their thinking, identify
patterns, and make connections between geometric ideas.
