Conference synopsis_MAVCON2026 - Flipbook - Page 134
SESSION G: Friday, 2pm-3pm (cont.)
media commentators seem increasingly willing to prescribe
euthanasia over treatment.
In this session we explore Sweller, Kirschner, Rosenshine and
others say about knowledge, learning and instruction. We will
test those ideas against the evidence. Drawing on 25 years of
assessment materials and student examination responses, we
will investigate what students know and understand and what
we accept as evidence of mathematical proficiency.
Key takeaways:
1.Before deciding how students engage with technology, we
need to decide what mathematics education is intended to
achieve.
2. Pedagogical decisions are meaningful once we’re clear
about what mathematical proficiency is and how it will be
assessed.
3. Technology executes procedures and generate
explanations, what must students still do independently.
KEYNOTE: Friday, 3.10pm-4.10pm
KPF01 HOW ARE WE PUTTING ASPIRATION
INTO ACTION IN MATHEMATICS EDUCATION
THROUGH JOY, CURIOSITY, AND PURPOSE?
Sub-category: Engaging and including every learner
F - Y12
Activating mathematical hearts, hands and minds reflects
an aspiration to create mathematics classrooms that are
responsive, rigorous and relevant. While mathematical
knowledge remains fundamental, the challenge for
mathematics education is how that knowledge enables
teachers and young people to reason, communicate,
solve problems, make informed decisions, and participate
confidently in an increasingly complex world. Bringing
together perspectives from research, schools, systems and
industry, panellists will consider how joy, curiosity and purpose
can create the conditions for teachers and young people to
flourish in and through mathematics. In doing so, they will ask
and consider an important question: How might activating
mathematical hearts, hands and minds influence not only
what teachers and young people know about mathematics,
but also who they become through mathematics?
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Key takeaways:
1. How can we activate mathematical hearts, hands and minds
through joy, curiosity and purpose to create mathematics
classrooms that are responsive, rigorous and relevant?
2. How can mathematics learning help teachers and young
people reason, communicate, solve problems, make informed
decisions, and participate confidently in an increasingly
complex world?
3. How might activating mathematical hearts, hands and
minds influence not only what teachers and young people
know about mathematics, but also who they become through
mathematics?
