Conference synopsis_MAVCON2026 - Flipbook - Page 133
Key takeaways:
1. Know why counting is a Big Idea that gives an outsized
payoff
2. Know how to use counting to build skills and confidence (in
multiplication, fractions, algebra)
3. Get two adaptable tasks: Help your students, F-12, go from
messy and disordered to careful and structured mathematical
thinking in maths.
G32 TEACHING GRADIENT IN A WAY THAT
CONNECTS TO PRIOR LEARNING
Sub-category: Mathematical content and concepts
Anthony Harradine, Potts-Baker Institute,
Prince Alfred College
Y7 - Y10
In this session, Anthony will share a tried and proven method
of teaching gradient through which students naturally
become aware of ‘why’ rise-over-run makes sense and ‘why’
the slopes of perpendicular lines are related in the way they
are. The method provides a perfect foundation for students
to become competent with, and make sense of, the ‘practice
questions’.
We start with paper and hard geometry tools, and when
sensible move to soft(ware) geometry tools. The move to
soft(ware) geometry tools is optional.
Once shared, we will critique the method and reason why it
could be thought of as both a ripper method, by some, and a
waste of time by others.
Key takeaways:
1. How you ‘tell’ the story matters.
2. Linking a new idea to prior learning is helpful in multiple
ways.
G33 HAVING SOME FUN WITH NUMERACY
AND MATHS
Sub-category: Engaging and including every learner
Dave Tout, Multifangled, ACER and University of
Melbourne
Y3 - Y12
This popular, practical, hands-on workshop will enable
participants to experience different games and activities
suitable for classroom use with a range of numeracy and
maths students. The activities explicitly focus on the
development of core maths skills through the use of games,
real-life and hands-on materials, as well as on enjoyment
and having fun with maths. Some are whole group activities,
others are small group work, and others take an individual
focus. The activities will illustrate alternative approaches to
the traditional worksheet or textbook approach for teaching
numeracy and maths. The activities have mainly been
developed for youth and adult numeracy students but are
suitable for all students, especially middle years and VPC/
VCE VM students.
Key takeaways:
1. Games and activities to use in your classrooms that are
suitable for use by a range of students.
2. How games and activities can support a range of different
positive outcomes for both the learner and the teacher.
G34 WHEN TECHNOLOGY CHANGES
THE QUESTION
Sub-category: Digital technologies
Peter Fox
Y7 - Y12
Artificial Intelligence and Computer Algebra Systems are
changing mathematics education. CAS provides answers; AI
provide explanations. Can technology support mathematical
thinking, or is it a substitute?
The Victorian Teaching and Learning Model and
Mathematics Position Statement place renewed emphasis
on evidence-based, explicit instruction. What happens when
technologies that automate mathematical procedures meet a
model that values procedural fluency? If statewide assessment
is any indication, the tail that has long wagged the dog is
in dire need of veterinary attention. Student achievement
data are concerning, public confidence is wavering, and
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