Conference Synopsis 20220916

THE MATHEMATICAL
MAV22
MAV19
CONFERENCE
ASSOCIATION OF VICTORIA
1 & 2 DECEMBER
VALUING MATHEMATICS
IN A CHANGING WORLD
CONFERENCE SYNOPSIS
59th Annual Conference - Virtual and In Person

REGISTER NOW . #MAVCON
mav.vic.edu.au
THE MATHEMATICAL WELCOME TO MAV22 CONTENTS
Welcome to MAV22 – KEYNOTES Page 4

Valuing Mathematics in a
Changing World PROGRAM AT A GLANCE Page 10
PROGRAM IN DETAIL Page 26
On behalf of the MAV
PRESENTERS LIST Page 78
Board and the conference
committee, I invite you GENERAL INFO Page 80
to the 59th Annual SPONSOR AND EXHIBITORS Page 81
Conference (MAV22)
COMMUNICATION CONFERENCES
> Website > Annual conference
onThursday 1 to Friday 2
SCHEDULE
> Publications > Primary and Early December 2022.
> Matrix newsletter
> Advocacy THE MATHEMATICAL Childhood conference
> New Frontiers of The theme for MAV22, Valuing Mathematics in a Changing
> News page
> Public events
ASSOCIATION Learning
World, is timely, particularly given the past two years we have
OF VICTORIA experienced, and that mathematics plays a crucial role in Thursday 1 December 2022
our personal, professional and civic lives. More specifically, 8am - 9.15am Registration
PUBLICATIONS RESOURCES mathematics is the foundation for responding to and 9.15am - 10.15am Keynote presentations
> Prime Number > MAVshop
(Primary journal) > Teaching resources managing societal issues, such as pandemics, environmental
> Vinculum > Professional resources and social problems. In the workplace, mathematics is used 10.15am - 11am Morning tea (for in-person
(Secondary journal) > VCE trial exams,
every day to communicate, plan, visualise, monitor, evaluate delegates)
> Common Denominator SACs, solutions
(Magazine) > Parent support systems and processes, interrogate data and information, Bonus session for online delegates
and predict outcomes in an increasingly information rich and (10.25am-10.55am)
technologically advanced society.
PROFESSIONAL STUDENT 11am - 11.50pm Sessions
LEARNING ACTIVITIES
> Contracted in-school > Maths Talent Quest On a personal level, mathematics is used in a range of 12pm - 12.50pm Sessions
> Network days > Girls in STEM contexts and underpins our ability to make informed
> VCE > Maths camp 12.50pm - 1.30pm Lunch
> Professional learning events > Games days
decisions about personal finance or health, and recreation
> Virtual learning sessions > Family maths activities where numeracy is required for daily life. Algorithmic 1.30pm - 2.20pm Sessions
> VCE revision program
> Victorian Coding Challenge
thinking, often out of sight and out of mind from our 2.30pm - 3.20pm Sessions
day-to-day activities, underpins the new technology 3.20pm - 4.30pm Networking drinks
we see advancing around us. As educators we want our
4.30pm End of day 1
MEMBERSHIP
students, parents and carers, and community to value and
> Become a member connect with mathematics in our fast-paced and changing
> Mathematics Active Schools world. We need to actively engage students and equip Friday 2 December 2022
them to be problem solvers, and critical and creative 8am - 9.15am Registration
users of mathematics now and in the future. This requires
educators who are adaptable, innovative and flexible in their 9.15am - 10.15am Keynote presentations
pedagogical practices. 10.15am - 11am Morning tea
(for in-person delegates)
Your MAV membership is After two successful years of online conference, we are
delighted MAV22 will be a mix of virtual and in-person
sessions. We are anticipate over 800 mathematics
Bonus session for online delegates
(10.25am-10.55am)
an essential part of a educators including teachers, academics, policy makers,

curriculum experts and resource developers will come
11am - 11.50pm
12pm - 12.50pm
Sessions
Sessions
successful career.
together to share their expertise, experiences, and ideas.
12.50pm - 1.30pm Lunch
Join us either online or in-person to share your ideas, stories, 1.30pm - 2.20pm Sessions
Renew or join today.

and enthusiasm for engaging in and exploring the different
ways we experience and value mathematics across these two 2.30pm - 3.20pm Sessions
days. 3.30pm Conference close
- Ann Downton, Conference Convenor

Stay connected
@maths.vic @maths-vic
www.mav.vic.edu.au @maths_vic @maths.vic

THE MATHEMATICAL
3
KEYNOTES
Keynotes are available to both in-person and online delegates..
PRESENTERS
GEORGE GADANIDIS citation for Outstanding Contributions to Student Learning JILL BROWN AND Passionate about enhancing teaching and learning by
and the Western Sydney University Vice-Chancellor’s MELANIE O’REILLY improving relationships between staff and students, Hayley’s
COMPUTER PROGRAMMING Excellence in Teaching Award. She regularly presents work in student voice involved creating systems and
IN THE MATHEMATICS workshops and keynotes nationally and internationally and FROM PROBLEM SOLVING AND REASONING opportunities for students to provide professional learning for
CLASSROOM, GRADES 1-9: is the current President of the Mathematics Education → UNDERSTANDING AND FLUENCY staff and design feedback tools which teachers use regularly,
THE ONTARIO, CANADA, Research Group of Australasia (MERGA), a past president allowing students to provide feedback and discuss their
Jill Brown is a senior lecturer in
EXPERIENCE and Life Member of the Mathematical Association of New learning with their teachers.
South Wales (MANSW) (2014-2015), and past editor mathematics education at Deakin
For several years George has been working and researching in of the professional journal, Australian Primary Mathematics University. Following on from over Hayley is a doctoral candidate (Doctorate of Education) at
grades 1-10 classrooms in Canada, and in Brazil, integrating Classroom. Catherine is also the author of the leading two decades teaching secondary the Melbourne Graduate School of Education. Her research
computer programming within mathematics education. He mathematics education blog, engagingmaths.com, as well as Mathematics, she has now been explores how teachers use feedback from students to inform
has also worked with the Ministry of Education in Ontario, the author of several popular mathematics teacher resource involved in primary and secondary their practice. She holds a Masters of Instructional Leadership
Canada, doing background research for reforming curricula books. Mathematics teacher education for and has undertaken professional learning at the Harvard
and advising curriculum writing teams. They now have in almost as long. She is interested in mathematical thinking Graduate School of Education, USA. Hayley has shared
Ontario explicit computer programming expectations within This keynote presentation is supported by including mathematical modelling and reasoning across all her work in Student Voice with educators in Australia, and
the algebra strand for all grades 1-9. This has affected what levels of schooling. She has a special interest in using multiple worldwide.
mathematics is taught, how it is learned, and who can learn it. representations, digital technology, and classroom discourse
to increase opportunities for deep understanding by all Hayley has presented to mathematics educators across
This keynote presentation is supported by learners. Australia and to pre-service Mathematics teachers at several
universities. She is also a Texas Instruments Teacher Trainer.
JANETTE BOBIS Melanie O’Reilly is a primary school
teacher, passionate about students and Hayley received the 2021 Commonwealth Bank Teaching
PEDAGOGIES TO Award and was awarded the CHOOSEMATHS Outstanding
AMBITIOUSLY ENGAGE learning, particularly Mathematics and
English. She has been teaching in state Secondary Teacher Award in 2018 by the Australian
CATHERINE ATTARD EARLY YEARS STUDENTS
primary schools since 2005 and i s Mathematical Sciences Institute. As a recipient of the 2017
MATHEMATICS EDUCATION: Janette Bobis is Professor of currently at Findon PS. She has taught George Alexander Foundation Fellowship, she undertook
CHANGING TIMES, Mathematics Education in the Sydney in all primary year levels, but has a love applied research in the area of Student Voice and STEM
CHANGING PRACTICES School of Education and Social Work at The University of for the early years. She was the whole Education in Denmark.
Sydney. She was a primary school teacher for over eight years school mathematics leader for several years, and is currently In 2016 Hayley was named Victorian Department of
Catherine Attard is Professor in Primary before transitioning to the tertiary sector where she now sharing a 3-4 class. Education and Training Outstanding Secondary Teacher of
Mathematics Education and Deputy teaches mathematics education to primary pre-service and
This keynote presentation is supported by the Year. She was a 2016 ACEL New Voice in Educational
Director of the Centre for Educational Research at Western inservice teachers. Janette’s research and teaching focus on Leadership Scholar, and in 2015 she was awarded the
Sydney University. She is a multiple award-winning educator student engagement in challenging mathematics tasks, early VicSRC Teacher Advisor Award.
who has transformed teaching and learning in primary mental computational strategies and the enhancement of
mathematics at Western Sydney University for over 15 years. teacher mathematical knowledge and pedagogy for teaching. This keynote presentation is supported by
Her philosophy, while straightforward, is transformative:
Catherine combines great dedication for teaching engaging This keynote presentation is supported by
HAYLEY DUREAU
mathematics with her own experiences as a primary
classroom teacher to motivate and inspire pre-service and NIMBLE NETWORKS
qualified teachers. Catherine’s research is focused on student
engagement with mathematics and issues surrounding the Hayley Dureau is a Mathematics
pedagogical practices that influence students’ engagement. teacher and the 2022 Mathematics
Master Teacher in the inaugural
Catherine also researches contemporary teaching practices Teaching Excellence Program at
through the use of digital technologies, and the practices of the Victorian Academy of Teaching and Leadership. She
middle leaders in Australian schools. has spent this year working with outstanding Victorian
Catherine has won several teaching awards, including a 2016 Primary and Secondary Mathematics teachers across the
Australian Awards for University Teaching (AAUT) Teaching Government, Independent, and Catholic sectors. Prior to this,
Excellence Award, an Office of Learning and Teaching she held the position of Leading Teacher: Head of Student
Voice at Mount Waverley Secondary College.
THE MATHEMATICAL THE MATHEMATICAL

ASSOCIATION OF VICTORIA ASSOCIATION OF VICTORIA
4 5
PRESENTERS
MARILYN FLEER PETER SULLIVAN SECONDARY PANEL is a Life Member and Past President and Treasurer of The
Mathematical Association of Victoria and has done many
MOTIVATING STUDENTS PROBLEM SOLVING PETER FOX, ALLASON MCNAMARA presentations at the MAV conferences including keynote
IN MATHEMATICS AND REASONING CAN TOM MOORE, RACHAEL WHITNEY-SMITH addresses. She is a actively involved with MAV, writing the
THROUGH CONCEPTUAL BUILD MATHEMATICAL MAV trial exams, lecturing to VCE students and teachers and
PLAYWORLDS AND UNDERSTANDING AND VALUING AND EXPLORING HOW running state-wide Mathematics Games Days.
REALWORLD SITUATIONS FLUENCY TECHNOLOGY ENHANCES MATHEMATICAL
INVESTIGATION AND DISCOVERY. Thomas Moore is a passionate
Laureate Professor Marilyn Fleer is an Australian Research Peter has had a career that combines research into task educator whose work has spread
Council Laureate Fellow and Director of the Conceptual design with the development of teacher support resources Peter Fox is passionate about across many sectors of the
PlayLab at Monash University. She has been a curriculum and classroom trialling. He was author of the Shape of the mathematics, education and the Mathematics education domain. He
writer, advisor and mentor to ACARA. From over 20 years of Australian Mathematics Curriculum, a paper commissioned way technology can be used to has been a Leading Teacher (Head of
research, she has developed an evidence-based model that by the National Curriculum Board to lay the foundation of engage, excite and enhance student Mathematics), DET tutor, and CRT
supports STEM concept formation in play-based settings the Australian curriculum. Subsequently he was appointed understanding. Peter taught high at many schools across Melbourne,
and in primary schools. Recently she has been working with the lead writer for the development phases of the curriculum school mathematics for 25 years. In and has worked with various Maths education learning and
an amazing team of teachers on a maths curriculum project and has supported ongoing development of the documents, his first year of teaching (1990) he technology companies over the past 10 years. Thomas
at Laburnum Primary School where Foundation to Year 6 including consulting on the review conducted in 2015. He wrote machine coded routines that connected a bicycle to is currently completing his PhD, exploring how effective
students engaged in a Conceptual PlayWorld and RealWorld was also the author of the Australian Education Review a computer so his mathematics and physics students could teachers of Mathematics develop productive pedagogical
situations respectively. publication Teaching mathematics: Using research-informed interact with distance, speed and acceleration - time graphs. relationships with their students, and he enjoys sharing
strategies that has now been downloaded over 240,000 He has used data logging, video analysis and interactive his ideas and resources with teachers through his Maths
times from the ACER website. media for many years to help motivate and inspire students. education consultancy work. Thomas is a regular presenter
SHELLEY HANNIGAN Peter has also worked as a project manager at the University at MAVcon, he was the 2022 runner-up at the Australian
MATHEMATICS THROUGH Peter was editor for seven years, and for three years chief of Melbourne, taught DipEd students at Monash University, Toastmasters Public Speaking Championship (Vic, Tas &
AN ARTISTIC EYE editor of the prestigious Journal for Mathematics Teacher worked on VCAA course review and examination panels, SA), and he has keynoted various conferences over the past
Education, published by Springer. He was also editor of provided resources and professional development in various few years. Thomas is excited by the opportunity to delve
Shelley Hannigan is a Senior Lecturer the Mathematics Education Research Journal published by regions around the world as they move to incorporate a range into, explore and unpack how technology can best be used to
focusing on pre-service teacher Springer. He has an extensive list of publications for teachers of technologies in the mathematics classroom. Peter works enhance mathematical investigation and discovery.
education at Deakin University. She and researchers including books, books chapters, journal with Texas Instruments providing professional development,
specialises in art education but also teaches units in education articles and conference publications. website and product development. He was a part of the Rachael Whitney-Smith is the
studies, art-well-being and creative pedagogies. She is also team that supported the development of TI-Nspire and Mathematics curriculum specialist at
a practicing artist researching practice-based research and This keynote presentation is supported by TI-Innovator and continues to develop free resources for ACARA, responsible for Mathematics
supervising PhD students. Her research also investigates teachers and students. Curriculum F-12 and led the recent
creative practices that can contribute to enhanced learning Australian Curriculum: Mathematics
and well-being, practice-based research and transdisciplinary Allason McNamara teaches senior review and writing of AC: M version
practices such as arts-health and STEAM. Her recent mathematics at Trinity Grammar 9.0. She is also undertaking her PhD at
publications discuss the use of art in teaching and learning School Kew in Melbourne. Previously Notre Dame University in Mathematics Education. Rachael is
PAUL SWAN she has been Head of Mathematics
science in secondary schools and the important role of passionate about applied mathematics, STEM and teaching
aesthetics in this process as well as creativity. THE VALUE OF at Mount Scopus Memorial College mathematics through rich tasks that engage student thinking
and a number of other independent and reasoning, problem solving, modelling and investigation
WORTHWHILE TASKS AS
This keynote presentation is supported by schools. She has a Masters Degree processes. Rachael has worked on National and International
AN EFFECTIVE PEDAGOGY
in Mathematical Modelling and Data Analysis, two projects focussed on improving the mathematical outcomes
IN MATHEMATICS: ONLINE Graduate Diplomas and a Degree in Agricultural Science of Australian students and has actively participated in the
AND OFFLINE from Melbourne University. She has been a co-author OECD Education 2030 project. Rachael is an active
Paul Swan works with school leaders and teachers to improve of several mathematics textbooks and VCE Specialist member on a number of mathematics advisory groups,
the teaching of mathematics in primary schools. He has Mathematics examinations, and the Chief Assessor for VCE member of ATSIMA, MERGA and NCTM, and led the work
written many books and games – many of which are free on Mathematical Methods for the VCAA (Victorian Curriculum in revising the National Numeracy Learning Progressions as
his website www.drpaulswan.com.au - to support the teaching and Assessment Authority). She has been on a number of part of the National Online Formative Assessment Initiative.
and learning of mathematics. More recently he has been advisory committees for the VCAA and was part of the Rachael has been the Executive Officer, a Professional
working on the development support materials for students federal government’s Expert Advisory Panel for the Year 1 Learning consultant and is currently a board member for
requiring intervention in mathematics and help for teachers Literacy and Numeracy testing. She is on the Board of the the Mathematical Association of Western Australia and on
trying to teach students how to solve word questions in maths. National Mathematics Summer School (NMSS) and the the board for the Australian Association of Mathematics
Australian Maths Trust (AMT) and is a Past President of the teachers.
This keynote presentation is supported by Australian Association of Maths Teachers (AAMT). Allason

6 7
MAV MEMBERSHIP THE MATHEMATICAL
The Mathematical Association of Victoria (MAV) promotes We develop educator skills in implementation of evidence-
the importance of mathematics to society. MAV has over based and cutting edge teaching and learning approaches.
The combined benefits of Casio’s premier technology, and the 1400 members from all sectors of education including We work directly with students to increase their engagement
Prime Schools Plus program, means you get more than just a calcualtor. individuals, schools, universities. We provide membership in mathematics through games days, our Maths Talent Quest,
benefits to a growing network of over 15,000 mathematics Girls in STEM days, mathematics camps, VCE revision
What are you waiting for? educators and reach over 60,000 educators, students and support, and other activities.
parents across metropolitan and regional Victoria via our
100+ events each year. MAV is the peak professional body
We are educational experts and leaders, supporting the future
for mathematics educators in Victoria.
of mathematics education from early childhood to Year 12.
MAV works with teachers and school leaders to enhance

PRIME SCHOOLS PLUS PROGRAM 1 student outcomes in mathematics and numeracy, better
To stay up-to-date, subscribe to the MATRIX
preparing students for their personal, professional and
e-newsletter at www.mav.vic.edu.au.
civic lives. Our role is to support educators in developing
and delivering curriculum and programs that challenge our
students to become the future of mathematical creativity and
innovation.
There is a member category for you:

• Individual member (teachers, academics, student
EXCLUSIVE ACCESS TO PRACTICAL teachers and those with an interest mathematics
CLASSROOM RESOURCES THAT WILL 2 education)
CHANGE THE WAY YOU TEACH • Institutional member (primary and secondary schools
and early childhood centres)
• Associate member (industry partners or resource
providers)
EXCLUSIVE ACCESS TO DETAILED

“HOW TO”, AND EXAM SOLUTION 3 Visit the MAV website for more information,
LEANRING VIDEOS including member benefits, www.mav.vic.edu.au.
HOW I CAN I GET INVOLVED MATHS ACTIVE

FREE ACCESS TO ADDITIONAL IN THE MAV? ACCREDITATION FOR
QUIZZESS AND BOOKLETS, DESIGNED 4 MAV depends on its members for success. Extend your
TO SUPPLEMENT YOUR LESSON PLANS professional learning and get involved in MAV’s activities:
YOUR SCHOOL
• present at MAV’s annual conference MAV’s Mathematics Active Schools initiative is a way
• join one of our networks, or start your own with MAV to recognise and support schools who demonstrate
support excellence in learning and teaching practices in
• write for MAV journals mathematics.
• join committees and working parties
FREE CALCULATORS AND EMULATORS • Publicise your schools Maths Active Schools
FOR YOUR FACULTY 5 • develop resources
certification and demonstrate to your school
• pilot mathematics initiatives
• develop a PD event at your school or venue community that mathematics is enjoyable and highly
• judge the MTQ awards, or valued.
• organise a maths games day for your region. • Receive regular activities and information from MAV
to promote maths to your school community.
• Be invited
THEtoMATHEMATICAL
participate in special
Maths Active SchoolOFevents.
ASSOCIATION VICTORIA
8 Head to casioeducation.com.au/program-benefits/ for more information 9

SESSION SUMMARY: THURSDAY
THURSDAY 1 DECEMBER 2022
SUB-THEMES
Achieving greater equity Valuing evidence Technology to enhance investigation
Exploring effective pedagogies Improving individual and societal outcomes Multiple sub-themes
Keynote Online session Session A Session B Session C Session D

Room
9.15am - 10.15am 10.25am - 10.55am 11am-11.50pm 12pm-12.50pm 1.30pm-2.20pm 2.30pm-3.20pm
Room 1 Pedagogies to ambitiously Using the place value Assessing students: one size Problem solving: more than just Launch, Explore and A few of our favourites:
engage early years students assessment tool (PVAT) to does not fit all! solving problems Summarise- Tips for mathematical tasks and tips!
guide your place value teaching implementing a new
Janette Bobis in 2023 Kate Copping, Carmel Mesiti, Paul Staniscia instructional model Jen Bowden, Ellen Corovic
Catherine Pearn
Supported by Michael Minas
Sessions in rooms 1 - 10 are available to in-person and online delegates
Angela Rogers
Room 2 The value of worthwhile tasks Engineering ‘aha’ moments in Using cards and counters to link The power of purposeful Using maths talks to build Unpacking the mathematical
as an effective pedagogy in number the proficiencies puzzles number sense and transform processes in the new Australian
mathematics: online and offline the maths learning experience Curriculum: Mathematics
Doug Williams David Dunstan, Paul Swan Andrew Lorimer-Derham, (Primary)
Paul Swan Sarah Mercer Alex Box
MORNING LUNCH Rachael Whitney-Smith
Supported by TEA
12.50pm -
10.15am-11am 1.30pm
Room 3 Mathematics through an
(online delegates
Concrete, representational and Further maths exams: using the Life and death with sequences Foundation Mathematics Infinite thingies
artistic eye abstract pedagogy CAS calculator efficiently and – VCE Units 3 and 4 - interesting data
have the effectively graphs Anthony Harradine
They will be recorded and broadcasted
Shelley Hannigan opportunity to Jonathan Carter Brett Stephenson

Kevin McMenamin David Leigh
Supported by attend a bonus
online session
that runs from
10.25am-
Room 4 Secondary 10.55am) Integrating ‘MathTask’ in Creating investigations for Proof: a new topic in Specialist Problems worth coding - Free innovative financial
mid-senior level mathematics VCE Mathematical Methods Maths pseudo code and algorithmic literacy resources from FBF
Nimble networks classroom: a powerful Units 1 & 2 thinking
pedagogical tool to promote Katherine Seaton Damian Nicholson
Hayley Dureau Chris Ireson, James Mott Peter Fox
students’ conceptual
Supported by understanding and connection
Jiqing Sun
Room 5 Computer programming in Problem solving: getting them Flip Out: how a flipped Engaging in mathematical Diving into maths anxiety, for Mathematics for social justice
the mathematics classroom, all aboard classroom transformed reasoning: developing a sense teachers and students
Grades 1-9: The Ontario, mathematics learning making classroom Jenna Dore
Canada, experience Andrew Greville, Mark Ljubic outcomes in a small rural town Pete Sanders
Derek Hurrell
George Gadanidis Andrea O’Connor,
Andrea Skahill
Supported by

10 11
SESSION SUMMARY: THURSDAY (cont.)
SUB-THEMES
Online session Session A Session B Session C Session D

Room
10.25am - 10.55am 11am-11.50am 12pm-12.50pm 1.30pm-2.20pm 2.30pm-3.20pm
Room 6 Footy Feud!: Developing Developing a thinking classroom: teaching and First 10 days of maths: establishing a Do you wonder what explicit teaching is in a Changing practice through the use of
numeracy through sport learning insights consistent learning culture across your school primary mathematics classroom? Newman’s error analysis
delegates
Andrew Williams Bernadette Long, Angela Rogers Steve Lester, Chris Terlich Helen Chick, Allan Dougan, Sharyn Livy
delegates
Kris Westcott
online
Room 7
online
More details coming soon. Exploring pattern blocks as a tool for effective Enhancing student engagement through LUNCH Learning sequences to support and inspire How do you prepare learners for real-world
pedagogies creative problem solving, a community of teachers F to Y4 problem solving in a computational age?
12.50pm -
and
practice
Cassandra Lowry Dianne Liddell Kelly Lean, Alec Titterton
and
Jennifer Bowden, Megan Teefey 1.30pm

in-person
in-person
Room 8 Worthwhile CAS calculator Planning for meaningful formative assessment Mathematical Methods Exam 2-2022 Improving individual outcomes and equity Equivalent fractions: from Cuisenaire rods to
use in this year’s mathematical strategies - informing teaching and learning solutions on CAS through writing in mathematics calculus
to to
methods exam 2 whilst prioritising well-being (TI Nspire)

broadcasted
Benjamin Cooper, Samantha Horrocks Stephen Paatsch

available
broadcasted
Kevin McMenamin Emma Moore Sanjeev Meston

available
Room 9 Maths through the matrix of Alleviating anxiety New teacher series, Part 1: Effective and New teacher series, Part 2: Effective use of Calculators: how do they do that?
poetry powerful pedagogical approaches. Thrive in ICT. Our favourite digital tools. Thrive in your
areare
Dietmar Schaffner, your first 5 years of teaching! first 5 years of teaching! Daniel Milutinovic
and
Tom Petsinis Matthew Schaffner

- 10
and
Danijela Draskovic Danijela Draskovic

recorded
1 -110
recorded
in rooms
in rooms
Room 10 Using the iPad and Apple Valuing for mathematical wellbeing Valuing in professional learning: Adapting Values alignment in mathematics education Diagnose student understanding with the
bebe
Pencil to enhance your teaching approaches and skills to the local effectiveness of a researcher and the efficiency
teaching Julia Hill mathematics classroom Penelope Kalogeropoulos, Angela Liyanage of a machine
willwill
Sessions
Sessions
Alistair Shaw Wee Tiong Seah Julian Lumb, Lindy Sharkey

They
They

12 13
SUB-THEMES
Session A Session B Session C Session D

Room
11am-11.50am 12pm-12.50pm 1.30pm-2.20pm 2.30pm-3.20pm
Room 11 How is critical thinking valued in mathematics? A focus on primary geometry Major predictors of maths difficulty in Basic facts -prevention and intervention: The
Rooms 1 1- 20 are available to in-person delegates only.
kindergarten and prep major predictor of maths difficulty in Years 1

Stacey Lamb Richard Korbosky, John Lawton to 3
Narelle Rice, Paul Swan
Narelle Rice
Room 12 Putting maths on the map Developing a whole school approach Addressing maths anxiety in primary schools Addressing maths anxiety in primary schools
and school vision about the teaching of Part 1 Part 2
Rachael Gore Mathematics. LUNCH Sarah Buckley, Catherine Pearn, Kate Reid Sarah Buckley, Catherine Pearn, Kate Reid
Jessica Kurzman
12.50pm -
Room 13 Detailed Analysis of CAS Calculator usages in Comparison of CAS technologies in VCE
1.30pm Meta-cognition skills: Supporting senior Pseudocode in VCE Mathematics
2022 VCE Specialist Maths Exam 2 Specialist Methods examinations mathematics students
Echo Gu
Peideng (Martin) Nie Neale Woods Rohani Mohamad
Room 14 Maths games to engage students “Where do the rich people live?”: Successfully differentiating maths lessons Real trigonometry using real-time, real-world
Using the Australian 2021 Census to analyse through content, process and product using data
Helen Haralambous your neighbourhood Oxford Maths 7 10 and other tools (Year 7 to
Year 10) Enzo Vozzo
John Widmer, Robert Money
Alex Blanksby, Thomas Christiansen,
Stephanie Knight
Room 15 Make talk central to maths class Using NAPLAN questions to help inform your The International Classroom Lexicon Project: Algebra through geometry
teaching Engaging with your professional vocabulary
Michaela Epstein Doug Williams
Nadia Abdelal Kate Copping, Carmel Mesiti
Room 16 Raising challenge in the middle years Do you wonder what explicit teaching is in the Design thinking and mathematics - designing Highly engaging primary tasks to build
classroom middle years? human centred tasks understanding and problem solving
Leonie Anstey Helen Chick, Allan Dougan, Sharyn Livy Jennifer Palisse Brendan Hodge, Russell McCartney

14 15
SUB-THEMES
Session A Session B Session C Session D

Room
Room 17 Problem solving - let’s talk about it!!! Rich tasks - sparking the discussion! How we taught Year 7 Maths at Sandringham What’s your problem?:
College in 2022
Catherine Epstein/Rodgers, Catherine Epstein/Rodgers Anna Bock, Loretta Weedon
Antje Leigh-Lancaster Wendy Taylor
LUNCH
Room 18 Matrices and networks: VCE questions Fun with drawings using TI-Nspire and flags of 12.50pm - Using coding to investigate patterns - TI Using visual models and misconceptions
analysis the world 1.30pm Nspire to deepen understanding in middle years
mathematics
Darren Smyth, Robert Yen Shane Dempsey, Raymond Rozen Shelley Cross, Linda Swanepoel
Kathy Lin
Room 19 Effective, painless classroom teaching of Never mind the parabolics. here’s the quadratic Modular mastery-based learning Leadership and mathematics: opportunities
secondary school algebra for our leaders of tomorrow, today
Stephen Hanlon Joel Scott
Peter Collins James Dann
Room 20 Enabling and extending problem solving Building understanding of algebraic symbols These hands-on tasks have worked for me Evidence-based multiplication in the
with an online card game classroom
Derek Holton, Wendy Taylor John West
Jiqing Sun Michael Nelson

16 17
SESSION SUMMARY: FRIDAY
FRIDAY 2 DECEMBER 2022
SUB-THEMES
Keynote Online session Session E Session F Session G Session H

Room
9.15am - 10.15am 10.25am - 10.55am 11am-11.50am 12pm-12.50pm 1.30pm-2.20pm 2.30pm-3.20pm
Room 1 Motivating students in More details coming soon. Questioning and dialogue in Why are we exploring Creating successful problem- Mind your mathematics
mathematics through early years classrooms differentiation? solving lessons language!
conceptual PlayWorlds and
RealWorld situations Leonie Anstey Carmel Delahunty, Judy Gregg Jill Cheeseman Vicky Kennard
Marilyn Fleer
Room 2 From problem solving and A school without books The magic of learning maths What is the PURPOSE of this Picture books - A springboard Motivating all maths learners to
reasoning → understanding and socially lesson? Effectively harnessing for effective maths teaching succeed
fluency Doug Williams learning intentions and Success
Andrew Lorimer-Derham criteria Jennifer Bowden, Sheila Griffin Marissa Cashmore
Jill Brown, Melanie O’Reilly
Jayde Cairns, Niyati Robson
Supported by MORNING LUNCH
TEA
12.50pm -
10.15am-11am 1.30pm
Room 3 Valuing and exploring Creating mathematical 2021 Mathematical Methods Fractions, decimals and Generating equations and To know and grow your
how technology enhances investigations and SACS in examinations percentages @ Year 7 data from images produced by students throughout an
mathematical investigation and
(online delegates General Maths Units 1 - 4 students ever-changing world.
discovery. have the Cathy Devlyn, Allason Anthony Harradine
opportunity to Kevin McMenamin McNamara Stephen Broderick Jacinta Browning,
Peter Fox, Allason McNamara, Jacqueline Clark

attend a bonus
Tom Moore,
Rachael Whitney-Smith online session
that runs from
10.25am-
Room 4 Problem solving and reasoning 10.55am) More details coming soon. 2023 Foundation Effective use of CAS Exploring teaching and learning Transforming functions and
can build mathematical Mathematics Units 1 - 4: technology in 2022 Specialist of mathematical reasoning learning
understanding and fluency An overview and information Mathematics exam
session Dilys Potter, Hannah Young Peter Fox
Peter Sullivan Peideng (Martin) Nie
Kevin McMenamin
Supported by
Room 5 Mathematics education: More details coming soon. How to build mathematical Stop! Stop! The lesson’s already Analogue v digital: the Enabling and extending
changing times, changing thinking with games dead! changing face of clocks prompts - are we catering for
practices all?
Michaela Epstein David Innes Margaret Thomas
Catherine Attard Eamon Light
Supported by

18 19
SESSION SUMMARY: FRIDAY (cont.)
SUB-THEMES
Online session Session E Session F Session G Session H

Room
10.25am - 10.55am 11am-11.50am 12pm-12.50pm 1.30pm-2.20pm 2.30pm-3.20pm
Room 6 More details coming soon. Patterns in art as mathematics enrichment Mathematics, science, and coding come Falling back in love with maths What the heck is a Rekenrek?
together: STEM-oriented coding in Scratch
Jennifer Palisse and Python Bernard Kerrins Amy How
Sebastian Sardina, Max Stephens
Room 7 More details coming soon. Visualising decimal place value to build High yield daily routines that build Enabling learners to distinguish between Student choice in assessment and other ideas
understanding mathematical understanding and discussion measurement attributes, using variation theory to foster problem solving
LUNCH
Antje Leigh-Lancaster Elizabeth Irwin Heather McMaster Geffrey Menon, Ursula Parker
12.50pm -
1.30pm
Room 8 More details coming soon. Fun with drawings using Concept-based learning in middle years Who cares about scientific calculators? ClassPad in Year 12 exams – generally
TI-Nspire, footy jumpers shapes and colours mathematics speaking
Alastair Lupton
Shane Dempsey, Raymond Rozen Guanghua Wu Alastair Lupton
Room 9 More details coming soon. Comparison of CAS technologies in VCE Geo-Pro, polyhedra and 20 free worksheets Foundation Mathematics: hands on Why don’t they remember it?!
Mathematical Methods examinations books experiences
Antje Leigh-Lancaster
Neale Woods Geoff Phillips Marilyn Hand
Room 10 More details coming soon. Maths in schools: national teaching and Inspirations for using mathematics and coding Replacing traditional textbooks with innovative Robotics and STEM Ed. implementing
learning resources to support mathematics and in class activities to create artworks technology robotics in the maths’ classroom
numeracy
Georgia Gouros Craig Blake, Vaughan Nikitin, Daniel O’Kane Sam Kingsley, Hugh Kingsley
Genovieve Grouios, Debbie Reinholtd,
John West

20 21
SUB-THEMES
Session E Session F Session G Session H

Room
Room 11 Working smarter, not harder as a numeracy Checking for understanding: achieving greater Creating a culture of staff collaboration Card games which make you ‘think’
leader equity in the mathematics classroom

Paul Staniscia Richard Korbosky
Angela Rogers Cassandra Lowry
LUNCH
Room 12 Problem solving and reasoning can build Six of the best: our all-time favourite maths Bad graphs, great examples Mathology: supporting you to teach your way
mathematical understanding and fluency – lessons 12.50pm - Kate Copping Sophie Matta
primary 1.30pm
Michael Minas, Rob Vingethoets
Peter Sullivan
Room 13 Points, lines, planes and surfaces in R3 Unpacking the mathematical processes in Supporting students to communicate solutions Cryptography in maths classroom
the new Australian Curriculum: Mathematics when working with technology
Brian Stokes (secondary) Echo Gu, Jiqing Sun
Lynda Ball, Scott Cameron
Rachael Whitney-Smith
Room 14 Computational thinking in problem- Poster problem clinic Inductive reasoning Incorporating technology in the applied
solving, and its application to mathematical learning space
investigation Doug Williams Terence Mills
Amy Casati, Tamara Zerafa
Brian Lannen
Room 15 From the ground up: how to start a numeracy Numero - engage and have fun with maths Teaching geometry for understanding using Teaching Matrices and Networks in VCE
network the MATHOMAT General Mathematics Units 1-4
Julie Richards
Lauren Gould, Sue Kerlin, Stacey Lamb, John Lawton Jess Mount
Bernadette Pearce, Andrea Skahill, Georgia Sofra

22 23
SUB-THEMES
Session E Session F Session G Session H

Room
Room 16 Understanding and creating maths learning Going beyond ‘share time’ Assessing challenging tasks in the early years Clocks, calendars and nocturnals
relevance
Ellen Corovic, Jane Hubbard Jane Hubbard, Hannah Marino Tim Byrne
Alex Box
Room 17 Slow maths: taking the time you need to be a Unlock student engagement through
LUNCH
Enhancing teachers’ understanding of Valuing mathematics learning: a school
good problem solver scaffolded mathematical reasoning multiplicative thinking to support students’ approach
numeracy and future learning of key topics in
Janine Sprakel, Stephanie Loiacono Joel Townsend 12.50pm - mathematics James Poon, Melissa Ross, Steven Swenser
1.30pm
Mayamiko Malola, Max Stephens
Room 18 What is Pseudocode( a new learning in VCE Exploring computational thinking in Exploring infectious disease models with CAS in the Methods classroom (TI Nspire)
Mathematics Study Design)? mathematics 7 – 10 handshakes
Tools and knowledge required. Sanjeev Meston
David Leigh-Lancaster Anthony Morphett
Sanjeev Meston
Room 19 Mathematical investigations: ideas for the new Is it merely a ‘drill’? A lesson learnt from Encouraging student risk taking Warm Ups and lesson starters to hook in your
VCE Unit 1 & 2 courses Chinese mathematics ‘drill practice’ students
Deborah Murrell, Rita Nainie
Peter Fox Jiqing Sun Helen Haralambous
Room 20 Good questions and good questioning: tasks Rich learning tasks with first nations Stronger social citizens through financial EP online assessments: data, feedback,
in the mathematics classroom community links literacy: creating lasting impact personalisation and growth
Carmel Mesiti Andrew Mark James Forscutt Glenn O’Shaughnessy

24 25
KEYNOTES: Thursday, 9.15am-10.15am
KT01 PEDAGOGIES TO AMBITIOUSLY KT03 MATHEMATICS THROUGH AN
ENGAGE EARLY YEARS STUDENTS ARTISTIC EYE
(Exploring effective pedagogies) (Achieving greater equity, Improving individual and
societal outcomes)
Janette Bobis, University of Sydney
(F to Year 2) Shelley Hannigan, Deakin University
(Year 7 to Year 12)
For many decades researchers have systematically explored
the effectiveness of various pedagogies with the goal of This keynote presents and discusses examples that
improving teaching and learning. Emanating from this body demonstrate the diversity of art and mathematics
of research we now know a great deal about practices for relationships relevant for secondary school teaching and
more effective teaching of mathematics. But mysteries learning. Examples will be shared in which art has been
surrounding why some practices seemingly work when effective or useful for engaging students in learning STEAM
implemented by one teacher or in one classroom but not subjects with an emphasis on mathematics. The design and
for another still exist. My intention in this session is not to structural synergies between mathematics and art, aesthetic
simply present a series of ‘best’ or ‘effective’ practices for qualities of the two subjects, and the interesting backgrounds
teachers to memorise and imitate in their classrooms. Instead, of mathematics and art will be explored. Encouraging
SESSION
I wish to raise awareness and spark discussion of what might disciplinary based education as well as transdisciplinary
be the potential of an ensemble of practices that can more education, effective ways of implementing art and maths
ambitiously engage early years students in problem solving, together will be shared and discussed. This draws on my
DETAILS
and critical and creative mathematical thinking than is the experience as a visual artist and my research exploring ways to
current classroom norm. use art to enhance STEAM teaching and learning.
Supported by Supported by
THURSDAY
1 DECEMBER
2022 KT02 THE VALUE OF WORTHWHILE
TASKS AS AN EFFECTIVE PEDAGOGY IN
MATHEMATICS: ONLINE AND OFFLINE
(Exploring effective pedagogies)
Paul Swan, A-Z Type
(Year 3 to Year 6)
In this keynote Dr Paul Swan will share some tasks that employ
many High Impact Teaching Strategies. Using some simple
materials, such as counters and other materials commonly
found around the home, Paul will ask participants to engage
in some tasks that combine all of the proficiency strands:
Understanding, Fluency, Problem Solving and Reasoning all
vital elements of being prepared for a changing world. Along
the way Paul will share some lessons learned from using some
of these tasks in a remote learning environment.
Supported by
THE MATHEMATICAL
27
KEYNOTES: Thursday, 9.15am-10.15am (cont.) ONLINE SESSION: Thursday, 10.25am-10.55am
THESE SESSIONS ARE ONLINE ONLY AND WILL RUN DURING MORNING TEA.
KT04 NIMBLE NETWORKS KT05 COMPUTER PROGRAMMING IN THE OT01 USING THE PLACE VALUE OT03 CONCRETE, REPRESENTATIONAL
MATHEMATICS CLASSROOM, GRADES 1-9: ASSESSMENT TOOL (PVAT) TO GUIDE YOUR AND ABSTRACT PEDAGOGY
THE ONTARIO, CANADA, EXPERIENCE PLACE VALUE TEACHING IN 2023
Hayley Dureau, Victoria Academy of Teaching and
(Technology to enhance investigation) (Valuing evidence)
Leadership Jonathan Carter Hume Central Secondary College
(Year 7 to Year 10) George Gadanidis, University of Western Ontario, Angela Rogers RMIT University (Year 7 to Year 10)
Canada (Year 3 to Year 6)
With more information and resources than ever before at our Exploring effective pedagogies that engage students and
(F to Year 10)
fingertips, is networking still relevant and should we bother Are you looking for a free comprehensive assessment to equip them to be problem solvers, critical and creative users
investing time and energy into it? Hayley Dureau argues Computer programming has been integrated in the algebra guide your teaching of place value in 2023? The Place Value of mathematics. At Hume Central Secondary College, I am
strongly yes! There’s an invaluable degree of depth and strand for all grades 1-9 of the Ontario mathematics Assessment Tool (PVAT) is a valid and reliable whole number working through the action plan of developing the capacity
insight that can be gained through dialogue, team-teaching, curriculum, affecting what mathematics is taught, how it is place value paper and pen assessment for Year 3-6 students. of staff through teaching through the lens of Concrete,
and observation, between mathematics educators. In this learned, and who can do it. I will share examples of teaching Ange developed this assessment in her PhD research. In this Representational and Abstract (CRA) pedagogy where we
session, Hayley shares some of the opportunities and insights and learning mathematics with computer programming session she will demonstrate how you can use the data your allow are students to effectively question why, and understand
gained through the Teaching Excellence Program, including across the grades, with links to publicly-accessible resources, class or school gathers from the PVAT, to structure your mathematical concepts on a deeper level.1. Integers -
practical strategies for sharing and challenging thinking. The and with a focus on bringing to life mathematics concepts and planning and teaching of place value both in Term One and focusing on the visual aspect of hot and cold water to provide
session explores examples of connections made between relationships through dynamic modelling. The primary goal is beyond. Ange will share ideas for moderating the data, and students the understanding that:
teachers in various contexts, settings, and sectors, and how to teach and value mathematics, with computer programming how creating and using a Guttman chart can assist you to 1 (hot water) plus -1 (cold water) cancels out.
the sharing of stories and strategies can open our minds to being a representational tool where appropriate. analyse potential instructional gaps that may appear in your 2. Multiplication and division of fractions visually and using
new ways of thinking and teaching and encourage the trailing teaching of place value. You will walk away from this session
Supported by number lines.
of new ideas. with a clear understanding of how the PVAT can support
3. Trig: exploration of the ratios involved with right angled
your school to develop a whole school focus on place value
Supported by triangles through application tasks prior to connecting with
through the use of the six aspects of place value.
SOHCAHTOA.
OT02 ENGINEERING ‘AHA’ MOMENTS IN OT04 INTEGRATING ‘MATHTASK’ IN MID-
NUMBER SENIOR LEVEL MATHEMATICS CLASSROOM:
(Exploring effective pedagogies) A POWERFUL PEDAGOGICAL TOOL TO
PROMOTE STUDENTS’ CONCEPTUAL
Ensure your students know the Doug Williams Mathematics Centre UNDERSTANDING AND CONNECTION
fundamentals (F to Year 6)
Calculating Changes has been engineering ‘Aha’ moments
in number for more than 25 years. Evolving from classroom
Jiqing Sun Deakin University
With no prerequisites or sign-ups required, experiences shared through the network, it supports (Year 10 to Year 12)
this FREE online course is a great resource teachers to structure their classroom so ‘Aha’ moments
In many mid-senior level (i.e. Year 10 – 12) classroom, despite
to support your students’ development of happen more often. Children’s number sense, concepts,
teachers understand underlining concepts and connection
TI-Nspire™ CX II CAS technology skills. skills, confidence and mathematical communication are
amongst these concepts are important, the practical teaching
enhanced and teachers are often surprised. If you teach K-6
This self-paced course includes: might be heavily ‘procedure’ orientated due to the pressure
this workshop is an opportunity to explore the teaching craft,
brought from tight curriculum timeframe and high-stake
» Video lessons from teachers classrooms, materials and activities around which Calculating
exams. In this sense, more pedagogical supports are needed
who use TI technology daily Changes has developed. We will also touch on Working
so teachers are able to teach beyond ‘procedures’ in everyday
» An assessment quiz for students Mathematically with Infants, a resource that gathers the
practice. ‘MathTask’ provides a range of mathematical
to check comprehension network’s activities and pedagogy into 60 weeks of planned,
problems, and many of them are exam style questions, which
» A certificate of completion, sequenced number work through Years K-2.
can elicit deeper discussion around a particular topic. In this
confirming student understanding report, I will showcase how some of ‘MathTask’ problems
For details, go to
can be utilised in everyday mid-senior level classrooms.
education.ti.com/en-au/studentcourses. My intention is to show how teachers can use this kind of
problems as a pedagogical tool not also to cater for needs of
the high-stake exam, but also enhance students’ conceptual
knowledge and its connection.
The platform bar is a trademark of Texas Instruments.

©2021 Texas Instruments AD28946
28 29
ONLINE SESSION: Thursday, 10.25am-10.55am
THESE SESSIONS ARE ONLINE ONLY AND WILL RUN DURING MORNING TEA
OT05 PROBLEM SOLVING: GETTING THEM
ALL ABOARD
half of the multiple choice questions and many parts of the
extended answer questions benefit from good calculator
skills. This hands-on session will get you using the calculator
MAVSHOP
WWW.MAV.VIC.EDU.AU/MAV-SHOP
to see just how helpful (or not) it was with this year’s questions.
The most efficient methods will be presented and questions
Mark Ljubic and Andrew Greville, St. Joseph’s Secondary
where the calculator should be avoided will be pointed out.
College Mildura
(Year 5 to Year 10)
The session is suitable for TI-Nspire and ClassPad users and MAV MEMBERS GET A DISCOUNT ON ALL STOCK
the Casio ClassPad will be the featured CAS.
Reflections from Mark….
OT09 MATHS THROUGH THE MATRIX OF
I was in Year 7 in 1981. What a great year to start high school. POETRY MAV 2022 TRIAL EXAMS VCE IF THE WORLD WERE 100 3–7
My teacher Mr Greenwell wasn’t your everyday sit down Prepare effectively for VCE mathematics PEOPLE
and do the left-hand side of the book teacher. Instead he (Exploring effective pedagogies)
examinations with the MAV Trial Exams for Imagine the world’s population as 100 people:
threw down challenges that got us thinking about the process Tom Petsinis Deakin University Mathematical Methods, Further Mathematics and what would it look like?
of tackling his at times off-beat questions. His questions, (Year 11 to Year 12)
Specialist Mathematics studies. Each trial exam
although open-ended, invited responses from all members features: Original questions, highly relevant to There are almost 8 billion humans living on Earth,
the current course, fully worked solutions for all but it’s tricky to picture so many people! So
of my mixed ability class as he sat in the front of the class and I have presented my maths inspired literary work at a number sections and clear marking schemes. Exam formats instead, let’s imagine the whole planet is a village
teased the answers from us. Today we hope to recreate those of MAV conferences over the years. For the forthcoming are similar to those used by the VCAA. The where 100 people live – each person representing
great moments as we look at 1981 more closely. Are you conference I will present a reading of various mathematical purchasing institution has permission to reproduce around 80 million people in the real world. So
ready for the 1981 challenge? poems from my new book to be published next year titled copies for its students. what does our global village of 100 people look
like? Are they all grown-ups? Are there more
Mag(π) Poems. The reading will engage participants INDIVIDUAL STUDY $221.70 (MEMBER) males or females? How many have black hair or
OT06 FOOTY FEUD!: DEVELOPING and stimulate discussions about maths in all its facets - its $277.10 (NON MEMBER)
blue eyes? What languages do they speak? Who
NUMERACY THROUGH SPORT history, protagonists, philosophy, practice and teaching. The ALL STUDIES $511 (MEMBER) can read and write? How many have access to
presentation will endeavour to encourage teachers to use $639.80 (NON the internet or have enough food to eat? Does
(Technology to enhance investigation) MEMBER) everyone have access to electricity or clean water?
poetry, and literature in general, as matrix that broadens the
Andrew Williams, Footy Feud! teaching context and raises student awareness of the cultural Big ideas are broken into bitesize chunks through
underpinnings of the subject. clever illustration and graphic design.
(Year 3 to Year 6) 1–
OT10 USING THE IPAD AND APPLE PENCIL MATHEMATICAL MINDSETS $16.90 (MEMBER)
VCAL
Footy Feud! is an AFL licensed card game, developed by (SECOND EDITION) $21.10 (NON MEMBER)
TO ENHANCE YOUR TEACHING Reverse mathematics trauma and find a
Andrew Williams- a former school and university maths/
universal blueprint for math success. Mathematics
accounting tutor. In this session Andrew will detail how Footy (Technology to enhance investigation) education expert Jo Boaler delivers a blueprint to
Feud! has been used to great effect in primary schools across banishing math anxiety and laying a foundation for IS 2 A LOT?
Alistair Shaw, Victory Christian College F–2
Victoria to enhance numeracy fluency of 1000s of students- mathematics success that anyone can build on. Joey’s questions and his mom’s artful
especially six times tables, counting to 100 and strategic (Year 7 to Year 12) answers transform an ordinary car ride into
Perfect for students who have been convinced a magical odyssey through the land of numbers. Is
thinking skills. Andrew will also provide an overview of a Remote learning has encouraged many of us to rethink the they are ‘bad at maths,’ the author offers a demon- Two a Lot? is a wonderfully charming and authentic
specially designed 75min lesson plan featuring Footy Feud! way we teach our classes. MyNotebook is a free iOS app stration of how to turn self-doubt into self-confi- exchange between mother and child.
which has been trialled with great success in Victorian schools that is designed to help streamline the transition between the dence by relying on the ‘mindset’ framework.
$14.80 (MEMBER)
during Terms 3 and 4. traditional whiteboard board and a digital platform. Through $18.50 (NON MEMBER)
Mathematical Mindsets is based on thousands of
OT08 WORTHWHILE CAS CALCULATOR USE the use of an iPad and an Apple Pencil, you can write on hours of in-depth study and research into the most
existing documents, handwrite new notes and draw diagrams. effective—and ineffective—ways to teach math to
IN THIS YEAR’S MATHEMATICAL METHODS young people. This new edition also includes:
MyNotebook has a number of built in maths objects including
EXAM 2 • Brand-new research from the last five years 120 BUBBLE BOARD
maths shapes and a dynamic cartesian plane. I would like to Discover place value, skip counting,
F–3
that sheds brighter light on how to turn a fear
(Technology to enhance investigation) share how I have used this app as a primary teaching tool in of math into an enthusiastic desire to learn addition, subtraction and number
my classroom. • Developed ideas about ways to bring about properties with this durable ‘pop and learn’ 120s
Kevin McMenamin Mentone Grammar equitable grouping in classrooms board. The double-sided board features numbers
(Year 9 to Year 12) More details coming soon for room 07. • New initiatives to bring 21st century mathe- printed in ascending order on the front and
matics to K-12 classrooms descending order on the back.
Routine and clever use of the CAS calculator in past Methods Measures 20.32 x 22.86cm.
$36.70 (MEMBER)
2 examinations has shown it to be advantageous and worth $45.90 (NON MEMBER) $40 (MEMBER)
the time and effort in getting to know it works. Generally, $50 (NON MEMBER)
TO ORDER
THE MATHEMATICAL
THE MATHEMATICAL WWW.MAV.VIC.EDU.AU/MAV-SHOP
THE MATHEMATICAL
ASSOCIATION OF VICTORIA OR CALL +61 3 9380 2399 ASSOCIATION OF VICTORIA
Prices are subject to change.
30 31
SESSION A: Thursday, 11am-11.50am
A01 ASSESSING STUDENTS: ONE SIZE DOES like the students on all the questions where it would be most A06 DEVELOPING A THINKING In this session we will use the curriculum, learning progressions
NOT FIT ALL! beneficial. The session is open to Ti-Nspire and ClassPad CLASSROOM: TEACHING AND LEARNING and a lesson structure that allocates time specifically for
users and the featured calculator will be the Casio ClassPad. INSIGHTS formative assessment. We will explore strategies that target
(Achieving greater equity, Exploring effective specific data collection whilst empowering the students
pedagogies, Valuing evidence) A04 CREATING INVESTIGATIONS FOR VCE (Exploring effective pedagogies, Valuing Evidence) to identify what they know and what they can learn next.
MATHEMATICAL METHODS UNITS 1 & 2 Techniques highlighted will focus on the planning for
Catherine Pearn, Carmel Mesiti and Kate Copping Angela Rogers, RMIT University and Bernadette Long,
opportunities and feeding back to the students in ways that
University of Melbourne (Exploring Effective Pedagogies, Technology to enhance Glowrey Catholic Primary School
remove the stress of grades or levels but allow teachers to
(F to Year 8) investigation) (F to Year 6)
fulfil their reporting requirements. Students and teachers will
This workshop focuses on adapting assessment tasks to James Mott, Southern Cross Grammar and Chris Ireson, This time last year, Peter Liljedahl presented an outstanding feel confident in the knowledge that the skills required for the
differentiate for student learning needs and assessment Melbourne High School keynote presentation at the MAV conference. His effective application of mathematics in life for the future are
purposes. You will be invited to analyse sample tasks and (Year 11 to Year 12) research and work around “Building Thinking Classrooms acquired in ways that emphasise the importance of the effects
rewrite these in different formats, for different purposes, in Mathematics” was inspiring. After watching Peter and of well-being on achievement.
depending on students’ needs. We will explore the In this session, attendees will be exposed to strategies for reading his book, Ange and Bern began a quest to see how
modification of tasks to support learners who are both creating and implementing “Investigations” within the revised this approach could work in a school setting. This session
A09 ALLEVIATING ANXIETY
successful and unsuccessful with the original task to Unit 1/2 VCE Maths Methods course. Attendees will explore presents the insights and learnings we gained through trialling
sample ‘starting points’, and discuss how such tasks could be (Improving individual and societal outcomes, Exploring
determine the extent of their mathematical skills, knowledge some of Peter’s 14 practices in several primary classrooms. effective pedagogies, Valuing evidence)
and understanding. This workshop will suit teachers who further adapted to suit their school context. Collaboration Insights from teachers and students will be shared, as well as
would like to be supported in writing good questions or amongst attendees will occur in this session, and attendees the practical constraints and obstacles we faced implementing Dietmar Schaffner, Penleigh and Essendon Grammar and
creating and planning assessment tasks. are encouraged to come with ideas to share. TI-Nspire will be this ‘new’ approach. Whether you are familiar with Peter’s Matthew Schaffner, Mac Robertson Girls’ High School
the main technology used in the workshop, and attendees are research or not, this session will provide practical ideas (Year 9 to Year 12)
A02 USING CARDS AND COUNTERS TO LINK encouraged to bring their own TI-Nspire CX CAS. on how to easily and effectively begin the journey to turn
THE PROFICIENCIES This workshop explores the phenomenon of performance
A05 FLIP OUT: HOW A FLIPPED CLASSROOM your classrooms into places where students are given the
anxiety in mathematics. Using research literature and
(Exploring effective pedagogies) TRANSFORMED MATHEMATICS LEARNING opportunity to truly think deeply in mathematics.
selected case studies of students in our respective senior
OUTCOMES IN A SMALL RURAL TOWN A07 EXPLORING PATTERN BLOCKS AS A schools, we try to determine the causes of performance
David Dunstan, Association of Independent Schools of
TOOL FOR EFFECTIVE PEDAGOGIES anxiety, the effect that this has on student performance in
WA and Paul Swan, A-Z Type (Achieving greater equity, Improving individual and assessment tasks and possible strategies for its amelioration.
(F to Year 6) societal outcomes, Exploring effective pedagogies, (Exploring effective pedagogies) Although we describe our own experiences in dealing with
Valuing evidence) test anxiety, we also hope to generate discussion amongst
In this presentation simple materials such as cards and
Cassandra Lowry, St Francis of Assisi Tarneit delegates with a view to promoting further research.
counters will be used to illustrate how the four proficiency Andrea O’Connor, Catholic Education Sandhurst and (F to Year 6)
strand: understanding, fluency, problem solving and Andrea Skahill, Marian College
reasoning may be linked with content from the number
A10 VALUING FOR MATHEMATICAL
(Year 5 to Year 12) A popular resource in primary schools, patterns blocks are
strands. Participants will be involved in using these materials often overlooked as merely a tool to create interesting deigns.
WELLBEING
to explore the key facets of the proficiency strands. The presenters will share how the use of flipped classroom This workshop will provide opportunities for participants to (Improving individual and societal outcomes, Exploring
Participants will be provided with support materials to help pedagogy was implemented to transform student explore various uses of pattern blocks, including through effective pedagogies)
them try these ideas in the classroom. mathematical learning achievement in a small outer regional games, rich tasks, challenges and as a tool to support student
secondary school. The flipped classroom moved teacher- learning. It will demonstrate how pattern blocks can be used Julia Hill, University of Melbourne
A03 FURTHER MATHS EXAMS: USING centred instruction out of the classroom to provide more to help students think flexibly about numbers and will provide (Year 3 to Year 12)
THE CAS CALCULATOR EFFICIENTLY AND time in the classroom for visible student-centred learning. examples of how activities can be integrated across different
EFFECTIVELY The student voice is loud and clear, the instructional videos The focus of this workshop will be on ‘mathematical
areas of the curriculum.
created by Ms Skahill have boosted students’ mathematical wellbeing’ that is fulfilling one’s values to feel good and
(Technology to enhance investigation) confidence and supported their learning. Greater emphasis A08 PLANNING FOR MEANINGFUL functioning well in mathematics education. Wellbeing is
on students’ to take ownership of their learning has resulted FORMATIVE ASSESSMENT STRATEGIES - usually approached at a whole school level (across all subjects
Kevin McMenamin, Mentone Grammar combined) and rarely embedded into individual subjects
in increased student agency and efficacy. The classroom is INFORMING TEACHING AND LEARNING
(Year 9 to Year 12) like mathematics. Evidence suggests that teaching skills for
effectively differentiated to ensure all learners are working WHILST PRIORITISING WELL-BEING
This session will look at questions from last year’s Further within their Zone of Proximal Development. Mini-lessons wellbeing is most effective when it is contextualised, relevant,
Maths papers and discuss how useful the CAS calculator provide explicit instruction at the point of need, while other (Exploring effective pedagogies, Valuing evidence) and integrated into existing subjects - like mathematics.
was in determining their answers. This would be particularly students work collaboratively on engaging learning tasks, This workshop will focus on various strategies to recognise
re-watching videos and sharing problem-solving strategies. Emma Moore, Cowes Primary School and support both teachers and students wellbeing in the
useful to teachers who are new to the subject and teaching
The flipped classroom and effective differentiation of (Year 3 to Year 6) mathematics classroom.
for the first time. The session offers a hands-on experience
that will give you the opportunity to use the calculator just lessons has ensured all learners are provided access to the How can we maximise opportunities to collect data that
curriculum, and developed a learning culture where students focus on capturing a moment when the students are relaxed,
are encouraged to problem solve and apply knowledge in engaged and aware of what they need to know?
ASSOCIATION OF VICTORIA engaging maths investigations. ASSOCIATION OF VICTORIA
32 33
SESSION A: Thursday, 11am-11.50am (cont.)
A11 HOW IS CRITICAL THINKING VALUED IN vector cross product, calculating volumes, equations of lines A16 RAISING CHALLENGE IN THE MIDDLE A19 EFFECTIVE, PAINLESS CLASSROOM
MATHEMATICS? and planes, etc. Other relevant VCAA exam questions will YEARS CLASSROOM TEACHING OF SECONDARY SCHOOL
be referenced with appropriate adjustment in conjunction ALGEBRA
(Exploring effective pedagogies) with these CAS calculator applications. A Number of CAS (Achieving greater equity, Exploring effective
widgets created for vectors, Kinematics and differential pedagogies) (Improving individual and societal outcomes, Exploring
Stacey Lamb, St. Bernard’s Primary School Wangaratta
equations will also be shared with the attendees. The detailed effective pedagogies)
(F to Year 6) Leonie Anstey, Department of Education and Training
CAS usages for recent VCAA SM2 exams will be shared with
(Year 5 to Year 8) Peter Collins, Dandenong High School
Problem solving and critical and creative thinking are skills for all attendees.
(Year 7 to Year 10)
life. Learning and teaching beliefs, classroom environment It is our professional knowledge and skill, as highly skilled
The attendees, at the end of the presentation, will receive
and the choice of Mathematical tasks are paramount. educators, to facilitate learners to engage in dialogue and Algebra is seen as a difficult and stressful topic by too many
a PDF containing the detailed CAS uses for the 2022
Through the use of Maths Talks, games and Challenging feedback to raise challenge in our classrooms. This hands- on students and too many staff. This should not be the case.
Specialist Maths exam 2.
Maths Tasks learn how students have become problem session will explore selected Victorian resources, that will It should be seen as a time saving, and maths knowledge
solvers, critical and creative thinkers in a primary setting. A14 MATHS GAMES TO ENGAGE STUDENTS enhance dialogue in your middle years classroom/context. facilitating set of interrelated skills, grounded in reality; NOT
This hands on workshop will offer tasks and games, look at The resources will include Middle Years Mathematics a list of increasingly abstract unconnected dot points. I ran a
students work samples and videos, as well as provide ideas (Improving individual and societal outcomes) Challenges and learning sequences. version of this session at the MAV conference for a number
and protocols for setting up classrooms that honour agency, of years. I have run / shared it at schools that I have worked
problem solving and critical and creative thinkers. Helen Haralambous, Mathematical Association of Victoria A17 PROBLEM SOLVING - LET’S TALK ABOUT at. Feedback has been overwhelmingly positive, it’s why I
(Year 7 to Year 10) IT!!! bother to present it. In keeping with one of my philosophies,
A12 PUTTING MATHS ON THE MAP the presentation itself has changed during this time, as a result
After two years of working virtually come and experience (Exploring effective pedagogies)
(Exploring effective pedagogies, Valuing evidence) playing some Maths games with you colleagues again. Maths of new information and attendee feedback. In this session,
games are also a useful tool in engaging all students. MAV Catherine Epstein/Rodgers, St Peter’s East Bentleigh and the presenter will outline a pedagogy and related strategies
Rachael Gore, Albert Park College Games Days are very popular and a great way of engaging Antje Leigh Lancaster, Leigh-Lancaster Consulting for teaching algebra. It is one that he has used when either
(F to Year 12) students through competing with like-minded individuals. (Year 3 to Year 6) introducing algebra to students unfamiliar with the skill, or
In this hands on workshop participants will trial a selection of reintroducing it to students who have seen it before but “don’t
This workshop will canvas how Albert Park College raised Solving problems and rich discussions are intrinsic aspects
games and activities, that will both engage students in the get it”. The format will be a lecture, but with an emphasis on
numeracy standards through pedagogical and curriculum of every effective Numeracy classroom. But how can you
classroom, whilst also providing ideas for schools wishing to being interactive (as much as possible) This session is aimed
interventions. Strategies for implementing individual DET adequately marry the two? As we have discovered, Number
run smaller scale Games Days at a local level. at maths teachers who are not confident with the teaching of
initiatives into enduring whole school approaches for lasting Talks provide a rich opportunity for all students to engage algebra. This may mean inexperienced teachers or teachers
student improvement will be showcased. Participants will A15 MAKE TALK CENTRAL TO MATHS CLASS in mathematics by encouraging the students to think flexibly teaching outside their method or teachers after new ideas. It is
leave with an understanding of how multiple staff can be about numbers through sharing ideas and strategies. But delivered by a very experienced teacher and presenter.
mobilised as champions for change as we strive towards (Exploring effective pedagogies) why not provide this opportunity through a problem solving
excellence in both learning and wellbeing for every student. investigation. Many students struggle to solve problems, A20 ENABLING AND EXTENDING PROBLEM
How can we put “Maths on the Map” in every school? Michaela Epstein, Maths Teacher Circles
especially 2 step investigations, so in this workshop we will SOLVING
(Year 3 to Year 10)
investigate strategies to solve problems through probing
A13 DETAILED ANALYSIS OF CAS questions that encourage flexible thinking and reasoning. (Exploring effective pedagogies, Valuing evidence)
Maths is often learned and practiced in isolation. Students
CALCULATOR USAGES IN 2022 VCE do written work alone, check their answers individually and
SPECIALIST MATHS EXAM 2 A18 MATRICES AND NETWORKS: VCE Wendy Taylor, Sandringham College and Derek Holton,
receive feedback in private. What if you could change that? The University of Melbourne
QUESTIONS ANALYSIS
(Technology to enhance investigation, Exploring effective What if meaningful conversation became central to maths
pedagogies) (Achieving greater equity, Improving individual and (Year 5 to Year 10)
class? Conversation that’s centred on explaining ideas,
listening and learning from peers, and thinking carefully about societal outcomes, Exploring effective pedagogies, Inspired by the work of Pólya (“If you can’t solve a problem,
Peideng (Martin) Nie, Austin Education Pty Ltd Valuing evidence)
(Year 11 to Year 12) strategies. Enter Maths Talks. then there is an easier problem you can solve: find it”) and
Robert Yen, Nelson Cengage and Darren Smyth, John Mason: (“A Maths lesson without the opportunity to
The detailed uses of both TI Nspire and Casio CP400 In this session, attendees will learn about tried and tested generalise is not a Maths lesson.”), this session will unpack
Maths Talks that can be used across the curriculum and with Melbourne Grammar School
CAS calculators will be discussed within the 2022 VCAA (Year 11 to Year 12) the process of taking one problem and turning it into many
Specialist Maths Exam 2, and the featuring calculator will all ages. They will receive links to resources to help with easily so that all students have the opportunity to be engaged and
be TI Nspire. Similar and different features on common getting started. MaffsGuru’s Darren Smyth joins forces with Nelson extended. We will share 20 problem sets suitable for use with
questions will be compared. Within the timeframe, some VICmaths’ Robert Yen as they unpack some past VCE exam Year 5 to Year 10 students and provide teachers with the tools
relevant CAS functionalities regarding the 2023 VCE questions from the Further Maths (now General Maths) to create their own. If you have problems of your own that
Specialist maths study design will also be discussed and topics of Matrices and Networks. Hear some expert advice on you’d like to develop please bring them along.
useful combined operations will be investigated, including reading and interpreting the questions, the allocation of marks
and the worked solutions, the common areas and errors, and
the student performance for those questions in those years.
Learn some teaching tips and exam hacks for these topics.
34 35
SESSION B: Thursday, 12pm-12.50pm
B01 PROBLEM SOLVING - MORE THAN JUST B03 LIFE AND DEATH WITH SEQUENCES -
SOLVING PROBLEMS VCE
(Exploring effective pedagogies) (Technology to enhance investigation)
Paul Staniscia, Southern Cross Grammar Brett Stephenson, Guilford Young College
A game to grow (F to Year 8) (Year 11 to Year 12)
maths skills & confidence

To become proficient in mathematics, students need to This workshop will investigate recursive sequences that often
spend time doing mathematics (solving problems, justifying model life and death situations and exhibit order/pattern and/
their thinking, developing understanding, practicing skills) or chaos. A Casio graphing calculator (Classpad 2) will be
and building connections between their previous knowledge used to investigate how the behaviour of the sequences can
and new knowledge. The National Research Council be tabulated, graphed and subsequent patterns discovered
(2001) views Mathematical Proficiency as something that and analysed for the underlying order and chaos. The use
is developed through five interdependent and interwoven of other technologies such as Desmos and Excel will be
strands - Conceptual Understanding, Procedural Fluency, demonstrated and you should be prepared to accept that
Strategic Competence (Problem Solving), Adaptive there are other constants in mathematics other than PI and e.
THE MATHEMATICAL
Reasoning and Productive Disposition. Therefore, Problem Specialist Maths Unit 1 Area of Study 2
Solving is one piece of a much larger puzzle and is much
more than just providing students with a problem solving task • sequences and series as maps between the natural
to complete. Using the Mathematical Proficiency Strands, numbers and the real numbers, the use of technology
this workshop will explore a Problem Solving instructional to generate sequences and series and their graphs, and
model to teach and assess mathematical proficiency through sequences generated by recursion, including arithmetic
AN ADVENTURE GAME DESIGNED IN whole school moderation practices and self, peer and teacher and geometric sequences
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• limiting behaviour as n → ∞ of the terms tn in a geometric
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B02 THE POWER OF PURPOSEFUL PUZZLES
dependence on the value of the common ratio r
(Improving individual and societal outcomes, Exploring
General Maths Unit 1 and 2 Area of Study 3
effective pedagogies)
• the use of a first-order linear recurrence relation to model
Andrew Lorimer-Derham, Think Square and Sarah
Remainder of linear growth and decay, including the rule for evaluating
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Essential Assessment makes summative and formative rich, engaging activities. During this workshop participants Key skills
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Our diagnostic assessments support a differentiated curriculum fun, test their skills solving a range of different puzzles and
for each student or groups of students to grow understanding in
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THE MATHEMATICAL
36 37
SESSION B: Thursday, 12pm-12.50pm (cont.)
B04 PROOF: A NEW TOPIC IN SPECIALIST Some concepts that will be shared include the mathematical B09 NEW TEACHER SERIES, PART 1: new mathematics teaching approaches or skills, and to adapt
MATHS proficiencies, effective learning partners, Number Talks, using EFFECTIVE AND POWERFUL PEDAGOGICAL them to the local classroom context.
manipulatives, open-ended learning tasks and a consistent APPROACHES. THRIVE IN YOUR FIRST 5
(Exploring effective pedagogies) instructional model. B11 A FOCUS ON PRIMARY GEOMETRY
YEARS OF TEACHING!
Katherine Seaton, La Trobe University B07 ENHANCING STUDENT ENGAGEMENT (Exploring effective pedagogies)
(Improving individual and societal outcomes)
(Year 11 to Year 12) THROUGH CREATIVE PROBLEM SOLVING, A Richard Korbosky and John Lawton, Objective Learning
COMMUNITY OF PRACTICE Danijela Draskovic, Mathematical Association of Victoria Materials
Previously students in Specialist Maths have been asked to
(Year 7 to Year 12) (F to Year 6)
“show that” something holds. In the new study design, this is
(Achieving greater equity, Improving individual and
formalized and expanded to proof by a variety of methods, Important: This is part 1 of a special 2-part series aimed
societal outcomes, Exploring effective pedagogies, A focus on primary geometry. Geometry understanding
with the underlying expectation of being logical and using to assist new teachers in navigating their first five years in
Valuing evidence) is sometimes overlooked in primary school years causing
symbols such as quantifiers and implication (=>) accurately. the classroom. You do not have to register for Part 1 and
This session will consider proof by contradiction and by students to carry misconceptions into lower secondary
Jennifer Bowden, Mathematical Association of Victoria 2, however, to get the most out of the series, Part 1 and 2
induction, the use of cases in some proofs, and when proving years. The Mathomat Primary and the Mathomat Primary
and Megan Teefey, Victorian Department of Education should be attended on the day. It has been well publicised
the contrapositive statement is the best approach. Although Whiteboard are unique drawing tools that have a challenging
(F to Year 8) that a significant percentage (up to 50%) of graduate
proof is listed in a particular Topic and Area of Study, the and diverse collection of geometric 2 D shapes and 3 D
teachers leave the profession before they have reached the shapes which focus on spatial language and a rich set of
Outcomes makes it clear that students can be asked to prove As a CoP we used student surveys and networkwide data milestone of five years of teaching. With the balance of
concepts from any of the Areas of Study, so examples will be to create a Theory of Practice; If we have improvement of number lines. During this mathematics session Richard
classroom management and establishing relationships with Korbosky and John Lawton will lead participants through
drawn from across the various Areas. practice in ‘Creative Problem Solving’ then our students key stakeholders, managing workload, and ensuring your
will demonstrate increased engagement as math learners. a series of activities with the Mathomat Primary resources
curriculum planning caters to varying abilities and linked to that are designed to create a deep and more flexible
B05 ENGAGING IN MATHEMATICAL Over 2022 the CoP has worked together to use evidenced assessment data, there is no doubt graduate teachers can
REASONING: DEVELOPING A SENSE MAKING based resources to improve the teaching and learning of understanding of shape properties, transformational
feel overwhelmed. In this first part of the 2-part series, we will geometry and spatial drawings for P-6 classrooms.
CLASSROOM creative and critical thinking and problem solving across our share and unpack engaging warmups/games, and look at the
schools. This is through effective planning, quality resources, Commercial Presentation
(Exploring effective pedagogies) powerful pedagogical approach of starting with a problem
emerging technology and engaging tasks. Working together, students want to solve. We will discuss how to effectively
sharing resources and practice with the support of MAV
B12 DEVELOPING A WHOLE SCHOOL
Derek Hurrell, School of Education, Fremantle weave all four proficiencies (understanding, fluency, problem APPROACH AND SCHOOL VISION ABOUT
Consultants we have improved the outcomes for students,
(Year 3 to Year 10) solving and reasoning) into our practice. The work of THE TEACHING OF MATHEMATICS
teachers and leaders. Location and isolation could mean that Professor Peter Sullivan is the main inspiration for this session.
In this activity-based session we will explore and discuss some Alpine – Towong Network schools have challenges improving (Exploring effective pedagogies, Valuing evidence)
tasks which are mathematically rigorous and have proven to social outcomes and equity for students, we would love to B10 VALUING IN PROFESSIONAL LEARNING:
be engaging for students and have made them reason deeply. share how we have overcome this to achieve success. ADAPTING TEACHING APPROACHES AND Jessica Kurzman, St. Patrick’s, Kilmore
This exploration will look at the elements that make a task SKILLS TO THE LOCAL MATHEMATICS (F to Year 6)
engaging which will then allow us to utilise these elements to B08 MATHEMATICAL METHODS EXAM
2-2022 SOLUTIONS ON CAS (TI NSPIRE) CLASSROOM Challenging tasks, implemented using mixed ability
enrich other mathematical teaching and learning.
(Exploring effective pedagogies) settings, can be an effective mode to enhance and promote
B06 FIRST 10 DAYS OF MATHS: (Exploring effective pedagogies, technology to enhance student discussions which leads to reasoning and deeper
investigation) Wee Tiong Seah, Melbourne Graduate School of understanding of mathematics concepts. The Launch
ESTABLISHING A CONSISTENT LEARNING
CULTURE ACROSS YOUR SCHOOL Education, The University of Melbourne Explore Summarise instructional model can support teachers
Sanjeev Meston, Firbank Grammar
(Year 3 to Year 10) to confidently set up class structures that facilitate and
(Year 11 to Year 12)
(Achieving greater equity, Exploring effective guide this type of learning. To develop cohesion in teaching
pedagogies) This session will demonstrate the efficient and effective Teachers learn, try out, and put into practice new mathematics practices across the school, all staff should be provided
use of CAS technology to respond to Multiple choice and teaching approaches and skills on an ongoing basis, as the with opportunities to deepen their understanding of up to
Chris Terlich and Steve Lester, Leongatha Primary School professional context of their work shifts and evolves with date research informed strategies, through school-based
Extended response questions of the VCAA 2022 Methods
(F to Year 6) every lesson taught. These professional learning experiences professional learning. Critically, this professional learning
examination. Although, this session will use the TI Nspire CX-
CAS technology, the same process with slight variations can need not be in the form of formal courses or professional should enable teachers to be involved in the decision making
Does your school have some great mathematical practices
be used with other CAS technologies permitted by VCAA. development workshops; they can be acquired through and direction, rather than simply be directed by leadership.
happening in isolation? Is your school looking at establishing
The session will suit current or teachers intending to teach the media posts or impromptu sharing amongst colleagues. The focus of this seminar is to share a sequence of steps
a consistent approach to teaching and learning to ensure
Methods course in 2023. Often, however, they do not end up enriching teachers’ used to develop a whole school approach and school vision
all students have the opportunity to be successful while
professional repertoire either because they are thought to be about the teaching of Mathematics. A particular focus
building teacher confidence? This workshop will share the
impractical in the local context, or because they do not seem will be on the need to influence teacher perspectives and
case study of a school that has used the ‘First 10 Day of
to work after a few tries. In this workshop, participants will mindsets to support the use of challenging tasks and mixed
Maths’ to help shift their teaching and learning culture.
learn about adopting the values perspective to assess these ability settings. I will share the process used from my own

38 39
SESSION B: Thursday, 12pm-12.50pm (cont.)
setting over the past 12 months to ensure there is a deeper B15 USING NAPLAN QUESTIONS TO HELP B18 FUN WITH DRAWINGS USING TI-NSPIRE B20 BUILDING UNDERSTANDING OF
understanding of best practice methodology for teaching INFORM YOUR TEACHING AND FLAGS OF THE WORLD ALGEBRAIC SYMBOLS WITH AN ONLINE
mathematics, including the success and challenges that CARD GAME
occurred along the way. (Exploring effective pedagogies, Valuing evidence) (Technology to enhance investigation)
(Technology to enhance investigation, Exploring effective
B13 COMPARISON OF CAS TECHNOLOGIES Nadia Abdelal, EM Maths Consulting Raymond Rozen, RMIT and Shane Dempsey, Hamilton
pedagogies)
IN VCE SPECIALIST METHODS (Year 3 to Year 10) College
(Year 9 to Year 12) Jiqing Sun, Deakin University
EXAMINATIONS NAPLAN is made up of some great questions that can be
(Year 5 to Year 8)
used in many ways to help inform our teaching and to develop No not Sheldon Cooper, fun with TI-Nspire. The latest
(Technology to enhance investigation)
our students’ ability to successfully solve problems. In this version of TI-Nspire has intrinsic functions to draw and Transition between arithmetic and algebraic thinking is
Neale Woods, Retired workshop, I will talk about how using NAPLAN questions fill shapes. In this hands-on session we will use TI-Nspire challenging for students. One notable difficulty for students is
(Year 11 to Year 12) as warm-ups have helped teachers to understand their to write programs to draw some of the flags of different understanding algebraic symbols—pronumerals. For instance,
students better. Along with problem-solving, we will talk countries of the world. Come along to this colourful activity students treat letters as representing specific objects rather
In this workshop, Neale Woods will present a series of VCE about how these types of questions can be useful as formative and use coordinate geometry, learn STEM concepts and than indeterminate quantities, such as “a” is for “apples” and
Specialist Mathematics Examination 2 questions comparing assessments as well as make student misconceptions about a programming skills. Please bring along a TI-Nspire CX II “b” is for “bananas”. Students also possibly assign numeric
solutions obtained using TI-Nspire CAS and Casio ClassPad. topic more apparent. CAS calculator, or your laptop with TI-Nspire. values to letters based on the alphabetical order (e.g.,
As time is vital in these examinations, the emphasis will be on considering “a” is 1 since it is the first letter). Furthermore,
those questions where students using one technology have B16 DO YOU WONDER WHAT EXPLICIT B19 NEVER MIND THE PARABOLICS. HERE’S some students are challenged by the coefficients of letters
a time advantage over students using the other technology. TEACHING IS IN THE MIDDLE YEARS? THE QUADRATICS (e.g., students mistakenly consider “2h” is “2+h”). The
The session will be a presentation but participants will be incomplete understanding of the coefficient system might
encouraged to discuss and provide alternative solutions. (Exploring effective pedagogies, Valuing Evidence) (Exploring effective pedagogies)
contribute to students’ difficulty around the manipulation
B14 “WHERE DO THE RICH PEOPLE LIVE?” - Sharyn Livy, Monash University, Allan Dougan, Australian Stephen Hanlon, Braemar College of algebraic expressions (e.g., collecting like-terms).
Association of Mathematics Teachers and Helen Chick, (Year 9 to Year 10) Many researchers and teachers are exploring pedagogical
USING THE AUSTRALIAN 2021 CENSUS TO
University of Tasmania approaches in seeking to address this issue. The current
ANALYSE YOUR NEIGHBOURHOOD (Year 3 to Year 8) This workshop draws on some themes of a Year 9&10 elective presentation is to contribute one pedagogical approach on
subject that I teach each semester at Braemar College called how an online card matching game-based learning activity
The focus of this workshop is to demonstrate and discuss Maths, Magic & More. You will learn a couple of playing card supports students’ understanding of pronumerals.
societal outcomes, Technology to enhance investigation,
explicit teaching through the example of equivalent tricks that rely on the binary number system, see how solving
Exploring effective pedagogies)
fractions. We have been working together as a team this equations in different bases use quadratic equations, watch
John Widmer, Mag-Net STEM Educators and Robert year to discuss the most effective approaches to using how a parabola was used to make a popular music video
Money, consultant explicit teaching pedagogy. During this presentation, we will and why satellite dishes are parabolic using a little “origami”.
(Year 7 to Year 12) share our understanding of seven essential components of Hopefully you will take away some ideas and activities that
explicit teaching that consider student learning needs, which can be used in the classroom to either introduce the topic,
The Australian Census is conducted every five years. It is supports them to make connections when problem-solving demonstrate why the parabola is so important or just spice up
used to allocate Parliamentary seats to the Australian House and reasoning. A goal of this approach is to provide teachers a lesson.
of Representatives. It is, therefore, a fundamental part of with tools for teaching students to become confident and
our democracy. It is also a rich source of “fine-grained” competent learners while working on engaging problems.
information about the citizens who live near you, the families
that attend your school and the sociological characteristics B17 RICH TASKS - SPARKING THE
of remote and regional Australia. The presenter has used DISCUSSION!
the big data contained in the Census in his own VCAL
classes. He has run Conference workshops that stretch the (Exploring effective pedagogies)
use of spreadsheets and mathematical modelling tools such Catherine Epstein/Rodgers, St Peter’s East Bentleigh
as Mathematica. Workshop participants will use the ABS (F to Year 6)
Quickdata setup to retrieve Census data for their own street
and for their school. It is hoped that participants will continue Rich tasks engage students, spark curiosity and promote rich
to work with colleagues in the STEM community. Participants discussion. Rich, effective discussion happens when students
are encouraged to bring their own questions about their construct mathematical understandings through listening to
neighbourhood and not rely on the provocative title of this and sharing ideas and strategies. Together we will investigate
presentation. It is hoped that attendees will begin to see how a number of rich tasks, across the strands, that allow for a
much “real” free data exists online and how they can stop range of mathematical perspectives that can be explored
using “fake” data from the textbook or the set curriculum. through rich discussion.

40 41
SESSION C: Thursday, 1.30pm-2.20pm
C01 LAUNCH, EXPLORE & SUMMARISE- and application of a broader range of interesting data C06 DO YOU WONDER WHAT EXPLICIT C08 IMPROVING INDIVIDUAL OUTCOMES
TIPS FOR IMPLEMENTING A NEW representations commonly used in business and industry, TEACHING IS IN A PRIMARY MATHEMATICS AND EQUITY THROUGH WRITING IN
INSTRUCTIONAL MODEL such as bubble, Mekko, radar, sunburst, heat map and stacked CLASSROOM? MATHEMATICS
area charts. This session provides a practical introduction to
(Achieving greater equity, Exploring effective these representations and their applications, and shares some (Exploring effective pedagogies, Valuing evidence) (Achieving greater equity, Improving individual and
pedagogies) related resources. societal outcomes, Exploring effective pedagogies)
Sharyn Livy, Monash University, Allan Dougan, Australian
Michael Minas, Love Maths C04 PROBLEMS WORTH CODING - PSEUDO Association of Mathematics Teachers and Helen Chick, Samantha Horrocks and Benjamin Cooper,
(F to Year 8) CODE & ALGORITHMIC THINKING University of Tasmania Northern Bay P-12 College
(F to Year 6) (Year 7 to Year 12)
In this workshop, we examine the Launch-Explore-Summarise (Exploring effective pedagogies, Technology to enhance
instructional model. What are the key features of this investigation) The focus of this workshop is to demonstrate and discuss This presentation will explain one Mathematics Department’s
approach to structuring a maths lesson and how does it differ explicit teaching by focusing on intuitive strategies. We have journey through using VCOP and other writing strategies
from other, more traditional lesson structures? Attendees Peter Fox, Texas Instruments been working together as a team this year to discuss the most to improve student outcomes in response to a whole college
will participate in a modelled lesson, allowing them to (Year 7 to Year 12) effective approaches to using explicit teaching pedagogy. writing initiative . We will share our approaches used to help
gain a deeper understanding of the benefits of using this During this presentation, we will share our understanding of students write about their work in responses to learning,
approach. We will also discuss issues such as student agency, What is pseudo code and algorithmic thinking? The seven essential components of explicit teaching that consider explanations and investigations. We will share how this
differentiation, teacher questioning and perhaps most first session of “Problems Worth Coding” was held at the student learning needs, which supports them to make has affected our student outcomes and our approaches to
importantly- student engagement. Each participant will leave MAV 2016 annual conference. Three additional sessions connections when problem-solving and reasoning. A goal of teaching and learning in the classroom.
with a clear understanding of how to lead the implementation containing a range of different problems have been covered this approach is to provide teachers with tools for teaching
of the Launch-Explore-Summarise instructional model at since. With pseudo code and algorithmic thinking now students to become confident and competent learners while C09 NEW TEACHERS SERIES PART 2:
your own school. forming part of the senior mathematics curriculum, it’s time working on engaging problems. EFFECTIVE USE OF ICT. OUR FAVOURITE
to take a reflective journey and revisit some of the great DIGITAL TOOLS. [THRIVE IN YOUR FIRST 5
C02 USING MATHS TALKS TO BUILD problems that have been covered (plus a few new ones), with C07 LEARNING SEQUENCES TO SUPPORT YEARS OF TEACHING!]
NUMBER SENSE AND TRANSFORM THE a flavour of pseudo code and corresponding algorithms. The AND INSPIRE TEACHERS F TO Y4
MATHS LEARNING EXPERIENCE problems covered in this session have a strong mathematical (Technology to enhance investigation)
flavour. (Exploring effective pedagogies)
(Exploring effective pedagogies) Danijela Draskovic, Mathematical Association of Victoria
C05 DIVING INTO MATHS ANXIETY, FOR Dianne Liddell, Engage Empower Educate (Year 7 to Year 12)
Alex Box, Education Specialist TEACHERS AND STUDENTS (F to Year 4)
(F to Year 8) Important: This is part 2 of a special 2 part series aimed to
(Achieving greater equity, Improving individual and This session aims to outline a collaborative project between assist new teachers in navigating their first five years in the
Maths talks are 5-15 minute purposefully crafted societal outcomes, Exploring effective pedagogies, the Department of Education and a team of MAV classroom. If you missed Part 1, don’t worry as you will be
collaborative conversations that create authentic Valuing evidence) consultants in researching, drafting and creating a folio of able to watch it at a later stage. It has been well publicised
opportunities for mathematical thinking. This session is an Learning Sequences, targeted at Foundation to Level 4. that a significant percentage (up to 50%) of graduate
introductory focus on maths talks - what they are, why they Pete Sanders, Maths Teachers Make a Difference The brief of this project was to support teachers in delivering teachers leave the profession before they have reached
are important and how they can help to transform the maths Consultancy high-quality lessons that are relevant, contemporary, and the milestone of five years of teaching. With the balance of
learning experience for students, and the teaching experience (F to Year 10) targeted to students’ varied needs. Each Sequence consists classroom management and establishing relationships with
of teachers! This session will explore three different kinds of rich and engaging teaching and learning activities that key stakeholders, managing workload, and ensuring your
As part of my research at tertiary level I interviewed pre- address specific aspects of the Victorian Curriculum:
of maths talk, clarify their purpose and provide resources curriculum planning caters to varying abilities and linked to
service primary teachers about their successes, difficulties Mathematics. By providing insight into the development
and ideas for classroom implementation. The pedagogical assessment data, there is no doubt graduate teachers can
and anxieties with and about mathematics. The stories I was of Learning Sequences, this session aims to support and
ideas will be appropriate for teachers who want to foster feel overwhelmed. This 2nd part will showcase a selection of
told were fascinating and resonated with my own experiences inspire teachers to design learning experiences that promote
mathematical proficiency and help bust commonly-held and digital technologies I have deemed to be very useful and user
of Maths anxiety amongst primary teachers and students. greater conceptual development, by exploring the curriculum
damaging myths about maths. friendly. These will include freely available software and maths
This presentation tells the stories of some of these students’ through an interconnected web of mathematical big ideas
mathematical journeys from as far back as their own primary apps which you can easily and readily use in your classrooms.
C03 FOUNDATION MATHEMATICS UNITS 3 and concepts. We can leverage technology to help students visualise
AND 4 - INTERESTING DATA GRAPHS school maths education, through secondary to adult
numeracy experiences. The implications of these stories for concepts, collect, model and analyse data, and help students
(Improving individual and societal outcomes) in-service teachers and students, particularly those who may stay connected to a safe community of learners. Technology
be maths anxious (or have colleagues who may be!), or have can be one of your greatest teaching tools. No doubt since we
David Leigh-Lancaster, Leigh Lancaster Consulting negative attitudes about mathematics will be explored, as will have done quite a bit of remote-teaching and learning as of
(Year 11 to Year 12) the broader messages for mathematics education. late, we have all been forced into considering the way we use
our ICT. This session will provide opportunities to share those
The new Foundation Mathematics Units 3 and 4, experiences, and share your personal favourites.
for implementation from 2023, includes the study

42 43
SESSION C: Thursday, 1.30pm-2.20pm (cont.)
C10 VALUES ALIGNMENT IN MATHEMATICS C12 ADDRESSING MATHS ANXIETY IN C14 SUCCESSFULLY DIFFERENTIATING C16 DESIGN THINKING AND MATHEMATICS
EDUCATION PRIMARY SCHOOLS (PART 1) MATHS LESSONS THROUGH CONTENT, - DESIGNING HUMAN CENTRED TASKS
PROCESS AND PRODUCT USING OXFORD
(Exploring effective pedagogies, Valuing evidence) (Improving individual and societal outcomes, Exploring (Exploring effective pedagogies, Improving individual and
MATHS 7 10 AND OTHER TOOLS
effective pedagogies, Valuing evidence) societal outcomes)
Penelope Kalogeropoulos, Monash University and
Angela Liyanage, Salesian College Sarah Buckley and Kate Reid, Australian Council for Jennifer Palisse, Monash Tech School
(F to Year 8) Educational Research and Catherine Pearn, University of Stephanie Knight, Thomas Christiansen and Alex (Year 5 to Year 8)
Melbourne Blanksby, Oxford University Press
Teaching and learning mathematics is a social process. (F to Year 8) Design thinking is a problem-solving framework with
(Year 7 to Year 10)
Every student is an individual, and every class has its unique an emphasis on solving non-trivial problems of social
attributes. Effective teachers respond to the differences Maths anxiety is associated with poor achievement in maths Implementing differentiated learning in maths classrooms is significance. When applied in the classroom, design thinking
between what they value and what their students value by and is believed to be a factor in avoidance of careers and often spoken about, but seldom applied consistently across can be used to facilitate collaborative classrooms with a focus
orchestrating values alignment in the classroom, such that courses for which maths is required. Primary school teachers classes or in a practical manner. Teachers may find themselves on building 21st century skills. Further, it promotes creative
teaching and learning can proceed in a harmonious manner. can report high levels of maths anxiety and there is evidence under time constraints, without the resources they need, and innovative thinking in students, as well as help build their
In this workshop we present two surveys that could be used that teachers’ maths anxiety can influence their students or may be unsure of how to support remedial students or personal and social skills. In this session, we will use design
to identify teacher and student values. Learning activities through teachers’ practices and attitudes. Thus, it is important those in need of extension. Adding critical thinking or open thinking principles to create some mathematics tasks with a
that represent different values will be presented alongside for primary mathematics leaders to understand what maths tasks can feel overwhelming and asks teachers to establish human-centred focus.
value alignment strategies; a professional craft that promotes anxiety is, how it operates to impact learning and teaching, outcomes that can be hard to assess and measure. Oxford
engagement in mathematics learning. and what types of tools can be used to address it. This session This workshop is intended for teachers who have no prior
Maths 7 10 has been designed to specifically help maths
will present our model for addressing maths anxiety and knowledge of design thinking and a brief introduction to the
teachers provide effective differentiation in their classrooms.
C11 MAJOR PREDICTORS OF MATHS psychological techniques that can be used by teachers and/ Join education experts Thomas Christiansen, Alex Blanksby
process will be included. Design thinking can be used at all
DIFFICULTY IN KINDERGARTEN AND PREP or students to reduce and regulate anxiety. We will discuss year levels, primary to secondary, and is particularly useful for
and Evan Curnow as they discuss strategies for addressing
our work with preservice teachers using these techniques cross-curricular units and assessing the capabilities.
(Achieving greater equity, Improving individual and gaps in understanding and successfully differentiating maths
and how our approach could be implemented in schools by lessons in Years 7 10. C17 HOW WE TAUGHT YEAR 7 MATHS AT
societal outcomes, Exploring effective pedagogies,
mathematics leaders. Using an example of a challenging
Valuing evidence)
C15 THE INTERNATIONAL CLASSROOM SANDRINGHAM COLLEGE IN 2022
task lesson, we will also demonstrate how our approach can
Narelle Rice, Bond Blocks and Paul Swan, A-Z Type scaffold maths anxious students and teachers to become LEXICON PROJECT: ENGAGING WITH YOUR (Achieving greater equity, Improving individual and
(F to Year 2) more comfortable with mathematical challenge. This is Part 1 PROFESSIONAL VOCABULARY societal outcomes, Exploring effective pedagogies)
of a 2 Part series.
This session specifically focuses on maths for students who (Exploring effective pedagogies, Valuing evidence) Wendy Taylor, Sandringham College
are 4 and 5 years old. The presenter will share the top five C13 META-COGNITION SKILLS: SUPPORTING (Year 7 to Year 8)
Carmel Mesiti and Kate Copping, University of
predictors of difficulties in maths, identified by research, for SENIOR MATHEMATICS STUDENTS
students who are 4 and 5 years old and outline evidence- Melbourne This year at Sandringham College we introduced a fully
informed, strategies to help address these. Also, she will share (Exploring effective pedagogies) (F to Year 10) differentiated curriculum. Our goals were to ensure all
two resources she has co-written with Dr Paul Swan to support students had the opportunity to feel success and be
Rohani Mohamad, Minaret College The International Classroom Lexicon Project set out to appropriately challenged. To support students’ learning
teachers of these years to address these predictors: “Counting (Year 11 to Year 12) document the actual terms by which mathematics teachers
to 10 with Bond Blocks: Pre-Foundation” and “Counting to of the specific skills within our program we created our
in different countries named the practice in their respective own textbook, online instructional videos for all skills and
20 with Bond Blocks: Foundation” This presentation focuses on meta-cognition skills as classrooms. These are the words that teachers use to talk
defined in one of the areas within the “Critical and Creative homework sheets that continue to review previously taught
The activities in these resources fit within the VEYLD about the classroom; in Australia examples of such terms skills to increase retention. This presentation will unpack
Thinking” capabilities. These skills would enable students include feedback, differentiating, scaffolding, explaining
Framework and include: to understand, manage, and reflect on their thinking and the creation and implementation; how we decided on our
and worked example. In this workshop you will engage in curriculum, how resources were created, what worked well
• Student led play using the Introductory Activities. learning processes. At senior mathematics level, we explored sorting activities with your peers to reflect on the practices
how our students have been trained to develop and/or and what we will be refining for next year. We happily share
• Guided play using the Activity Cards. you consider essential and reasons why. You will learn about our resources via the website mathsquad.org/sc-7.
enhance their meta-cognitive skills over the years 2021- the terms that mathematics teachers in other countries
• Teacher led instruction using the Counting Activities. 2022, during and after Covid pandemic years. The adapted use, such as: työrauha (Finnish); bansho (Japanese); and
The resources include Assessment Counting Skills Checklists strategies to support students learning such as questioning, mise en comun (French). Engaging with this language,
to monitor progress and are linked to the Australian explicit teaching, and modelling of thinking throughout this the professional vocabulary of our mathematics teaching
Curriculum and Victorian Curriculum (Levels A to D) to journey are captured. Students’ perspectives and reflections community, provides us with the opportunity to understand
support students with learning disabilities. on the effectiveness of these strategies, virtually and classroom practice at a much deeper level. Having a common
physically, were gathered. The involved teacher and selected and consistent language can help your school to build a
This is a commercial session.
students will share their findings at the presentation. cohesive approach to discuss mathematics teaching practice
within your school.

44 45
SESSION C: Thursday, 1.30pm-2.20pm (cont.)
C18 USING CODING TO INVESTIGATE C20 THESE HANDS-ON TASKS HAVE
PATTERNS - TI NSPIRE WORKED FOR ME
(Technology to enhance investigation) (Exploring effective pedagogies)
Shelley Cross and and Linda Swanepoel, St Hilda’s School John West, Mathematical Association of Western
(Year 7 to Year 10) Australia (MAWA)
(Year 5 to Year 10)
This hands-on workshop will examine the ‘10 minutes of
Code’ principle using the TI Nspire Graphics calculator. We In this workshop we will explore some of the best hands-on
will write code on the calculator for a variety of formulae ideas I’ve collected over the past 20 years for engaging
used across the middle school, and use the data collected to students with particular aspects of the mathematics
investigate any patterns in the data. These numerical patterns curriculum. Many of these ideas have been inspired by
will be further investigated graphically, linking them to Sullivan’s Launch-Explore-Summarise approach and the work
functions such as linear, quadratic or exponential. You will be of Doug Clarke and Charles Lovitt. I’m a big fan of number
able to take away ideas ready to implement in your classroom. puzzles and problem solving and hopefully will be able to
This session links basic coding to relevant applications share with you some ideas that have worked for me in my
in mathematics, and will develop fluency in working with work with students, teachers and in the WA Mathematics
formulae. No experience in writing code is required. Problem Solving Program that MAWA runs in partnership
Commercial Presentation with the Australian Maths Trust.
C19 MODULAR MASTERY-BASED LEARNING

(Exploring effective pedagogies, Valuing evidence)
Joel Scott, The University of Queensland
(Year 7 to Year 12)
The concepts underpinning Mastery-Based Learning have a
history going back at least 100 years. Brought to prominence
in the second half of the 20th century, the development of
the practical resources required to implement such ideas has Abacus Calculators is an Australian owned and operated company and are the number 1 National reseller of educational
been a challenge since their conception. The last decade calculators.
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provided in a variety of models claiming inspiration from our own signature brand of scientific calculators, the ABACUS SXIIMATRIXN.
the original papers by Benjamin Bloom. This talk has two Abacus is committed to providing excellent customer service and quality products. Although yearly we are challenged with a
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the diagnostic and assessment process of some commonly Abacus manage the warranty procedure, offer a FREE REPLY-PAID address so that students/teachers can return any warranty
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used online Modular Mastery-Based tools. The key goal of
Sales consultant so your queries and orders are dealt with immediately.
this project was to consider what relationships exist between
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Rasch models, assessing a ‘mathematical capability’ latent
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Queensland. THANK YOU! ��

46 47
SESSION D: Thursday, 2.30pm-3.20pm
D01 A FEW OF OUR FAVOURITES; D03 INFINITE THINGIES D05 MATHEMATICS FOR SOCIAL JUSTICE D07 HOW DO YOU PREPARE LEARNERS
MATHEMATICAL TASKS AND TIPS! FOR REAL-WORLD PROBLEM SOLVING IN A
(Technology to enhance investigation) (Achieving greater equity, Improving individual and
COMPUTATIONAL AGE?
(Achieving greater equity, Exploring effective societal outcomes)
Anthony Harradine, Potts Baker Institute, Prince Alfred
pedagogies) ((Exploring effective pedagogies, Technology to enhance
College Jenna Dore, St Francis Xavier College
investigation)
Jennifer Bowden, Mathematical Association of Victoria (Year 7 to Year 10) (Year 5 to Year 10)
and Ellen Corovic, Corovic Consulting Kelly Lean and Alec Titterton, Wolfram Research
How can a simple scientific calculator help to fuel a lovely How many times have you heard the following from your
investigation that leads to students making sense of recurring students? When will I ever use this? I don’t need maths. I’m
They’re back! Join Ellen and Jen as they reunite to share with decimals and various other infinite thingies. As well as a lot of not a maths person. My mum and dad couldn’t do maths For 10 years, Wolfram Research has been developing a
you a few of their favourites. In this session the presenters will fun, the investigation is dripping with delicious mathematics. either. Traditional methods of teaching mathematics - methodology framework and delivery platform for training
take you on a journey to explore a selection of their favourite You will enjoy the experience. teacher-centered and rote-learning based - favour particular learners at all stages in computational thinking skills. This
mathematics tasks and tips. Harnessing their many years as social demographics. Higher level mathematics education presentation will outline the framework for building a
education consultants and drawing upon evidence-based D04 FREE INNOVATIVE FINANCIAL and math-intensive fields lack cultural diversity and are computer-based curriculum; taking modern, relevant,
practices this session will focus on effective mathematics LITERACY RESOURCES FROM FBF under-represented by females and individuals from low problems and using them in a blend of experiential and
pedagogies and collaboration. Join us for an engaging socioeconomic backgrounds. Adults with high numeracy constructivist learning to enable learners to gain crucial
workshop and some favourites. proficiency are more likely to be employed and have a higher skills that are lacking from current mainstream curricula
Damian Nicholson, Financial Basics Foundation income than their low proficiency counterparts. In short, around the world. Using a range of examples from Primary
D02 UNPACKING THE MATHEMATICAL (Year 7 to Year 12) traditional maths education continues the cycle of social to High school, the delivery platform for the learning will be
PROCESSES IN THE NEW AUSTRALIAN injustice. Social justice mathematics presents students with demonstrated, showing how teacher-learner interactions
CURRICULUM: MATHEMATICS (PRIMARY) Financial Basics Foundation (FBF) provides free of charge real life and relevant data which relates to the very issues are supported and how learners can be creative within the
to all Australian secondary teachers extensive resources and that lead to such inequality in the first place. Students are materials allowing them to explore their own directions and
(Technology to enhance investigation, Improving services designed to support students to develop financial life given the opportunity to see themselves in math education methods of investigation.
individual and societal outcomes) skills. and understand the relevancy maths has in their lives. This
Rachael Whitney-Smith, Australian Curriculum presentation will: - Help you identify maths which inhibits D08 EQUIVALENT FRACTIONS: FROM
In 2021/2022, FBF and Griffith University undertook a
Assessment and Reporting Authority (ACARA) research piece on the financial literacy of Young Australians. inclusive education - Provide you with practical examples CUISENAIRE RODS TO CALCULUS
(F to Year 6) This workshop will focus on the practical application of this of social justice mathematics you can use in the classroom -
Demonstrate where Social Justice Mathematics fits into the (Achieving greater equity, Improving individual and
research, including the practical application of financial societal outcomes, Exploring effective pedagogies)
This workshop is aimed at unpacking the mathematical Australian Curriculum - Showcase successful examples of
literacy as a learning context in the mathematics curriculum.
processes in the new Australian Curriculum: Mathematics Social Justice Mathematics in action. Stephen Paatsch, University High School
version 9.0. The problem-solving and investigation processes The session will further explore FBF’s mathematics focussed (Year 7 to Year 10)
of Mathematical modelling, Computational thinking, financial literacy WebQuests, developed to help teachers D06 CHANGING PRACTICE THROUGH THE
Statistical investigation and Probability experiments and dealing with COVID-19 disruption, and ESSI Money, an USE OF NEWMAN’S ERROR ANALYSIS Equivalent Fractions are introduced to students in Victoria at
simulations are now explicitly included as essential learning interactive online game delivered in an innovative app-based Level 4 in the current Victorian Curriculum (Mathematics).
(Exploring Effective Pedagogies, Improving individual
in content descriptions and achievement standards in the environment. When playing ESSI Money, students practice a Equivalent Fractions are then referred to in Level 6 (fractions
and societal outcomes, Valuing evidence)
revised Australian Curriculum: Mathematics and references wide range of real-life earning, saving, spending and investing with related denominators) and Level 7 (comparing fractions
to the use of digital tools are made throughout the curriculum and experience the financial consequences in a safe, fun and Kris Westcott, Sackville Street Public School using equivalence). Often, this topic is treated as a simple
document. Workshop participants will be provided with some challenging way. (F to Year 6) exercise to be completed before moving students on to
of the background information for their inclusion, examples further fraction work. However, I believe that Equivalent
of how the mathematical processes can be developed in Freely downloadable Blackline Masters style ‘offline’ This presentation highlights one school’s journey to improve Fractions are relevant to so much of the secondary
practice, links to existing resources and an opportunity for classroom resources for financial literacy education will also student results when tackling worded problems through the mathematics course and that they should be explicitly
discussion about what impact this new content will have on be showcased. use of Newman’s prompts both to analyse student difficulties referred to throughout our students’ work. My presentation
curriculum planning, classroom pedagogy and assessment in and as direct problem solving prompts. Using a workshop will emphasise the importance and use of Equivalent Fractions
All FBF resources are mapped to the Australian Curriculum
Primary. model, participants will be guided in the use of Newman’s in numerous topics from Year 7 all the way through to the
and provided free of charge to Australian educators.
Error Analysis as a tool to reflect on student responses to highest level of VCE Mathematics. Multiple examples will
worded problems. Participants will then workshop ‘where be provided at all levels and teachers will be provided with
to next’ for a chosen student work sample and design concrete examples that can be incorporated both implicitly
appropriate activities aligned to the relevant syllabus content and explicitly from Year 7 onwards. Year 7-10 Maths teachers
stage and concept. (in particular those teachers not trained to VCE level)

48 49
SESSION D: Thursday, 2.30pm-3.20pm (cont.)
D09 CALCULATORS: HOW DO THEY DO D11 BASIC FACTS -- PREVENTION AND D12 ADDRESSING MATHS ANXIETY IN D14 REAL TRIGONOMETRY USING REAL-
THAT? INTERVENTION: THE MAJOR PREDICTOR OF PRIMARY SCHOOLS (PART 2) TIME, REAL-WORLD DATA
MATHS DIFFICULTY IN YEARS 1 TO 3
(Technology to enhance investigation) (Improving individual and societal outcomes, Exploring (Technology to enhance investigation)
(Achieving greater equity, Improving individual and effective pedagogies, Valuing evidence)
Daniel Milutinovic, Independent Enzo Vozzo, Mentone Grammar
societal outcomes, Exploring effective pedagogies,
(F to Year 10) Sarah Buckley and Kate Reid, Australian Council for (Year 9 to Year 12)
Valuing evidence)
Educational Research and Catherine Pearn, University of
Explore some of the algorithms underpinning calculators, Melbourne The app “Flightradar24”, a popular plane tracking app,
Narelle Rice, Bond Blocks
including arbitrary precision arithmetic and programming. (F to Year 8) gives users access to a flight’s real time data such as speed,
(F to Year 6)
Also consider computer-aided assessment and how this can altitude, track, latitude and longitude. Using plane and
be used to improve numeracy skills in younger students as Do you have students who add or subtract by counting in Maths anxiety is associated with poor achievement in spherical trigonometry, this real time, real world data can
well as knowledge of other areas of mathematics for older ones? If so, this session is for you. maths and is believed to be a factor in avoidance of careers be used to calculate and confirm that the speed and track
kids. PLEASE NOTE: This is not on any commercially and courses for which maths is required. Primary school of a flight are correct using four different methods. Three
available calculator, rather on a custom calculator that can be • Narelle will begin by sharing the major predictor of maths teachers can report high levels of maths anxiety and there methods involve plane trigonometry and these will depend on
built from readily available parts. difficulties in this age group. is evidence that teachers’ maths anxiety can influence their particular aspects of a flight: Method 1 deals with flights that
students through teachers’ practices and attitudes. Thus, it are travelling due north or south, Method 2 deals with flights
D10 DIAGNOSE STUDENT UNDERSTANDING • Then she will outline evidence-informed strategies to is important for primary mathematics leaders to understand that are travelling due east or west, Method 3 deals with
help address these.
WITH THE EFFECTIVENESS OF A what maths anxiety is, how it operates to impact learning flights near the equator travelling in any direction. Method 4
RESEARCHER AND THE EFFICIENCY OF A • Finally, she will share how the Bond Block system she has and teaching, and what types of tools can be used to address uses spherical trigonometry and is the method that is actually
MACHINE co-created with Dr Paul Swan will support teachers to it. This session will present our model for addressing maths used by flights as it has no restrictions on direction of travel or
address these predictors: anxiety and psychological techniques that can be used by position.
(Valuing evidence) teachers and/or students to reduce and regulate anxiety. We
Bond Blocks is a whole school system made up of ready- will discuss our work with preservice teachers using these D15 ALGEBRA THROUGH GEOMETRY
Lindy Sharkey and Julian Lumb, Pearson to-go, sequenced resources to build a firm foundation in
(Year 5 to Year 10) techniques and how our approach could be implemented (Exploring effective pedagogies)
addition and subtraction. The Bond Blocks Core Intervention in schools by mathematics leaders. Using an example of a
In this presentation we will demonstrate how simple it is Kit is a resource of over 100 sequenced activities. It follows challenging task lesson, we will also demonstrate how our Doug Williams, Mathematics Centre
to accurately diagnose a student’s level of understanding a Concrete-Representational-Abstract Approach to approach can scaffold maths anxious students and teachers (Year 7 to Year 10)
using Pearson Diagnostic. The Pearson Diagnostic quizzes comprehensively build understanding, fluency and reasoning to become more comfortable with mathematical challenge.
use sophisticated algorithms to determine each learner’s with basic addition and subtraction including application This is Part 1 of 2 parts. A square is X. A quadrant with a radius the same length as a
initial level of understanding. Based on their results, each to related pre-algebra and word problems. This resource side of the square is Y. Now geometry connects to algebra.
student is assigned personalised targeted activities with a sequentially covers every addition and subtraction content D13 PSEUDOCODE IN VCE MATHEMATICS The concept of a pronumeral, adding and subtracting like
focus on critical thinking and concept development. The descriptor from Years 1 to 3. terms, the distributive law and linear factorisation all follow,
(Exploring effective pedagogies, Technology to enhance mostly by asking the mathematician’s question: “Can I check
innovative quizzes were developed using over 30 years’ worth The Bond Blocks system has two uses: investigation) this another way?”. You will be using materials based on the
of Australian and International academic research by the
University of Melbourne. The quizzes were developed with 1) Mental Maths for Years 1 to 3 Echo Gu, Lauriston Girls’ School work of Geoff Giles and will dig deeper and deeper into
the vision to improve mathematics teaching through better (Year 9 to Year 12) spatial challenges that can be expressed in algebraic terms.
pedagogical content knowledge and the broader and more 2) As a Maths Intervention Support Program for Years 1 to 6 You will also be supplied with a master to make copies for your
effective use of formative assessment. This is a commercial Algorithms attracts great attention in the discussion of revised own classes.
This is a commercial session
presentation. VCE Mathematics study design. This session aims to help
teachers and students develop the skills of understanding D16 HIGHLY ENGAGING PRIMARY TASKS
pseudocode, express algorithms using pseudocode, TO BUILD UNDERSTANDING AND PROBLEM
and become more confident in interpreting unfamiliar SOLVING
pseudocode. It will explore some algorithms that are relevant
(Exploring effective pedagogies, Valuing evidence)
to areas of study from Mathematical Methods and Specialist
Mathematics. Pedagogical advice will be provided and Russell McCartney and Brendan Hodge, Victoria
discussed. Academy of Teaching and Leadership: Teaching
Excellence Program 2022
(Year 3 to Year 6)
This hands-on workshop is packed full of tested, quality tasks
you can easily use in your classroom the very next day! It

50 51
SESSION D: Thursday, 2.30pm-3.20pm (cont.)
will provide you with new ideas and demonstrate engaging
pedagogies while using common classroom materials to
build understanding and problem solving skills in primary
D19 LEADERSHIP AND MATHEMATICS:
OPPORTUNITIES FOR OUR LEADERS OF
TOMORROW, TODAY
MAVSHOP
mathematics.
D17 WHAT’S YOUR PROBLEM? societal outcomes)
(Improving individual and societal outcomes, Exploring James Dann, Brighton Grammar School MAV MEMBERS GET A DISCOUNT ON ALL STOCK
effective pedagogies, Valuing evidence) (Year 7 to Year 12)
Loretta Weedon and Anna Bock, Christ the Priest In our current schooling system high achievers are rewarded
Catholic Primary School with university places if they can work individually over a BUBBLE BOARD - ADDITION K–5 SHEEP WON’T SLEEP 3–7
(Year 3 to Year 8) number of years to be able to recall and execute a set of AND MULTIPLICATION Counting sheep is supposed to help
specific processes. This is particularly evident in the VCE Learn addition facts to twenty with the durable ‘pop you sleep — but a room full of yaks, alpacas, and
If you have an interest in problem solving and are passionate and learn’ addition board. Addends one to ten are llamas would keep anyone awake. A glass of warm
Mathematics study design, with schools incentivised to
about students’ becoming proficient problem solvers, then represented on the vertical and horizontal axes with milk, reading, working on her knitting—nothing
synthesise and directly instruct the required skills for the
this workshop is for you! While there is widespread contention the correct sum presented in the corresponding can help Clarissa get to sleep. When even
examinations to maximise their students’ scores. By rewarding bubble. ‘ counting sheep doesn’t help her doze off, she
whether to teach ‘skills’ first to enable problem solving or
individualistic learning behaviours throughout secondary tried pairs of alpacas instead. Two, four, six . . . then
to ‘teach’ through problem solving, there is limited specific The multiplication board helps students to learn
llamas by fives . . . then yaks by tens!
school, we run the risk of our best and brightest lacking the multiplication facts. Factors 1 to 10 are represented
advice on how this can best happen. In many school settings Determined to unravel her problem, Clarissa
development of the 21st century “soft-skills” that will make on both the vertical and horizontal axes with the
teachers have a mindset on the importance of teaching ‘skills’ counts back down until she’s all alone, and she can
them successful in their work pursuits, where many of them correct product presented in the corresponding
finally get some rest.
and have difficulty letting students’ struggle with reasoning bubble. Pop bubbles as you practice and solve the
will likely end up as leaders. This presentation will provide Introducing addition and subtraction by ones,
and applying mathematical knowledge to solve a problem. equation. Bubbles on the reserve side are blank
recommendations for low-cost programs and structures that twos, fives, and tens. A perfect way to introduce
This workshop will report on the findings of teaching through and can be used for creating visual addition, or
and reinforce counting in groups.
give opportunities for hard-working, high achieving students multiplication array examples.
problem solving with fourteen grade six students over a
to lead and collaborate, without compromising on their An activity sheet is included with each purchase of $16.90 (MEMBER)
period of two terms, detailing lesson plans; time allocation to
academic pursuits. It will begin with stories about successful a bubble board. $21.10 (NON MEMBER)
problem solve; the types of problems presented; reflections
and not-so-successful implementations of student-led
by students and teachers and a concluding summary of how $40 EACH (MEMBER)
mathematical problem-solving groups and mathematical $50 (NON MEMBER)
best to introduce and sustain a problem solving approach at a BUILDING ENGAGEMENT
peer-support programs. The main section of the presentation 4–10
whole school level. IN MIDDLE YEARS
will provide participants with practical strategies for CUBES IN THE CLASSROOM 1–6 MATHEMATICS
D18 USING VISUAL MODELS AND engaging their strongest young mathematics students in
these programs and contextualising the structures to fit their Linking or connecting cubes may be used Building Engagement in Middle Years Mathematics
MISCONCEPTIONS TO DEEPEN for early years construction, particular with the
purpose. If practical, the presentation will conclude with provides teachers with a range of original learning
UNDERSTANDING IN MIDDLE YEARS addition of extra piece such double cubes, joiners sequences focused on the mainstream content of
interested participants given the opportunity to workshop
MATHEMATICS and half cubes. the Australian Curriculum.
their ideas for implementation at their schools. 2cm linking cubes may then be used later in the Each sequence has been developed in line with the
(Technology to enhance investigation, Exploring effective school to introduce number ideas, algebraic most recent research into mathematical learning
pedagogies) D20 EVIDENCE-BASED MULTIPLICATION IN thinking, measurement ideas such as volume and and is designed to have a low floor and high ceiling,
THE CLASSROOM spatial ideas involving viewing cube constructions with multiple entry points for Years 7-8 students of
Kathy Lin, Edrolo from different angles. This book by Dr Paul Swan varying abilities.
(Year 7 to Year 8) (Improving individual and societal outcomes) will help teachers gain the most from the existing
The first task in each sequence activates existing
1cm and 2cm cubes found in most storerooms and
knowledge and creates awareness of the need for
In this practical hands-on session, participants will explore Michael Nelson, Drysdale Primary School get the cubes into classrooms.
new learning, while subsequent tasks consolidate
how to use visual models and misconceptions to help (Year 3 to Year 8) $21.50 (MEMBER) and extend this learning, helping students see the
students learn new concepts, building a deep conceptual $26.90 (NON MEMBER) ‘bigger picture’.
Multiplication and multiplicativity thinking remains the
understanding (beyond rote learning procedures). By most important factor in the development of students $68 (MEMBER)
workshopping several examples, participants will explore mathematical knowledge and is responsible for the gap in
$81.60 (NON MEMBER)
WHAT’S THE ANGLE
how visual models and explicitly addressing misconceptions understanding within classrooms. This presentation goes
5 –9
PYTHAGORAS?
are powerful tools to not only support students but provide beyond just the theory and focuses on how teachers can On a trip to Egypt, Pythagoras’ curiosity helps him
formative data to inform differentiated instruction. Whether deliver an evidence-based multiplication in their classrooms, discover the secret of the right triangle. A clever
you’re a beginning teacher or looking to refresh your including rich and engaging tasks, assessment tasks and how introduction to the Pythagorean Theorem.
strategies for teaching middle years, this session will give you to build materials and manipulatives into normal lessons. $12 (MEMBER)
practical insights and ideas to scaffold and support student $15 (NON MEMBER)
learning. Commercial presentation
TO ORDER
THE MATHEMATICAL
THE MATHEMATICAL
52 53
KEYNOTES: Friday, 9.15am-10.15am
KF01 MOTIVATING STUDENTS IN a productive disposition toward mathematics. We will share
MATHEMATICS THROUGH CONCEPTUAL tasks and pedagogical approaches to effectively engage
PLAYWORLDS AND REALWORLD students in problem solving and mathematical reasoning
SITUATIONS which also developed conceptual understanding and
procedural fluency.
(Improving individual and societal outcomes, Technology
to enhance investigation, Exploring effective pedagogies, Supported by
Valuing evidence)
Marilyn Fleer, Monash University
(F to Year 6)
Recently a Year 6 teacher who participated in a curriculum
project with the Conceptual PlayLab asked his students if KF03 VALUING AND EXPLORING HOW
they enjoyed being taught mathematics through the new TECHNOLOGY ENHANCES MATHEMATICAL
approach. Every child enthusiastically put up their hand! He INVESTIGATION AND DISCOVERY
said, “If I can engage every child in mathematics, then I am
going to teach like this all the time!” In this session we will (Technology to enhance investigation)
SESSION move from creating engaging moments in mathematics to

planning and fostering how to motivate child mathematicians.
Thomas Moore, EngageME Mathematics, Rachael
Whitney-Smith, Australian Curriculum Assessment
DETAILS
We will introduce a Conceptual PlayWorlds for Foundation-
and Reporting Authority (ACARA), Peter Fox, Texas
Year 4 and RealWorld situations for Years 5-6 students, and
Instruments and Allason McNamara, Trinity Grammar
discuss this model as the basis for motivating and engaging
School
students. Our evidence-based model has come from 20
FRIDAY
(Year 7 to Year 12)
years of research into imagination in STEM and imagination
in play. Through video examples of real-world practices from The panel will discuss how technology in the classroom
2 DECEMBER 2022 Laburnum Primary School we will explore the 5 planning

characteristics of this model for successfully engaging and
may enhance student learning, provide opportunities for
mathematical exploration, deep thinking, developing the
motivating students in mathematics. proficiencies, and enhancing engagement. It may provide
opportunities for collaboration, demonstrating algorithmic
thinking, modelling, and exploring real world data to
KF02 FROM PROBLEM SOLVING AND contextualise learning. Some technology may also provide
REASONING → UNDERSTANDING AND analytical data to support monitoring student progression.
FLUENCY However, technology can lead to inequality of access,
distraction and procedural learning focusing on skill and drill
(Exploring effective pedagogies) reflecting a lack of reasoning. Some topics require the use of
technology e.g. statistical graphing in the middle years. All
Jill Brown, Deakin University and Melanie O’Reilly, the VCE mathematical study designs mandate appropriate
Findon Primary School use of technology. How do you use technology to achieve
(Year 3 to Year 6) goals and meet requirement? How can technology enhance
Mathematics can be challenging to teach and to learn. mathematical investigation and discovery for students?
Improving the quality of teaching and learning mathematics Join us at this panel keynote to explore and challenge
occurs when both teachers and students work together. thinking on how we value technology. We will focus on the
Jill (mathematics education researcher) and Mel (School advantages technology brings when used effectively as
Mathematics Leader) spent 5 years working together with a teaching and learning tool and discuss ideas to remove
teachers and students in one Primary School. Our keynote technology roadblocks that may exist, to enhance your own
will present and discuss some ideas we used to motivate implementation.
and engage learners in mathematical activity. We will
illustrate approaches to developing the capacity of learners
to collaborate and communicate mathematical ideas. Our
focus was on all the four proficiencies and development of
THE MATHEMATICAL
55
KEYNOTES: Friday, 9.15am-10.15am (cont.)
KF04 PROBLEM SOLVING AND
REASONING CAN BUILD MATHEMATICAL
UNDERSTANDING AND FLUENCY
Evidence-based approaches for effective numeracy and Peter Sullivan, Monash University
mathematics teaching from birth to Level 10 can be found (Year 7 to Year 10)
in the department’s Mathematics Teaching Toolkit.
Problem solving and reasoning can be learned. Problem
New resources include Middle Years Maths Challenges
and an extension of the Foundation to Level 2 solving and reasoning can foster understanding and
suite of resources to include the Flip Make Play fluency rather than being merely the application of those
Cardsets and a Teacher Guide for the Mathscots proficiencies. Using examples from the secondary curriculum,
animation series. the presentation will elaborate how effective pedagogies can
Mathematics Monographs exploring research
engage and equip students to be problem solvers, and critical
and evidence in key focus and Numeracy and creative users of mathematics.
Across the Curriculum (Level 7 to 10)
Brought to you by
resources are now available.
Find out more:
www.education.vic.gov.au/mathstoolkit
KF05 MATHEMATICS EDUCATION:

CHANGING TIMES, CHANGING PRACTICES
pedagogies, Valuing evidence)
Catherine Attard, Western Sydney University
(F to Year 8)
Mathematics education is evolving. The past two years
have seen unprecedented interruptions to education due
to COVID-19 and interruptions such as these are rare
occurrences. As mathematics educators we need to use
this moment in time, against the backdrop of significant
curriculum renewal, as an opportunity to reflect on what
we learned during the disruptions. In response, we need to
recalibrate our practices: change what we do and how we do
it to enhance the learning and engagement of our students.
Then, we need to refocus and move forward with delivering
high quality, effective mathematics education that suits the
needs of every learner, everywhere, every time. In this keynote
I will discuss aspects of mathematics education that are critical
for student success such as student engagement, the use of
digital resources, and effective assessment and planning in
mathematics. Suitable for P-8.
Brought to you by
Explore our full range of classroom resources, including

helpful tips to optimise the use of your fx-CP400 or Casio
scientific, now at www.casioeducation.com.au
THE MATHEMATICAL
56 57
ONLINE SESSION: Friday, 10.25am-10.55am
THESE SESSIONS ARE ONLINE ONLY AND WILL RUN DURING MORNING TEA
0F02 A SCHOOL WITHOUT BOOKS
OF03 CREATING MATHEMATICAL
INVESTIGATIONS & SACS IN GENERAL
MATHS UNITS 1 - 4
MAVSHOP
Doug Williams Mathematics Centre
(F to Year 6)
Not possible! A school without books would have an
Kevin McMenamin Mentone Grammar MAV MEMBERS GET A DISCOUNT ON ALL STOCK
impoverished curriculum. Books are chosen by students
for fun and lead to literacy and literary adventures. Books The 2023 Study Design sees an increase in weighting
are chosen by teachers for small group and whole class allocation (Unit 3 and 4) to School Assessed coursework
adventures. It’s the same with maths tasks. Chosen by to 40% of overall assessment as compared to 34% in MATHS ON THE GO F–6 MOLLY AND THE 5–10
students for fun and leading to skill development and BOOK 1 MATHEMATICAL MYSTERY
current study Design and an introduction of Mathematical
reasoning adventures. Chosen by teachers for small group or Investigations to the Unit 1 and 2 level. With the increased This easy-to-use book contains activities that are Find the clues and lift the flaps on this
simple to organise and implement, require mathematical mystery! Join Molly as she ventures
whole class mathematical adventures. And they are the only emphasis on school assessed coursework it is important minimum equipment, and are easily adapted into a curious world where nothing is quite as it
problem solving resource that integrates the use of concrete teachers are aware of how to write, develop and assess, across a range of years and age levels. The seems... A trail of clues lead from scene to scene,
materials. In this workshop you play with sample tasks and (according to criterion mapping), appropriate Application activities cover the four content strands: number, presenting Molly with a number of challenges. But
learn how to create your own Task Library within an on-going, and Modelling and Problem Solving Tasks. This session will chance and data, measurement and space. who is leaving the clues and where will they lead?
self-directed professional development programme. outline all these aspects. $42 (MEMBER) This brilliantly created book shows maths isn’t just
$52.50 (NON MEMBER)
about numbers and sums... it’s also about using
your imagination, making sense of the world, and
making seemingly impossible things possible!
More details coming soon for other rooms. An explorative and creative approach to the
MATHS ON THE GO F–6 sometimes daunting topic of maths.
BOOK 2
$27.90 (MEMBER)
Make the most of every minute of the day: $33.50 (NON MEMBER)
• 3 minutes before morning recess
• 2 minutes between library and lunch
• 5 minutes at the end of the day.
Expert insights to address the gaps in Australian maths classrooms The activities MATHOLOGY LITTLE F–2
• are easy to organise and implement BOOKS: BIG BUDDY DAYS
• require minimum equipment, or none at all Mr. Kesting’s Year 2 class are excited. They’re
• are easily adapted across a range of year and going to be Big Buddies! What will they do with
age levels their little Buddies – and how will they decide?
• can be readily used as part of any maths
program This pack contains:
• are perfect for revision or extension. • 6 copies of the Mathology Little Book - Big
Buddy Days
$42 (MEMBER)
$52.50 (NON MEMBER)
• 1 copy of the corresponding Teacher’s Guide.
• Big Buddy Days is 24 pages in length and
suited for the Year 2 Australian year level.
The Teacher’s Guide is 40 pages in length.
THE VERY HUNGRY F–4 The Teacher Guides provide scaffolded, hands-on
CATERPILLAR activities with concrete materials, with no need for
Eric Carle’s children’s classic is the story of a very workbooks or worksheets. There are also down-
small and very hungry caterpillar who manages to loadable Line Master resources for each book
nibble his way through the pages of this enchanting which can be accessed via Pearson Places.
book. Every child should experience this wonderful,
cumulative story, with its brightly coloured pictures $56.40 (MEMBER)
$70.50 (NON MEMBER)
of the tiny but greedy caterpillar that eats his way
through one apple, two plums and three pears
before turning into a beautiful butterfly.
Download at oup.com.au/mathsgap $12.70 (MEMBER)
$15.90 (NON MEMBER)
TO ORDER
THE MATHEMATICAL ASSOCIATION OF VICTORIA THE MATHEMATICAL
58 59
SESSION E: Friday, 11am-11.50am
E01 QUESTIONING AND DIALOGUE IN They will discuss common errors that students made on the highly differentiable and suitable for upper primary to middle those questions where students using one technology have
EARLY YEARS CLASSROOMS 2021 examinations. Cathy will talk about Exam 1 and Allason secondary students. a time advantage over students using the other technology.
Exam 2. The statistics for each question will also be shown. The session will be a presentation but participants will be
(Achieving greater equity, Exploring effective E07 VISUALISING DECIMAL PLACE VALUE encouraged to discuss and provide alternative solutions.
pedagogies) E04 2023 FOUNDATION MATHEMATICS TO BUILD UNDERSTANDING
UNITS 1 - 4: AN OVERVIEW AND E10 MATHS IN SCHOOLS: NATIONAL
Leonie Anstey, Department of Education and Training (Achieving greater equity, Exploring effective TEACHING AND LEARNING RESOURCES TO
INFORMATION SESSION
(F to Year 2) pedagogies, Valuing evidence)
SUPPORT MATHEMATICS AND NUMERACY
As educators, it is important to explore questioning skills Antje Leigh-Lancaster, Leigh-Lancaster Consulting
and techniques to bring mathematics dialogue to life in our Kevin McMenamin, Mentone Grammar (Year 3 to Year 8)
classrooms. This session will have a hands-on workshop (Year 9 to Year 12) Debbie Reinholtd, The University of Adelaide, Genovieve
approach to explore skills and techniques for enhancing One of the challenges when developing understanding of
Grouios, CSER STEM Team-Maths in Schools and John
dialogue in your classroom/context. The mathematics focus The new Study Design has expanded the initial offering of decimal place value is to represent the size of the smaller
West, Mathematical Association of Western Australia
of this session will be number and measurement contexts. All Foundation Mathematics to now include Units 3 and 4. This place values in correct proportion. In this hands-on session
(MAWA)
resources used in this session are available (free) to all schools session will provide an overview of the study, present general you will have the opportunity to engage with a fresh approach
(F to Year 10)
and contexts. information on a suitable course and work through some to introducing decimals (10ths, 100ths and 1000ths) using
possible Mathematical Investigations. This session would be a combination of printed numberlines, number talks and a The Maths in Schools project is a collaborative national
E02 THE MAGIC OF LEARNING MATHS suitable for those new to teaching this study of Mathematics. specially developed numberline template in Excel. One of project funded by the Australian Government Department
SOCIALLY the benefits of using a spreadsheet is the visual representation of Education, Skills and Employment (DESE) and delivered
E05 HOW TO BUILD MATHEMATICAL of decimal place value and the relationships between in partnership with Education Services Australia (ESA) and
(Improving individual and societal outcomes, Exploring THINKING WITH GAMES them. This also leads nicely into equivalence and rounding. the University of Adelaide (UoA). The Maths in Schools
effective pedagogies) Handouts and the Excel template will be shared with project provides free support for mathematics and numeracy
participants. Participants are encouraged to bring a laptop. teachers of Foundation to Year 10 students through online
Andrew Lorimer-Derham, Think Square
(Year 3 to Year 8) Michaela Epstein, Maths Teacher Circles courses, face-to-face and/or virtual professional learning and
E08 FUN WITH DRAWINGS USING TI-NSPIRE, provision of a repository of teaching and learning resources
(Year 3 to Year 10)
Teaching is a human experience. We didn’t enter this FOOTY JUMPERS SHAPES AND COLOURS through an online Mathematics Hub (Maths Hub) and
profession to deliver content to faceless black squares, we Too often, maths is considered dry and confusing. But, yet it Numeracy Check. This presentation will introduce you to a
can offer so much more than these stereotypes suggest. In (Technology to enhance investigation)
did it to connect with young people and help them thrive. suite of professional learning in mathematics and provide an
Sadly, many students are not thriving back in the physical this session, you’ll look at a side of maths that is fascinating, Raymond Rozen, RMIT and Shane Dempsey, overview of the integrated key components of the project
classroom. Those used to clicking ‘mute’ and opting out are fun and gives learners of all ages experiences that leave them Hamilton College being delivered by the University of Adelaide’s CSER STEM
anxious and find it hard to contribute in class, others find it hungry for more. With a focus on mathematical games, (Year 11 to Year 12) Team. Learn about our three free online courses for teachers
impossible to focus with less work or consider those around you’ll explore how to not only support students to view in Foundation - Year 2, Year 3 - Year 6 and Year 7 10 in
them. Now more than ever, students need humanising maths differently, but to also help them become stronger The latest version of TI-Nspire has intrinsic functions to draw addition to our suite of webinars and downloadable resources.
in-person experiences where they are encouraged to share mathematical thinkers. and fill shapes. In this hands- on session we will use TI-Nspire The resources are designed to be flexible, self-paced and
ideas, work together, resolve conflict and value one another. to write programs to draw and colour some of the AFL footy enable contextualisation to suit your local school needs and
E06 PATTERNS IN ART AS MATHEMATICS teams jumpers. Come along to this colourful activity and
This workshop will deliver a range of mathematically rich, learning priorities. This presentation is particularly targeted at
communal experiences we so desperately need to recover the ENRICHMENT use coordinate geometry and learn STEM concepts and school and curriculum leaders as well as interested individual
personal and social capacity that has been lost. Come and programming skills. Please bring along a TI-Nspire CX II teachers including preservice and teachers who are out of
experience the magic of gathering in person. CAS calculator, or your laptop with TI-Nspire. field.
Jennifer Palisse, Monash Tech School
E03 2021 MATHEMATICAL METHODS E09 COMPARISON OF CAS TECHNOLOGIES E11 WORKING SMARTER, NOT HARDER AS A
(Year 5 to Year 8)
EXAMINATIONS IN VCE MATHEMATICAL METHODS NUMERACY LEADER
Looking for in-depth investigation projects for students EXAMINATIONS
(Improving individual and societal outcomes, Valuing who love to draw? In this session, we will show case some (Exploring effective pedagogies, Valuing Evidence)
evidence) activities we have used as part of our Supersigma program, (Technology to enhance investigation)
an enrichment program that forms part of the Victorian Angela Rogers, RMIT University
Allason McNamara, Trinity Grammar School and Neale Woods, Retired (F to Year 6)
Challenge and Enrichment Series. In this workshop, we (Year 11 to Year 12)
Cathy Devlyn, Fintona will explore patterns within spirographs, string art, and
(Year 11 to Year 12) Are you a Numeracy Leader? Do you feel stretched
spiralling squares. Each task involves an engagement artistic In this workshop, Neale Woods will present a series of VCE covering everything required of you in your role? Do you
Allason and Cathy will do a similar session to the 2022 MAV component as well as an open-ended investigation drawing Mathematical Methods Examination 2 questions comparing find it challenging to strike a balance between modelling
Meet the Examiners Lecture for Mathematical Methods. from mathematics beyond the curriculum. Mathematical skills solutions obtained using TI-Nspire CAS and Casio ClassPad. in classrooms, supporting teachers in planning, facilitating
required involve fractions and modular arithmetic. Tasks are As time is vital in these examinations, the emphasis will be on

60 61
SESSION E: Friday, 11am-11.50am (cont.)
PLTs, and keeping the maths resource room in order! If this is E14 COMPUTATIONAL THINKING IN little to no relevance beyond getting a ‘good grade’. While the E19 MATHEMATICAL INVESTIGATIONS
something you struggle with (and let’s face it, who doesn’t?!), PROBLEM-SOLVING, AND ITS APPLICATION importance of fostering numeracy in young learners through - IDEAS FOR THE NEW VCE UNIT 1 & 2
this session is for you! In this practical presentation, Ange will TO MATHEMATICAL INVESTIGATION real-world contexts is accepted, there is still a great need to COURSES
run through her top 10 tips for working smarter not harder better understand what makes a maths learning experience
as a Numeracy Leader. Ange will present ideas around (Technology to enhance investigation, Exploring effective ‘relevant’ for those involved. This session looks at different (Exploring effective pedagogies, Technology to enhance
intervention, enrichment, yearly planning, unit planning, pedagogies) examples of mathematics learning and what makes them investigation)
selecting quality assessments, running PLTs, modelling ‘authentic’; relevant to the actors involved. We’ll also consider
Brian Lannen, Murray Mathematics Curriculum Services Peter Fox, Texas Instruments
lessons, selecting resources and developing a community of strategies used to help plan for mathematical relevance.
(Year 9 to Year 12) (Year 11 to Year 12)
learners among your staff. You will walk away from this session
with simple but effective changes you can make to begin How much do you think about thinking? Algorithmic
E17 SLOW MATHS - TAKING THE TIME YOU Looking for some free, ready to use Mathematical
2023 with a fresh, streamlined approach to leading change in processes are a natural part of mathematics and, although we NEED TO BE A GOOD PROBLEM SOLVER Investigations for 2023? Teachers in this session will be
your school. can assign some of this to technology, humans need to also provided with a selection of Mathematical Investigations and
(Exploring Effective Pedagogies)
play an active and creative role in the partnership. No wonder choose which ones they would like to immediately explore.
E12 PROBLEM SOLVING AND there is such a focus on this in the newly revised VCE Study Janine Sprakel, Australian Maths Trust (AMT) and Sample contexts include: Fibonacci Sequence (including
REASONING CAN BUILD MATHEMATICAL Design. In this workshop we explore the notion of what this Stephanie Loiacono, Berwick Secondary College pseudo code opportunities), modelling and qualitative
UNDERSTANDING AND FLUENCY - PRIMARY thinking is all about and examine the principles of setting up (Year 3 to Year 8) analysis of rates of change from real data, modelling
(Exploring effective pedagogies) simulations and processes to model and investigate problems. superannuation and simulations to investigate the sample
The discussion will be illuminated with examples suited to Being ‘good’ at mathematical problem solving takes time. mean distribution of an experiment. Content will also be
Many of our students have made the connection between
Peter Sullivan, Monash University problem solving and investigations from Years 9 to 12. available in Word format so teachers can edit to suit individual
speed of results and being good at maths. But is this what we
(F to Year 6) needs and technology platforms. Examples focus mainly on
E15 FROM THE GROUND UP: HOW TO START really want them to believe about mathematics? While recall Unit 1 & 2 VCE Mathematics courses – General + Methods +
Problem solving and reasoning can be learned. Problem A NUMERACY NETWORK of facts is important, speed is not the most valuable skill we Specialist
solving and reasoning can foster understanding and want students to develop. For teachers, time is important
fluency rather than being merely the application of those (Achieving greater equity, Improving individual and in the preparation phase of our planning. We need to give E20 GOOD QUESTIONS AND GOOD
proficiencies. Using examples from the primary curriculum, societal outcomes, Valuing evidence) ourselves time to do the problems we give to students, QUESTIONING: TASKS IN THE MATHEMATICS
the presentation will elaborate how effective pedagogies can time to develop enabling and extending prompts and time CLASSROOM
Bernadette Pearce, Catholic Education Sandhurst Ltd,
engage and equip students to be problem solvers, and critical to consider what our students might do with a particular
Sue Kerlin, St Josephs Primary School, Stacey Lamb, St
and creative users of mathematics. problem so we can better support them. In this session we (Exploring effective pedagogies, Valuing Evidence)
Bernard’s Primary School, Georgia Sofra, Notre Dame
look at problem solving as a way to help students to develop a
E13 POINTS, LINES, PLANES AND SURFACES College, Lauren Gould, St Mary’s Echuca and Andrea Carmel Mesiti, University of Melbourne
deep understanding of concepts, giving them time to do the
IN R3 Skahill, Marian College (Year 3 to Year 10)
thinking and take the maths slowly.
(F to Year 10)
(Exploring effective pedagogies) Whole class discussion and discussion among students
What can be gained from investing time and energy in
E18 WHAT IS PSEUDOCODE( A NEW
are two important elements of constructivist-led teaching.
Brian Stokes, Monash University forming and participating in a Numeracy Network? Learn LEARNING IN VCE MATHEMATICS STUDY These discussions are organised in such a way so that pupils
(Year 11 to Year 12) from the leaders and teachers who created a Numeracy DESIGN)? TOOLS AND KNOWLEDGE may discover something new, formulate a hypothesis or
Network from the ground. Gain an understanding of how REQUIRED. confer about different solutions to an assigned task. The
The parametric equation of a line will be introduced. The the Numeracy Network provided opportunities for leaders, main characteristic of ‘good’ questions is the opportunity for
equation of a plane will be discussed and illustrated. The (Exploring effective pedagogies, Technology to enhance
teachers and academics to connect, explore and learn from answers at different levels of sophistication (Sullivan & Clarke,
distance between two parallel planes will be determined using investigation)
and with one another. This session highlights how school 1988). This session will introduce participants to features
a simplified formula and then using a more detailed method. Numeracy Leaders from Catholic Education Sandhurst Sanjeev Meston, Firbank Grammar of good questions and good questioning. Participants will
The distance between two lines in space will be calculated Ltd created a movement across the Diocese to feel more (Year 11 to Year 12) be given sample tasks and sample student responses for
and the distance of a line from a point will be discussed. The connected and gain knowledge. reflection and discussion. Characteristics of good questioning
line of intersection of two planes will be derived and the angle Pseudocoding is a new inclusion in the VCE Mathematics for orchestrating class discussion will be identified.
between two planes will be calculated for a specific case. E16 UNDERSTANDING AND CREATING study design. This session will be an introduction to
Surface areas and volumes will be determined for second MATHS LEARNING RELEVANCE Pseudocoding. The TI Nspire CX-II calculators now have a
degree surfaces using calculus. This session will be focussed provision to code in Python, TI Basic and Lua. This session
on a geometrical consideration of points, lines, planes and (Achieving greater equity, Improving individual and will demonstrate the use of Python programming/coding
surfaces in R3. societal outcomes, Exploring effective pedagogies) language on TI Nspire to understand Pseudocoding. Python
Alex Box, Education Specialist is one of the easiest languages to code in. In this Introductory
(F to Year 6) session we will Investigate and write mathematical programs
and simulations to understand the mathematics better and
Mathematical relevance - what does it look like? Where does do cross-curriculum learning as part of STEM. It will enhance
it fit in a program? And what strategies can be used to help computational and algorithmic thinking.
plan for it? For many learners, classroom mathematics has
62 63
SESSION F: Friday, 12pm-12.50pm
F01 WHY ARE WE EXPLORING and Peter Sullivan, and the strategies for co-construction F05 STOP! STOP! THE LESSON’S ALREADY F07 HIGH YIELD DAILY ROUTINES THAT
DIFFERENTIATION? of learning intentions and success criteria as a learning DEAD! BUILD MATHEMATICAL UNDERSTANDING
assessment tool by Glen Pearsall. AND DISCUSSION
(Achieving greater equity, Exploring effective (Exploring effective pedagogies)
pedagogies) F03 FRACTIONS, DECIMALS AND (Exploring effective pedagogies)
PERCENTAGES @ YEAR 7 David Innes, Consultant
Carmel Delahunty, Yeshivah-Beth Rivkah Primary Schools (Year 5 to Year 12) Elizabeth Irwin, Independent Education Consultant
and Judy Gregg, Consultant (Exploring effective pedagogies) (F to Year 4)
(F to Year 6) The hardest lesson for David Innes, notorious lover of his
Anthony Harradine, Potts Baker Institute, Prince Alfred own voice, to learn was to shut up. Students should do more, Daily mathematical routines are low preparation and high
Including and engaging all students in your maths lesson can College teachers talk less. In this session, David will be exploring yield short activities focused on building strong number
be a challenge, as we want all students to enter the ‘learning (Year 7 to Year 8) effective pedagogies that encourage and motivate students sense, student engagement, curiosity and classroom
pit’, be supported in their productive struggle, and succeed. to participate. Mathematics teaching is far more effective discourse. These routines develop critical and creative
We need to provide opportunities for students to apply What might the teaching of fractions, decimals and when we communicate efficiently, effectively and precisely. thinking, reasoning and problem solving with students sharing
sustained thinking, decision-making and risk-taking. How percentages, for both understanding and fluency, look like? David will be sharing activities and philosophies that can help strategies that make sense to their learning and their peers.
can all this be achieved in a classroom with a wide range of What are the critical aspects that should be understand? students get a better sense of achievement in class. This early years focused workshop will immerse participants
interests and abilities? This workshop will explore ideas about What level of understanding should be expected? How might in various hands-on routines that can be quickly and easily
how to adjust challenging tasks to meet the learning needs of we accommodate a variety of levels of prior knowledge, F06 MATHEMATICS, SCIENCE, AND CODING implemented. They are all aligned to the Maths proficiencies
all students. You will practice writing enabling and extending and confidence, in the one classroom? These questions, COME TOGETHER: STEM-ORIENTED and processes of the Australian Curriculum and build rigorous
prompts which will assist all students to access the tasks, and and others, fuelled 18 months of effort to develop a set of CODING IN SCRATCH AND PYTHON student discussion in the classroom.
thereby experience success. materials that support the teaching and learning of fractions,
decimals and percentages @ Year 7. The materials include (Technology to enhance investigation) F08 CONCEPT-BASED LEARNING IN MIDDLE
F02 WHAT IS THE PURPOSE OF THIS printable and online components and have been tested with YEARS MATHEMATICS
Sebastian Sardina, RMIT University and University of
LESSON? EFFECTIVELY HARNESSING real Year 7 students. In this session I will provide answers to the
Melbourne and Max Stephens, University of Melbourne (Exploring effective pedagogies)
LEARNING INTENTIONS AND SUCCESS questions above and introduce the materials to you.
(Year 5 to Year 8)
CRITERIA F04 EFFECTIVE USE OF CAS TECHNOLOGY Guanghua Wu, Oakleigh Grammar
This is planned as a face-to-face workshop for teachers in (Year 9 to Year 10)
(Exploring effective pedagogies) IN 2022 SPECIALIST MATHEMATICS EXAM the upper primary and junior secondary years. There will
(Technology to enhance investigation) also be online access for those who cannot attend in person. “Mathematics is a concept domain. It is not, as many people
Niyati Robson and Jayde Cairns, Regency Primary School
The session will demonstrate how technology can support think, a list of facts and methods to be remembered.” This
(F to Year 6)
Peideng (Martin) Nie, Austin Education Pty Ltd and promote mathematical and science investigation and presentation is based on the presenter’s Practitioner Inquiry
This presentation is about the effective use of learning (Year 11 to Year 12) discovery. To do so, participants will design, share, and trial of the Teaching Excellence Program (TEP) organised by
intentions and success criteria in planning and delivering coding activities in Scratch and Python that are suitable the Victorian Academy of Teaching and Leadership. When
This presentation is intended to share effective use of for mathematics and/or STEM classes in Years 5 to 9. students embark on their mathematics learning at their
mathematics lessons, and using them as a driving force to
CAS calculators in 2022 Specialist Mathematics Exam Concretely, the session will explore the use of math to support secondary level, particularly in more senior years (Year 9 and
convey the purpose of the lesson. Very often the learning
2.The presenter will demonstrate both TI Nspire and Casio physics modeling which involve reasoning about concepts above), many of them tend to perceive maths as a subject
intention and success criteria are written based on curriculum
CP400. For certain questions, the presenter would possibly such as location, gravity, velocity and acceleration, friction, predominantly based on procedures. They think that as long
outcomes, and teachers are so focussed on those that
demonstrate Mathematica uses. All attendees will receive and collision. These activities will be suitable for those as they are fluent in the methods, procedures, or formulae of
the purpose of the lesson is lost. This presentation looks
a copy of presentation material including detailed CAS use wanting to introduce Computational Thinking and Coding a topic, they would master the topic. Part of the reason for
at real world mathematics lessons within an inquiry based
for each question and relevant analysis.Similar documents for the first time to enrich and support mathematics learning. such perception is how teachers approach secondary maths
instructional model, and how these lessons can be easily
prepared by the presenter for Specialist Mathematics Written For those who are a little more experienced, we will set up a and how popular textbooks are structured. The problem with
adapted to make them more purposeful for teachers and
Exam 2 (2019NHT, 2020, 2021 and other years) will website before the conference where you can post something this procedure-orientated approach is both teachers and
allow a greater sense of learning ownership for students.
also be shared with attendees, and these documents can be related to the session that has worked successfully for your students often ignore the conceptual understanding of the
By empowering the students to become owners of their
viewed through via: https://drive.google.com/file/d/1OCpvJ students; or something you would like to improve. These can topic. Concepts help organise vast amounts of information
learning there is a natural progression across the proficiencies;
KinHB0wpIKoR4u9X3ooxRB8OM4M/view?usp=sharing be shared before the session and will be integrated into it, as into manageable units and make sense of new information.
particularly looking across the problem solving and reasoning
proficiencies; encouraging critical, creative, and reflective far as possible. As you can see, it’s about sharing and learning Enduring understandings are concepts that are timeless,
learning. The lessons have been taught by teachers in together. The website will remain active. universal, and abstract. Mathematics teachers must aim
Victorian schools, and the reflections and changes made at conceptual understanding rather than mere procedural
cover learning outcomes as well as formative assessment fluency. The inquiry started with a concept-based approach
opportunities throughout, linking to the High Impact for a Year 9 Linear Relations unit and expanded to other
Teaching Strategies. The ideas in this presentation draw on topics of other year levels. By driving teaching and learning
the use of verbs as proficiencies as referenced by Matt Sexton with “big ideas” or concepts, teachers are able to help

64 65
SESSION F: Friday, 12pm-12.50pm (cont.)
students make connections between discrete facts to build F11 CHECKING FOR UNDERSTANDING: F13 UNPACKING THE MATHEMATICAL F15 NUMERO - ENGAGE & HAVE FUN WITH
up their schema of knowledge, It also helps teachers decide ACHIEVING GREATER EQUITY IN THE PROCESSES IN THE NEW AUSTRALIAN MATHS
on the scope and sequence in a way that they teach for MATHEMATICS CLASSROOM CURRICULUM: MATHEMATICS (SECONDARY)
deep-understanding rather than trying to “get through the (Improving individual and societal outcomes, Exploring
curriculum”. The presentation will share the experience, (Achieving greater equity, Exploring effective (Technology to enhance investigation, Exploring effective effective pedagogies)
evidence, and practices in this practitioner inquiry. pedagogies, Valuing evidence) pedagogies)
Julie Richards, Independent Education & Training Pty Ltd
F09 GEO-PRO, POLYHEDRA AND 20 FREE Cassandra Lowry, St Francis of Assisi Tarneit Rachael Whitney-Smith, Australian Curriculum (F to Year 10)
WORKSHEETS BOOKS (F to Year 6) Assessment and Reporting Authority (ACARA)
Join this fun, hands-on workshop to see what Numero can
(Year 7 to Year 10)
(Achieving greater equity) Classrooms are busy places and too often, as teachers, we do for your students! Learn to play the game as well as teach
hurry though a lesson by seeking responses from a handful This presentation is aimed at unpacking the mathematical it. You will be introduced to all aspects of the game to ensure
Geoff Phillips, Geoff Phillips Publications of more capable students. This process can have a negative processes in the new Australian Curriculum: Mathematics you leave this session with the tools to introduce Numero to
(Year 7 to Year 12) effect on achievement as students will wait for others to version 9.0 for Secondary Mathematics teachers. your classroom. You will see how Numero can engage with the
respond, be reluctant to share their own approaches and may Mathematical modelling, Computational thinking, Statistical disengaged, and connect with those who are already lovers
Author and former secondary teacher Geoff Phillips will take begin to form ill-conceived beliefs around the importance investigation and Probability experiments and simulations of maths. Numero provides a fun, almost contagious, way to
participants on a tour of his latest mathematics template, of speed and assertiveness. This workshop will look to are not new to mathematics, but are now explicitly included focus on fluency, problem solving and reasoning. It is ideal for
Geo-Pro, and demonstrate its protractor, map scale, giant build on the ideas of Rosenshine’s Principles of Instruction as essential learning in content descriptions and achievement introducing and reinforcing both simple and complex maths
polyhedra shapes, 5 mm to 380 mm diameter circle maker by suggesting practical ways that teachers can check for standards in the revised Australian Curriculum: Mathematics. concepts, with easy differentiation for your varying abilities,
and much more. Each participant will receive a free Geo-Pro student understanding using more inclusive strategies. It will Workshop participants will be provided some background to along with pair, team and solo activities. Julie is the Numero
with 72 page lessons/instructional booklet and free access to demonstrate how these strategies can be used to increase support their inclusion, examples of how the processes can be specialist and her passion for this game is contagious!
20 free pdf books containing thousands of free worksheets, active participation within the classroom and at the same time developed in practice, links to existing resources, alignment
activities, posters and other resources for dozens of topics promote greater equity across the learning community. to senior secondary courses and an opportunity for discussion F16 GOING BEYOND ‘SHARE TIME’
across years 7-12 Mathematics. Commercial presentation about the impact these have on curriculum planning, (Exploring effective pedagogies)
F12 SIX OF THE BEST- OUR ALL-TIME classroom pedagogy and assessment.
F10 INSPIRATIONS FOR USING
FAVOURITE MATHS LESSONS Ellen Corovic, Corovic Consulting and Jane Hubbard,
MATHEMATICS AND CODING IN CLASS F14 POSTER PROBLEM CLINIC Melbourne Archdiocese Catholic Schools (MACS)
ACTIVITIES TO CREATE ARTWORKS (Exploring effective pedagogies)
(F to Year 6)
(Technology to enhance investigation) Michael Minas, Love Maths and Rob Vingethoets,
The summary phase is an often overlooked part of the lesson
Consultant Doug Williams, Mathematics Centre
Georgia Gouros, Virtual School Victoria with teachers frequently running out of time, or inspiration.
(Year 5 to Year 12) In this session, Jane and Ellen will explore the importance of
Presenting together at a conference for the first time in The starting point for a mathematician’s work is an interesting utilising the summary of the lesson to pull learning together
Student activities to encourage conversations, deeper four years, Mike and Rob bring the energy from their highly problem; a question as yet unanswered, but with something in preparation for the following lesson. Several teaching
understanding and application of successful series of webinars to a live audience. During about it that encourages exploration. It doesn’t matter strategies will be shared to help teachers’ planning to go
this hands-on and engaging workshop, they explore their what the problem is. It does matter that it is interesting. A beyond the traditional ‘share time’. This will be a hands-
• 2D Geometry
favourite maths lessons of all-time. Attendees will leave the Poster Problem Clinic is a technique for securing student on session where Jane and Ellen will share tasks, teaching
• Scaling and ratios interest in a word problem to help them learn to work like a strategies, and their knowledge as experienced mathematics
session with a collection of tasks that they can implement
• Recursion and fractals back at their own schools straight away. They will also gain mathematician. Adaptable to all levels it is built around Polya’s consultants.
Some ideas will be presented to develop, enhance and an understanding of the pedagogy behind each of these 4 stages. The workshop will be a Clinic and will resource you
consolidate student understanding with artistic project lessons and how this information can be used more broadly to to run a similar session to introduce your staff to this teaching
inspirations including: Impossible objects, cardioids, enhance maths teaching and learning at their school. craft tool.
tessellations and L-System recursion.
Mathematics explored, explained and applied by students in
activities using technology with coding examples in Scratch,
Snap! and Python.

66 67
SESSION F: Friday, 12pm-12.50pm (cont.)
Ensure your students know the
F17 UNLOCK STUDENT ENGAGEMENT
THROUGH SCAFFOLDED MATHEMATICAL
REASONING
(Improving individual and societal outcomes, Exploring
F19 IS IT MERELY A ‘DRILL’? A LESSON
LEARNT FROM CHINESE MATHEMATICS
‘DRILL PRACTICE’
fundamentals
effective pedagogies)
Jiqing Sun, Deakin University
Joel Townsend, Firefly Education (Year 7 to Year 10)
(Year 7 to Year 8)
Mathematics education in China is always perceived as
Discover a logical and engaging method for teaching ‘drill practice’ focused, which means students usually do an
students how to approach mathematical reasoning with extensive amount of practice to master the content learned.
Bit Maths a new resource for junior secondary. Too often, In this sense, sometimes it is criticized as heavily ‘procedural’
students transition from primary to secondary school without orientated teaching and learning. However, when closely
having been taught how to reason mathematically leaving looking at these so-called ‘drill-based’ questions, it could be
them under confident and disengaged as they encounter noticed many of them are well crafted to address students’
more complex problems. When asked to complete problems conceptual understanding, flexible thinking, and reasoning.
that require them to apply reasoning skills, such as “proving”, For instance, in algebra, many questions expose students
“explaining”, “generalising”, or “justifying”, they don’t to the structure flexibilities that are critical for mathematics
know what to do. In this presentation, you will learn how to learning at the senior level. Another example is that judging
implement a scaffolded approach to reasoning, that will not whether a statement or a procedure is correct or not is a
only help students solve complex reasoning questions and very popular type of practice, which is supportive to the
communicate their answers appropriately but also ignite development of students’ conceptual understanding. In this
their passion for mathematics in and out of the classroom. presentation, the presenter will show a range of examples
of questions in the Chinese mathematics exercise book and
F18 EXPLORING COMPUTATIONAL discuss the rich pedagogical opportunities behind them,
THINKING IN MATHEMATICS 7 - 10 which might be directly applied to Australian secondary
mathematics classrooms.
pedagogies) F20 RICH LEARNING TASKS WITH FIRST
David Leigh-Lancaster, Leigh Lancaster Consulting NATIONS COMMUNITY LINKS
(Year 7 to Year 10) (Achieving greater equity, Improving individual and
Computational thinking is a problem-solving methodology societal outcomes, Exploring effective pedagogies)
that has deep connections to mathematics. In this session, Andrew Mark, Maths Pathway/ATSIMA
participants will develop their understanding of aspects of With no prerequisites or sign-ups required, this FREE online course is a great resource
(Year 3 to Year 10) to support your students’ development of TI-Nspire™ CX II CAS technology skills and is
computational thinking, discuss how they are related to the
7 - 10 mathematics curriculum and work through a range This presentation is an introduction to some Rich Learning suitable for beginners or those wanting to refresh their skills.
of illustrative examples. A summary of key ideas and links to tasks that have been developed in a partnership between
related resources will also be provided. ATSIMA and Maths Pathway. The tasks have an introductory This self-paced course includes:
video that provides context to First Nations communities and » Video lessons presented by teachers who use TI technology daily
are designed to be conducted over two lessons with a low
floor and high ceiling structure for students. » An assessment quiz for students to check comprehension
» A certificate of completion, confirming student understanding of the basics
For details, go to education.ti.com/en-au/studentcourses.
THE MATHEMATICAL
The platform bar is a trademark of Texas Instruments.
©2021 Texas Instruments AD28946
68 69
SESSION G: Friday, 1.30pm-2.20pm
G01 CREATING SUCCESSFUL PROBLEM G13 GENERATING EQUATIONS AND DATA G05 ANALOGUE V DIGITAL: THE CHANGING more involved in maths will be a focus. Practical ideas and
SOLVING LESSONS FROM IMAGES PRODUCED BY STUDENTS FACE OF CLOCKS methods will be demonstrated and explained in ways that will
help all participants to value maths more and develop greater
(Exploring effective pedagogies) (Technology to enhance investigation) (Improving individual and societal outcomes) self belief in their own ability to learn and teach maths.
Jill Cheeseman, Monash University Stephen Broderick, St Ursula’s College, Toowoomba Margaret Thomas, Consultant G07 ENABLING LEARNERS TO DISTINGUISH
(F to Year 4) (Year 7 to Year 12) (F to Year 6) BETWEEN MEASUREMENT ATTRIBUTES,
In this workshop participants will share successful ideas Images produced by students tracing out various curves will The value of mathematics and numeracy in society and USING VARIATION THEORY
for mathematical problem solving in the primary school. be analysed with TI-Nspire software to determine the nature everyday life, and the subsequent contributions to the
Lesson plans that use manipulatives, literature as a stimulus of these curves which will include ellipses, parabolas and linear improvement of individual and societal outcomes, is
for problem posing, everyday objects, and games, will be equations. This process is then extended to determine the particularly evident when we investigate the learning of Heather McMaster, University of Sydney
examined by participants. We will describe and discuss eccentricity of the Earth’s orbit around the Sun. Images of time. Studies by Northcote and Marshall (1999) and (Year 3 to Year 8)
features of successful lessons with younger students and the Great Red Spot (GRS) will be used to develop a model Northcote and McIntosh (2016) into the mathematics used
productive approaches to problem solving. Everyone is for its disappearance this century. Further activities include by Australian adults in their everyday, non-occupational One method of designing quality tasks, is to design them
encouraged to bring along examples of lessons that work for determining the distance to the International Space Station lives found 25% to 30% of calculations were calculations according to Variation Theory (VT). The underlying principle
them. (ISS) as it transits the Moon and determining the heights of time. Analogue clocks have been around since the of VT is that by keeping one aspect (or attribute) constant,
of mountains and the depths of craters on the Moon from 1500s whereas the first digital clock was patented in 1956. the learners’ attention is drawn to the aspect (or attribute)
G02 PICTURE BOOKS - A SPRINGBOARD shadows. The relationship between brightness, altitude and Do we still need analogue clocks to inform us of the time? that varies. In this workshop you will be introduced to VT
FOR EFFECTIVE MATHS TEACHING distance to the ISS will also be investigated. Have analogue clocks been replaced by digital clocks? We and given examples of simple tasks in which the underlying
know that many children experience difficulty in learning to principle of VT is used to help students distinguish between
(Achieving greater equity, Improving individual and G04 EXPLORING TEACHING & LEARNING measurement attributes eg. the perimeter of a rectangle and
interpret the time displayed on an analogue clock, whereas
societal outcomes, Exploring effective pedagogies, OF MATHEMATICAL REASONING its area, the volume of a material and its mass.
reading the numbers on a digital clock seems to be easy. Do
Valuing evidence)
we need to continue teaching time to children using analogue Heather would like to acknowledge the Sydney University
(Achieving greater equity, Exploring effective
Jennifer Bowden, Mathematical Association of Victoria clocks? This presentation will explore how an understanding STEM Teacher Enrichment Academy, www.sydney.edu.au/
pedagogies, Valuing evidence)
and Sheila Griffin, Association of Independent Schools of the concept of time and the major Components of engage/schools/stem-teacher-enrichment-academy.html)
Western Australia Hannah Young and Dilys Potter, Collingwood College time; Awareness of time, Succession, Duration and
(Year 7 to Year 10) Measurement of time, are learned through developing a deep G08 WHO CARES ABOUT SCIENTIFIC
(F to Year 4) understanding of time measuring tools such as clocks and CALCULATORS?
Collingwood College is a culturally diverse school with a calendars.
Picture books are a springboard for creative and critical broad spectrum of students; from those with significant (Exploring effective pedagogies, Technology to enhance
teaching where students can make strong mathematical gaps in their schooling to those with exceptional maths skills, G06 FALLING BACK IN LOVE WITH MATHS investigation)
connections between concepts and language. Picture both EAL learners and native English speakers. During this
books contain both imagery and dialogue that can ignite presentation, we will share how we create and teach a unit (Exploring effective pedagogies, Improving individual and Alastair Lupton, Adelaide Botanic High School
curiosity and in which teachers can create purposeful and that is inclusive of all students and provides all learners an societal outcomes) (Year 7 to Year 10)
innovative learning tasks. In this workshop, we will investigate opportunity to deepen their skills in mathematical reasoning
how quality picture books can lead to tasks that develop Bernard Kerrins, St Francis of The Fields Primary School Once upon a time, scientific calculators were a big deal,
creating. We have focused on reasoning as a way of (F to Year 8) back in the day … but, with the explosion of other electronic
deep mathematical understandings for our students. In supporting our learners to be able to use their mathematical
addition, we will look at a range of tasks that utilise the technology in the mathematics classrooms, including
skills in a changing world. We will share how we have For so long we have heard the cliche “I’m no good at maths”.
mathematical proficiencies, effective pedagogies and graphing and CAS calculators, alongside laptops and tablets
incorporated resources from the Reframing Mathematical An attitude of defeatism often accompanies this. From
assessment opportunities. We will discuss thoughtful choices accessing powerful online apps, are they still relevant? Does
Futures II project to evaluate our teaching practice and parents, teachers and students. This workshop addresses
of picture books, considering students academic and personal it matter what calculative tool(s) our students in the middle
differentiate our curriculum using a learning continuum. this.Why is it seen as acceptable to publicly downgrade our
requirements and the lifelong students can make on our years get their hands on? Does it matter how number is
own maths ability rather than strive to be proactive about it?
world. represented? How algebra is first interacted with? Statistical
Rediscover your own passion to learn and teach maths and
calculations performed? Should this use be planned, and what
pass on this enthusiasm to your students. Watch your lessons
happens if it is not? These questions will be discussed and
come alive, to the point where you and your students will
stock will be taken of the technology options in the middle
eagerly anticipate your lessons rather than waiting to rush out
schools of 2022.
of them. This workshop will present and demonstrate proven
strategies that engage students and teachers, encourage
them to be enthusiastic problem solvers while at the same
time improving their capabilities across the maths curriculum.
Developing a mindset that is directed towards becoming

70 71
SESSION G: Friday, 1.30pm-2.20pm (cont.)
G09 FOUNDATION MATHEMATICS: HANDS G11 CREATING A CULTURE OF STAFF G13 SUPPORTING STUDENTS TO G15 TEACHING GEOMETRY FOR
ON EXPERIENCES COLLABORATION COMMUNICATE SOLUTIONS WHEN UNDERSTANDING USING THE MATHOMAT
WORKING WITH TECHNOLOGY
(Achieving greater equity) (Exploring effective pedagogies, Valuing evidence) (Achieving greater equity, Technology to enhance
(Technology to enhance investigation, Exploring effective investigation, Exploring effective pedagogies)
Marilyn Hand, Educator Paul Staniscia, Southern Cross Grammar
pedagogies)
(Year 11 to Year 12) (F to Year 6) John Lawton, Objective Learning Materials
Scott Cameron and Lynda Ball, The University of (Year 5 to Year 10)
How often do we hear adults say, I can’t do Maths? The Collaboration is an essential skill we need in life and is
Melbourne
obvious effect of this lack of self-belief is that they feel that fundamental for success in many situations. It is a disposition The Mathomat geometry template can be a powerful
(Year 9 to Year 10)
they can’t assist their Secondary school children with Maths held in high regard for our students and the qualities of a tool for learning in both primary and secondary school
homework. The subtle, insidious effect is that the children collaborator have an important place in the learning and Students’ beliefs about the need to show pen-and-paper classrooms. This workshop introduces interesting new
believe that the same will be true for them. Mathematics teaching within many classrooms. However, is the same working out can influence their choices about when and how features in the Mathomat template range, including the new
should not be for tests and exams. If we are creative, the priority also held for the staff in our schools? Do schools they use technology. In this session, participants will explore compass replacing tool, called a TGT, in Mathomat and its
mathematics skills and knowledge that we teach can need to also ensure that collaborative structures are in place strategies for supporting students to record appropriate related video demonstration series that was developed with
metaphorically be put into the students’ back pockets and for staff and allow opportunities for them to develop the solutions when working with technology. Participants will Professor Chris Tisdell Hands on drawing and measurement
taken out into their real worlds. The workshop Foundation disposition of a collaborator? It is through collaboration consider their own beliefs about pen-and-paper working out with Mathomat using the angles investigations in the new
Maths: Out and About, will provide participants with hands- amongst staff where schools can lead to better student when solving problems with technology, and how these beliefs Mathomat Explorer manual. These encourage confident
on experience of how to apply the learning in Foundation outcomes as well as improving pedagogical knowledge and might impact their teaching. Participants will explore a range protractor use through a deeper understanding of the
Mathematics in engaging and inspiring activities that will content knowledge (Fisher, Frey, Almarode, Flories & Nagel, of problems and discuss the features of good written solutions concept of angle. The TGT and investigations in the Explorer
excite and empower their students. 2019). Although, how is this achieved? One cannot simply when working with technology. manual are used with Mathomat to develop a more robust
provide teachers with resources, put them in a room together understanding of secondary school angle measurement by
G10 REPLACING TRADITIONAL TEXTBOOKS and hope that they will increase their capacity to teach and G14 INDUCTIVE REASONING relating angle to arc length. An overview of the new pattern
WITH INNOVATIVE TECHNOLOGY therefore have a greater impact on student learning. Schools block shapes in Mathomat which with MATH-O-BLOCKS
(Improving individual and societal outcomes, Valuing
need to provide staff with the tools, strategies, support and and Mathomat website activities explore secondary level
(Technology to enhance investigation, Valuing evidence) evidence)
feedback in developing their collaborative skills. geometric pattern concepts. The new Mathomat whiteboard
Craig Blake, Fitzroy High School and Mathspace, Daniel Terence Mills, Crusoe 7-10 Secondary College, Kangaroo tool is introduced. Commercial presentation
O’Kane, Mathspace and Vaughan Nikitin, Fitzroy High G12 BAD GRAPHS, GREAT EXAMPLES Flat
School (Year 7 to Year 12) G16 ASSESSING CHALLENGING TASKS IN
(Year 3 to Year 12) THE EARLY YEARS
Kate Copping, University of Melbourne Mathematicians are used to encountering problems that
Vaughan Nikitin is the Head of Mathematics at Fitzroy High are simply stated, yet unsolved. This presentation deals with (Exploring effective pedagogies, Valuing evidence)
(Year 3 to Year 8)
School. Instead of using traditional textbooks, Vaughan and one such problem in philosophy - the problem of induction. Jane Hubbard, Monash University and Hannah Marino, St
his team use Mathspace for both teaching & assessment of This workshop examines the use of a variety of statistical Statisticians employ inductive reasoning when drawing an John XXIII Primary School
mathematics skills and concepts, particularly those involving representations to promote critical thinking and statistical inference about a population from sample data. Inductive (F to Year 6)
two of the four proficiencies Fluency and Understanding. literacy. Analysing data sources and interpreting graphical reasoning is used routinely in interpreting the results of
representations is a necessary component of being numerate. applications of statistics in society, scientific research, and The sustained use of challenging mathematics tasks,
Using a data-driven approach, the school is able to quickly Many students can form graphs, but have difficulty everyday life, even shopping. However, there is a long- implemented through an inquiry pedagogy, support
identify learning gaps amongst their students, provide interpreting them. Poor examples of graphs in the media standing problem with inductive reasoning that philosophers students in developing their conceptual understanding
targeted intervention and instill growth mindsets, so that all influence how people interpret important information call the problem of induction. When teaching students and reasoning skills. Challenging tasks equip students to
students can experience success in mathematics across all regarding current issues such as the environment, health, about probability and statistics, it behoves us to be aware of become problem solvers, and critical and creative users of
four proficiencies including Problem Solving and Reasoning, and finance. The use of poor or incorrect examples of graphs this problem. The purpose of this expository presentation mathematics. The open ended nature of challenging tasks
regardless of their identified grade level. and other forms of data representation, can help students to is to describe the problem of induction and its history. An leads to student responses that demonstrate various stages
Describing himself as an “open-source kind of guy”, Vaughan identify bias. Non-examples also assist in the identification of understanding of induction will enhance the critical abilities progress and success. However, interpreting these responses
will share his school’s approach to mathematics instruction. important considerations for construction of student’s own of our students to value the role of probability and statistics for assessment purposes pose many challenges for teachers.
This is the perfect opportunity to learn from an experienced data representations. This workshop will examine samples in today’s society. Note that the philosophical problem of This workshop explores assessment practices that enable
digital educator. Craig Blake and Daniel O’Kane from and how they could be used in the classroom. Commercial induction is different from, but connected to, the principle of efficient and reliable monitoring of student responses to
Mathspace will be present, to introduce Mathspace and share Presentation mathematical induction; this connection will also be explored challenging mathematics tasks. The session aims to provide
how other schools across the country are making the most of in the paper. participants with some practical and effective assessment
the platform. processes that align with challenging tasks pedagogies. We
will present how marking- keys can be effectively used to
monitor student progress and identify future learning goals.

72 73
SESSION G: Friday, 1.30pm-2.20pm (cont.) Victoria’s most TRUSTED Senior Mathematics series
G17 ENHANCING TEACHERS’

UNDERSTANDING OF MULTIPLICATIVE
the spread of an infectious disease. We’ll examine how well
the standard SIR model fits the Handshake Game, and
CAMBRIDGE SENIOR MATHEMATICS VCE
THINKING TO SUPPORT STUDENTS’
NUMERACY AND FUTURE LEARNING OF KEY
describe some possible modelling activities that could spring
from the activity.
SECOND EDITION
TOPICS IN MATHEMATICS G19 ENCOURAGING STUDENT RISK TAKING
(Improving individual and societal outcomes, Exploring (Achieving greater equity, Exploring effective
effective pedagogies, Valuing evidence) pedagogies) FOR THE
Mayamiko Malola and Max Stephens, University of NEW 2023
Deborah Murrell and Rita Nainie, Lavalla Catholic
Melbourne College STUDY DESIGN
(Year 3 to Year 8) (Year 7 to Year 10)
Multiplicative thinking has emerged as a key area It is a common complaint that students are reluctant to take
underpinning the development of numeracy in society and risks in their learning. But do we take risks when teaching the
everyday life. There is growing empirical evidence confirming curriculum? In this presentation we offer our experience of
the role of multiplicative thinking in supporting students’ designing and using a program to encourage year 10 students
learning of key topics in mathematics, and that students’ to take risks in Maths classes. Through being willing to take
early knowledge of multiplicative thinking is one predictor risks, our students have developed genuine interest, used
of future success in using and applying mathematics. Mathematics creatively, and have opinions about the best
Teachers who may not appreciate how multiplicative thinking ways to perform Maths.
underpins the learning of other topics in mathematics, may
not effectively support students’ learning in several important G20 STRONGER SOCIAL CITIZENS
related areas such as fractions. This session will be guided THROUGH FINANCIAL LITERACY: CREATING
by the findings from our study that explored primary school LASTING IMPACT
teachers’ pedagogical content knowledge for supporting the
development of multiplicative thinking in students, to uncover (Achieving greater equity, Improving individual and
and discuss the links between multiplicative thinking and societal outcomes, Technology to enhance investigation)
other topics in mathematics. Interactive practical activities
James Forscutt, Banqer
demonstrating how multiplicative thinking connects to
other topics in the mathematics curriculum will be covered
(Year 5 to Year 10) NEW IN 2022
during the session, with implications for effective classroom Financial literacy is built upon a strong foundation of core
pedagogies. mathematic concepts. This foundation allows all people
to make sound decisions throughout their lives, building
G18 EXPLORING INFECTIOUS DISEASE wealth to positively impact one’s future. Explore why financial
MODELS WITH HANDSHAKES education is essential for our young people, and learn about
(Improving individual and societal outcomes, Technology how to bring this alive in the classroom with tools resources
to enhance investigation) and case studies. Discover how educators have delivered
lessons that spark student curiosity and create real social
Anthony Morphett, The University of Melbourne impact with Banqer, Australasia’s financial education experts.
(Year 9 to Year 12) Commercial presentation
Mathematical modelling is an essential tool for understanding
and managing infectious disease outbreaks, as COVID-19
has made clear. This presentation will describe one of the
basic mathematical models of an infectious disease, the SIR
model. We’ll cover both the discrete time version (which uses
difference equations) and continuous time version (which
uses differential equations and calculus). We’ll describe a TO LEARN MORE AND VIEW SAMPLE
classroom activity - the ‘Handshake Game’ - which simulates CONTENT GO TO:
cambridge.edu.au/vcemaths

74 ABN 28 508 204 178 ARBN 007 507 584

75
SESSION H: Friday, 2.30pm-3.20pm
H01 MIND YOUR MATHEMATICS differentiated Numeracy assessment and curriculum model, H06 WHAT THE HECK IS A REKENREK? H09 WHY DON’T THEY REMEMBER IT?!
LANGUAGE! which diagnostically assesses each student. The presentation
will highlight the use of Individual and whole class data (Exploring Effective Pedagogies) (Exploring effective pedagogies, Valuing evidence)
(Exploring effective pedagogies, Valuing evidence) to target each student’s Zone of Proximal Development Amy How, Amy How Limited Antje Leigh-Lancaster, Leigh-Lancaster Consulting
and identify a learning pathway to foster student growth, (F to Year 6) (Year 3 to Year 10)
Vicky Kennard, Monash University
engagement as well as mapping of students to the National
(F to Year 8)
Numeracy Progressions. A special highlight will also include Have you heard about this versatile, visual, concrete I think many of us have had moments where we’re surprised
Mathematics is a language, and how we speak to our powerful ways to support parent partnerships with schools. manipulative? Perhaps you are curious… or even sceptical? by what our students haven’t remembered.
students makes a difference! Vocabulary, grammar, and All participants will receive 45 day complimentary use of the This is your chance to have a go at a few hands-on tasks. You
platform. will be amazed at how this tool can be the mess-free answer This workshop will take a hands-on approach, where you
syntax are critical features of any language, including
for children developing deeper understanding of number ‘become the student’, to explore and reflect on some practical
mathematics. In this presentation, I will be looking at some
of the common words, phrases and symbols we use when H04 TRANSFORMING FUNCTIONS AND sense. If you are interested in encouraging mathematical talk, classroom strategies that facilitate knowledge retention and
LEARNING reasoning, deeper understanding and daily practice in a hands retrieval. An overview of what the research tells us will also be
teaching mathematics and how they can lead to confusion
on visual method, then this session is for you. You will get a provided.
and misunderstanding. By being careful with our use of (Technology to enhance investigation)
mathematical terms and encouraging our students to use chance to try it out and learn the basics. You truly have to see You will leave this session with a range of practical strategies, a
them correctly, we can increase student understanding and Peter Fox, Texas Instruments it to believe it. Join in on the rekenrek workshop and you too summary of the session and links to some related resources.
success with mathematics. (Year 9 to Year 12) will be singing the praises of this simple tool.
H10 ROBOTICS & STEM ED. IMPLEMENTING
H02 MOTIVATING ALL MATHS LEARNERS TO Ask your students to explain why f(x+3) is a translation in the H07 STUDENT CHOICE IN ASSESSMENT ROBOTICS IN THE MATHS’ CLASSROOM
SUCCEED negative x direction but f(x)+3 is a translation in the positive AND OTHER IDEAS TO FOSTER PROBLEM
y direction. Sliders might provide visuals, but do they don’t SOLVING (Technology to enhance investigation)
(Improving individual and societal outcomes, Exploring necessarily provide understanding? In this session we explore
effective pedagogies) a range of techniques to help understand transformations, (Improving individual and societal outcomes, Exploring Sam Kingsley and Hugh Kingsley, The Brainary
including those tricky dilation questions! A range of tried effective pedagogies) (Year 5 to Year 8)
Marissa Cashmore, Motivating all Maths Learners to
and tested activities will also be covered to help students Digital Technology has been imbedded in our lives and the
Succeed, Macclesfield P.S. Geoffrey Menon and Ursula Parker, Camberwell High
remember. lives of our students. Leveraging this technology offers us an
(F to Year 6) School
(Year 9 to Year 12) excellent opportunity to deliver highly engaging teaching and
How wonderful would it be to have every student that H05 ENABLING & EXTENDING PROMPTS -
learning. Join Sam Kingsley, the Brainary’s Head of STEM
enters your classroom leave being confident learners of ARE WE CATERING FOR ALL? We will discuss a variety of approaches used to foster problem Education for a hands on (covid permitting) presentation on
mathematics!? Now more than ever, we are having to work (Achieving greater equity, Exploring effective solving at Camberwell High School, including student choice implementing robotics within the Maths’ classroom. Sam will
extra hard to undo some of the negative mindsets that have pedagogies) in assessment, mathematical investigations and opportunities work through examples of how educators can enrich their
been unintentionally created. This workshop will give you within the school’s Launch program. teaching through the use of educational robotics platforms.
some practical ideas on how to change (and improve) the Eamon Light, Zebra Stripes Education By doing so, educators have the opportunity to delivery
culture of mathematical learning in your classroom for all (F to Year 6) H08 CLASSPAD IN YEAR 12 EXAMS –
engaging content on Data Collection & Analysis, Algorithmic
learners. In doing so, we will take a look at how we can extend GENERALLY SPEAKING Thinking, Problem Solving and more. Commercial
positive mindsets to our parents and colleagues to help This presentation will explore the importance of planning
(Technology to enhance investigation) Presentation
improve the learning outcomes for all students. equitable mathematics learning experiences. It will extend
the notion that enabling and extending prompts are more H11 CARD GAMES WHICH MAKE YOU ‘THINK’
Alastair Lupton, Adelaide Botanic High School
H03 TO KNOW AND GROW YOUR than just “bigger numbers” and how the quality of lessons is
STUDENTS THROUGHOUT AN EVER- dependent on teachers’ content and pedagogical knowledge. (Achieving greater equity, Exploring effective
CHANGING WORLD. A low floor/ high ceiling learning experience focusing on CAS technology is a part of the learning and assessment in pedagogies, Valuing evidence)
multiplicative thinking will be used to explore anticipating all VCE mathematics courses, but just what functionality, of
(Valuing evidence) Richard Korbosky, Dualoh Pty Ltd
student responses and understanding that the key ideas, a powerful tool like a ClassPad, is useful in General Maths?
(F to Year 8)
properties of multiplication and types of division should be Whilst the ‘high end’ CAS commands might be less useful,
Jacinta Browning and Jacqueline Clark, Essential
considered in collaborative planning. functionality involving matrices, recurrence relations, financial Dual-oh maths card games improve students’ fluency and
Assessment
applications, statistical calculations, and the solutions to understandings of basic facts across different mathematical
(F to Year 10)
equations can prove very helpful indeed. In this workshop ideas using different representations. The maths cards include
In this presentation we will introduce our assessment model we will discuss the functionality called for in recent exams, mathematic curriculum aspects of subitising, partitioning,
aligned to the Victorian Curriculum F-10, which supports through the lens of the new Study Design. Video solutions whole number, number sentences, doubling, halving, times
teachers to make data-informed decisions. As classroom to the ‘top 10’ will be shared, with a view to making sure all tables, equivalence, fractions, decimals and percentage. Use
teachers. we will share authentic classroom experiences of our students have the technology skills they need to learn and a strategy that allows you to differentiate the classroom and
achieve their best.

76 77
SESSION H: Friday, 2.30pm-3.20pm (cont.)
allows students to self-improve their response times to many H14 INCORPORATING TECHNOLOGY IN ancients were driven to define the year and the seasons, H19 WARM UPS AND LESSON STARTERS TO
mathematical ideas. All card games have the same rules. THE APPLIED LEARNING SPACE which led to massive stone astronomical observatories. Today HOOK IN YOUR STUDENTS
What changes is the content. The games are focused on we can nearly do it all in cardboard. Participants construct a
improving students thinking (problem solving) and training (Technology to enhance investigation) working sundial and a nocturnal based on the southern cross. (Improving individual and societal outcomes)
their brain to see mathematics representations in many Participants also investigate an algorithm, which can be used
Tamara Zerafa and Amy Casati, Harvester Technical Helen Haralambous, Mathematical Association of
different forms. Commercial Presentation to calculate future dates such as birthdays.
College Victoria
H12 MATHOLOGY: SUPPORTING YOU TO (Year 7 to Year 12) H17 VALUING MATHEMATICS LEARNING - A (Year 7 to Year 10)
TEACH YOUR WAY With emerging technologies leading the way in all fields in SCHOOL APPROACH A key component to engaging students is to get them
(Exploring effective pedagogies, Valuing evidence) education, it’s important to design engaging lessons and (Achieving greater equity, Valuing evidence) hooked in at the beginning of the lesson. In this hands-on
projects that meet the curriculum. This presentation looks workshop for teachers of year 7 to 9, participants will explore
Sophie Matta, Pearson Education Australia at ways of using technology to enhance investigation in James Poon, Steven Swenser and Melissa Ross, Mentone activities that will warm up students in readiness for the lesson.
(F to Year 6) Numeracy, specifically in the applied learning space. We’ll be Girls’ Grammar School The activities have potential to cater a multiple levels and
looking at Autodesk software, specifically Fusion 360 and (Year 7 to Year 12) engage all students.
Designed using best current pedagogy, Pearson Mathology Revit to look at designing 3D models that can be 3D printed
is your on-call maths consultant: a flexible resource built or using an Epilog Laser to laser cut acrylic. Mathematics continues to be a high stake subject and H20 EP ON-LINE ASSESSMENTS: DATA,
on a research-based learning progression and mapped students know they need to do well in order to have the FEEDBACK, PERSONALISATION AND
to all Australian state current and new curricula. It equips H15 TEACHING MATRICES AND NETWORKS options in tertiary courses. External expectations as well as GROWTH
teachers to deliver rich, hands-on lessons, activities and IN VCE GENERAL MATHEMATICS UNITS 1-4 personal desire to excel in mathematics continue to heighten
formative assessment using age-appropriate and maths-first the anxiety in learners. To this end, rather than focusing on the (Technology to enhance investigation, Valuing evidence)
Little Books and table-top activities. Teacher support on (Technology to enhance investigation) results (both teachers and students), we focus on creating an
Glenn O’Shaughnessy, Education Perfect
planning, differentiation, extension, assessment, and next environment that develops students’ confidence in learning
Jess Mount, Mathematical Association of Victoria (Year 5 to Year 12)
steps are all available via a digital platform where teachers mathematics. This is introduced at the classroom level, the
can also integrate their own favourite activities. This year level as well as at the school level. In this presentation, This presentation will showcase the power and flexibility of
session will demonstrate how teachers of all experience Teaching networks and matrices for the first time in VCE we will share our approaches and how we create a learning the assessment platform within EP. Detailed feedback reports
levels can use Mathology to access the maths knowledge, General Mathematics can be daunting if the content is environment for our students regardless of their abilities that are generated for both students and teachers. Additionally,
teaching strategies and support to teach the key maths unfamiliar. With the change of mathematics study design support the learning of mathematics at our school. growth reports can be generated to analyse improvement
concepts, identify misconceptions/extension needs and take being implemented in 2023 this session will look at between spaced assessments. An extensive range of pre-built
appropriate in-the-moment actions that allow every student introducing both modules into Units 1 & 2 VCE General H18 CAS IN THE METHODS CLASSROOM assessments from Levels 5 - 10A, including diagnostics,
to progress their maths learning. Commercial Presentation Mathematics as well as content for Units 3 & 4. The session (TI NSPIRE) are available. Additionally, teachers can create their own
will focus on working through typical VCE examination (Improving individual and societal outcomes, Technology questions or entire assessments via the user-friendly EP
H13 CRYPTOGRAPHY IN MATHS questions and tips for teaching networks and matrices in VCE Studio tool.
CLASSROOM to enhance investigation, Exploring effective pedagogies)
General mathematics.
(Exploring effective pedagogies) Sanjeev Meston, Firbank Grammar
H16 CLOCKS, CALENDARS AND (Year 11 to Year 12)
Echo Gu, Lauriston Girls’ School and Jiqing Sun, Deakin NOCTURNALS
University The CAS technology is a very powerful learning and teaching
(Technology to enhance investigation, Exploring effective tool in the classroom. This session will demonstrate the
(Year 7 to Year 10)
pedagogies) power and the capability of TI Nspire CX-II technology to
This session explores some cryptography algorithms that analyse and interpret concepts in the Methods class. These
Tim Byrne, Educator
are suitable for use in secondary school maths classes. It subsequently enhance conceptual understanding and
(Year 5 to Year 8)
could help students to develop their computational thinking learning outcomes. This session each year is an extremely
through mathematical modelling. A modern application Digital calculation of time is now readily available on smart popular session amongst the conference attendees. The
of mathematics, public key cryptography, is discussed. It phones but how well could we calculate time passing without attendees also are provided all the source files and other files
highlights various areas of mathematics that underpins the such a device? This presentation investigates several that may quickly be demonstrated during the course of the
algorithms and lets participants gain an understanding of analogue methods for telling the time during the day and session.
fundamental cryptographic concepts. night as well as future calendar dates. Participants will access
some original analogue instruments, namely, sundials,
nocturnals and perpetual calendars. Participants will be
encouraged to think about how using simple technology or
models helps our imagination capture the big picture. The

78 79
PRESENTER LIST
Nadia Abdelal: B15 Shane Dempsey: B18, E08 Jane Hubbard: F16, G16 Julian Lumb: D10 Daniel O’Kane: G10 Paul Staniscia: B01, G11
Leonie Anstey: A16, E01 Cathy Devlyn: E03 Derek Hurrell: B05 Alastair Lupton: G08, H08 Melanie O’Reilly: KF02 Max Stephens: F06, G17
Catherine Attard: KF05 Jenna Dore: D05 David Innes: F05 Mayamiko Malola: G17 Glenn O’Shaughnessy: H20 Brett Stephenson: B03
Lynda Ball: G13 Allan Dougan: B16, C06 Chris Ireson: A04 Hannah Marino: G16 Stephen Paatsch: D08 Brian Stokes: E13
Craig Blake: G10 Danijela Draskovic: B09, C09 Elizabeth Irwin: F07 Andrew Mark: F20 Jennifer Palisse: C16, E06 Peter Sullivan: KF04, E12
Alex Blanksby: C14 David Dunstan: A02 Penelope Kalogeropoulos: C10 Peideng (Martin) Nie: A13, F04 Ursula Parker: H07 Jiqing Sun: B20, F19, H13, OT04
Janette Bobis: KT01 Hayley Dureau: KT04 Vicky Kennard: H01 Sophie Matta: H12 Bernadette Pearce: E15 Paul Swan: KT02, A02, C11
Anna Bock: D17 Michaela Epstein: A15, E05 Sue Kerlin: E15 Russell McCartney: D16 Catherine Pearn: A01, C12, D12 Linda Swanepoel: C18
Jennifer Bowden: B07, D01, G02 Catherine Epstein/Rodgers: A17, B17 Bernard Kerrins: G06 Heather McMaster: G07 Tom Petsinis: OT07 Steven Swenser: H17
Alex Box: C02, E16 Marilyn Fleer: KF01 Sam Kingsley: H10 Kevin McMenamin: A03, E04, Geoff Phillips: F09 Wendy Taylor: A20, C17
OT08, OF03
Stephen Broderick: G03 James Forscutt: G20 Hugh Kingsley: H10 James Poon: H17 Megan Teefey: B07
Allason McNamara: KF03, E03
Jill Brown: KF02 Peter Fox: KF03, C04, E19, H04 Stephanie Knight: C14 Dilys Potter: G04 Chris Terlich: B06
Geoffrey Menon: H07
Jacinta Browning: H03 George Gadanidis: KT05 Richard Korbosky: B11, H11 Kate Reid: C12, D12 Margaret Thomas: G05
Sarah Mercer: B02
Sarah Buckley: C12, D12 Rachael Gore: A12 Jessica Kurzman: B12 Debbie Reinholtd: E10 Wee Tiong Seah: B10
Carmel Mesiti: A01, C15, E20
Tim Byrne: H16 Lauren Gould: E15 Stacey Lamb: A11, E15 Narelle Rice: C11, D11 Alec Titterton D07
Sanjeev Meston: B08, E18, H18
Jayde Cairns: F02 Georgia Gouros: F10 Brian Lannen: E14 Julie Richards: F15 Joel Townsend: F17
Terence Mills: G14
Scott Cameron: G13 Judy Gregg: F01 John Lawton: B11, G15 Niyati Robson: F02 Rob Vingethoets: F12
Daniel Milutinovic: D09
Jonathan Carter: OT03 Andrew Greville: OT05 Kelly Lean: D07 Angela Rogers: A06, E11, OT01 Enzo Vozzo: D14
Michael Minas: C01, F12
Amy Casati: H14 Sheila Griffin: G02 Antje Leigh Lancaster: A17, E07, H09 Melissa Ross: H17 Loretta Weedon: D17
Rohani Mohamad: C13
Marissa Cashmore: H02 Genovieve Grouios: E10 David Leigh-Lancaster: C03, F18 Raymond Rozen: B18, E08 John West: C20, E10
Robert Money: B14
Jill Cheeseman: G01 Echo Gu: D13, H13 Steve Lester: B06 Pete Sanders: C05 Kris Westcott: D06
Thomas Moore: KF03
Helen Chick: B16, C06 Marilyn Hand: G09 Dianne Liddell: C07 Sebastian Sardina: F06 Rachael Whitney-Smith: KF03, D02,
Emma Moore: A08 F13
Thomas Christiansen: C14 Stephen Hanlon: B19 Eamon Light: H05 Dietmar Schaffner: A09
Anthony Morphett: G18 John Widmer: B14
Jacqueline Clark: H03 Shelley Hannigan: KT03 Kathy Lin: D18 Matthew Schaffner: A09
James Mott: A04 Andrew Williams: OT06
Peter Collins: A19 Helen Haralambous: A14, H19 Sharyn Livy: B16, C06 Joel Scott: C19
Jess Mount: H15 Doug Williams: D15, F14, OT02,
Benjamin Cooper: C08 Anthony Harradine: D03, F03 Angela Liyanage: C10 Katherine Seaton: B04 OF02
Deborah Murrell: G19
Kate Copping: A01, C15, G12 Julia Hill: A10 Mark Ljubic: OT05 Lindy Sharkey: D10 Neale Woods: B13, E09
Rita Nainie: G19
Ellen Corovic: D01, F16 Brendan Hodge: D16 Stephanie Loiacono: E17 Alistair Shaw: OT10 Guanghua Wu: F08
Michael Nelson: D20
Shelley Cross: C18 Derek Holton: A20 Bernadette Long: A06 Andrea Skahill: A05, E15 Robert Yen: A18
Damian Nicholson: D04
James Dann: D19 Samantha Horrocks: C08 Andrew Lorimer-Derham: B02, E02 Darren Smyth: A18 Hannah Young: G04
Vaughan Nikitin: G10
Carmel Delahunty: F01 Amy How: H06 Cassandra Lowry: A07, F11 Georgia Sofra: E15 Tamara Zerafa: H14
Andrea O’Connor: A05
Janine Sprakel: E17

80 81
GENERAL INFORMATION SPONSORS AND EXHIBITORS
DATE AND TIME ANNUAL SPONSORS
PRIVACY POLICY
MAV22 Annual Conference will be an in-person and virtual
conference to be held on Thursday 1 December and Friday We gather this information solely to manage your
2 December with five keynote presentations on each day membership of the MAV and the services that we provide
followed by sessions. you. We will not collect information that does not pertain
to this. In order to serve the purpose of the Association -
Keynote duration is one hour, and sessions duration is 50 valuing mathematics in society - and to improve the service www.anzuk.education https://education.ti.com/en-au
minutes we provide the MAV may use collected information for
evaluation and research purposes. anzuk Education was founded in 2004 with the goal of For more than 30 years, TI has been an active member of
Morning tea (for in-person delegates): 10.15am – 11.00am serving the needs of both schools and high quality Australian classrooms. Empowering teachers and inspiring students to
Lunch: 12.50pm – 1.30pm All collected information will be protected against loss and New Zealand educators. Since then, anzuk has since succeed in mathematics and science. Through our award-
Session change over: 11.50am – 12.00pm, and unauthorised use or disclosure. MAV will not disclose expanded into Australia assisting 100’s of school’s Australia winning products, engaging lessons, real-time assessment and
2.20pm – 2.30pm individual information to third parties without seeking express wide with their casual relief teaching needs. top-notch professional development, TI is leading the way in
permission first. You will always be able to request access to mathematics and science education.
the information the MAV holds about you. In 2016, the anzuk contract and permanent opportunities
Thursday sessions will conclude at 3.20pm followed by in- TI has a 75-year history of innovation. Our corporate
team was formed to help service the needs of independent
person networking drinks to 4.30pm. Friday sessions and MAV may use collected information for evaluation and commitment to STEM started with the company’s founders
and Catholic schools, assisting these schools find the very
close of conference will be at 3.20pm. research purposes. All collected information will be protected and remains stronger than ever today. We believe in investing
best educators for their respective schools. anzuk has since
against loss and unauthorised use or disclosure. formed the anzuk Executive team to assist schools with in education in order to fuel the talent base needed to
their executive-level appointments. We’re thrilled to be continue advancing engineering innovation across the world.
REGISTRATION involved with this conference and are very proud to continue Our commitment to education remains one of our highest
Registrations are now open and will close on Friday 18 PROGRAM to assist mathematics teachers seek contract and ongoing priorities.
November 2022. Register now. opportunities.
All speakers and sessions were confirmed and correct at the
WHAT IS INCLUDED? time of release.
In-person conference pass will give you access to: MAV reserves the right to amend the program details as
• all sessions in all rooms required.
• morning tea and lunch in the exhibition hall www.casio.edu.shriro.com.au
• conference satchel and www.cambridge.org
• 12 months unlimited post-conference access to Casio Education Australia - Supporting Math teachers in the
presentations, publications and resources from rooms 1 Cambridge University Press Australia is committed to the Australian Curriculum.
to 10. future of education in Victoria and continues to lead the way
Working with some of Australia’s leading and most innovative
in maths publishing for Australian schools.
teachers, Casio Education Australia strives to create content
An online conference pass will give you exclusive access to:
We are excited to be publishing new editions of our renowned and resources that are relevant, engaging and easy to use
Cambridge Senior Mathematics VCE titles this year, together in the classroom or online. With Videos for Learning, How
• All keynote speakers and sessions streamed live and on-
with new Foundation Mathematics resources for the new to Videos and explained Exam Resources for past VCE’s,
demand in rooms 1 - 10
VCE Study Design. browse our range of materials, and get the support you need
• 12 months unlimited post-Conference access to
at casioeducation.com.au.
presentations, publications and resources With digital capabilities building on our widely used Year 7-10
• Interactive Q&A sessions with speakers Essential Mathematics series, the new Senior Mathematics
resources will allow students to experience a continuum of
For information regarding the conference including learning, and provides teachers with access to quality testing,
presenters, sponsorship and exhibition contact: reporting and planning material across all year levels. These
Jacqui Diamond innovations combined with our trusted author team provide
Conference Manager comprehensive curriculum coverage and a proven approach
jdiamond@mav.vic.edu.au to teaching and learning to ensure the best outcomes for
VCE students.

82 83
SPONSORS AND EXHIBITORS (cont.)
KEYNOTE SPONSORS
www.abacuscalculators.com.au
www.education.vic.gov.au www.oup.com.au www.casio.edu.shriro.com.au
Abacus Calculators is an Australian owned and operated
The Department of Education and Training works with the Since 1908, Oxford University Press Australia and New Casio Education Australia - Supporting Math teachers in the company and are the number 1 national reseller of
Victorian schooling community to give every Victorian the Zealand (OUPANZ) has operated as a department of the Australian Curriculum. educational calculators.
best learning and development experience, making our state University of Oxford. Today, we are the oldest continuous
a smarter, fairer, and more prosperous place. Working with some of Australia’s leading and most innovative We are in our 42nd year of business and supply all major
educational publisher in Australia and a microcosm of OUP’s
teachers, Casio Education Australia strives to create content brands; Texas Instruments, Casio, Sharp, HP Canon, along
worldwide organisation.
Evidence-based approaches for effective numeracy and and resources that are relevant, engaging and easy to use with our own signature brand of scientific calculators, the
mathematics teaching from birth to Level 10 can be found in Oxford’s market-leading range of primary and secondary in the classroom or online. With Videos for Learning, How ABACUS SXIIMATRIXN.
the department’s Mathematics Teaching Toolkit. mathematics resources help you to unlock your students’ to Videos and explained Exam Resources for past VCE’s,
potential. From targeted teaching and extension programs to browse our range of materials, and get the support you need Abacus is committed to providing excellent customer service
New resources include the Middle Years Maths Challenges at casioeducation.com.au. and quality products. Although yearly we are challenged
teacher support, we have the right mathematics resource for
and an extension of the Foundation to Level 2 suite of with a disrupted and volatile marketplace, with your continued
your classroom needs.
resources includes Flip Make Play Cardsets, aTeacher support and loyalty we will always guarantee you the best
Guide for the Mathscots animation series. The Mathematics price.
Monographs (research summaries) and Numeracy Across the
Curriculum resources for non-mathematics teachers (Level 7 Abacus extends your manufacturer’s warranty from one to
to 10) are now available. two years on Graphic calculators, and we offer a lifetime
warranty on Abacus Brands.
www.townsquaredgame.com
https://education.ti.com/en-au
Playlunch Games is a start-up Melbourne company founded
For more than 30 years, TI has been an active member of by digital education development veterans Sarah Mercer
classrooms. Empowering teachers and inspiring students to and Wil Monte. In early 2022, Playlunch launched the pilot
succeed in mathematics and science. Through our award- version of Town Squared, a game to help children feel more
www.essentialassessment.com.au winning products, engaging lessons, real-time assessment and comfortable and confident with maths.
top-notch professional development, TI is leading the way in www.jacaranda.com.au
Essential Assessment is a best practice Numeracy and Designed in collaboration with MAV, Town Squared
mathematics and science education. From humble beginnings as a boutique printing press in
Literacy whole-school improvement model aligned to the motivates children to apply and practice the maths they
Victorian Curriculum, Australian Curriculum and NSW TI has a 75-year history of innovation. Our corporate learn at school by making it fun, social and relevant. For use 1954, today Jacaranda is a leading, multi-award-winning
Syllabus. We make formative and summative assessment commitment to STEM started with the company’s founders at school or at home, Town Squared also includes resources educational publisher with footprints in almost every school
an easy process aligning to each school’s teaching and and remains stronger than ever today. We believe in investing to help parents understand what they can do to encourage a across the country. Our digital and print resources help
learning program through structured diagnostic assessments in education in order to fuel the talent base needed to child’s interests and manage their unique challenges. Australian schools deliver world-class teaching and learning,
and differentiated, personalised curriculum. Our 3-step continue advancing engineering innovation across the world. Find out more at www.townsquaredgame.com. with consideration for the students firmly at the heart of what
assessment and curriculum model supports data-driven Our commitment to education remains one of our highest we do.
teaching and instructional leadership to plan and monitor priorities. With our powerful online learning platform, students are
growth.
supported in forming good learning habits and a strong
foundation for growth. Teachers are connected with everyone
in the class, so you always know what your students are
working on and when they need help.
Find out more at jacaranda.com.au.

84 85
SPONSORS AND EXHIBITORS (cont.)
EXHIBITORS
MATHOMAT®
https://mathomat.com.au
www.fireflyeducation.com.au/bitmaths www.maths-pro.com http://cengage.com.au/secondary
The Mathomat geometry template is a creative drawing
BitMaths is a digital maths resource for Years 7 and 8. With Geoff Phillips Publications is an Australian owned maker Nelson Secondary is a leading School Education business
and design tool that has been extensively used in Australian
comprehensive content, rigorous pedagogy and intuitive of mathematical stationery including The Maths-Rules in Australia and New Zealand, committed to producing
schools for over 50 years. In middle school Mathomat keeps
design, BitMaths provides teachers with everything they need mathematics summary ruler and polycarbonate shapes/ customer first solutions and services across years 7-12. Our
students connected with physical geometric shapes that they
to invigorate any maths classroom. geometry templates Geo-Pro and Maths-Pro, both packed extensive Secondary portfolio of digital and blended teaching
are familiar with from primary school while exploring their
with features designed to make drawing diagrams and and learning resources delivers curriculum implementation
BitMaths lessons cover mathematical concepts, problem- abstract properties in a secondary school context. Mathomat
measuring angles and distances easier. We also provide support to enrich the learning experience. The student and
solving and reasoning. Lesson resources include a scaffolded is a valuable drawing and problem solving tool for students
thousands of free resource worksheets and activities tasks to educator are at the centre of Nelson’s learning ecosystems.
teaching sequence, interactive slideshows, captivating videos, and adults of all ages. At MAV in 2022 we are showcasing
teachers, which may be downloaded from www.maths-pro. a huge range of improvements in the Mathomat template
differentiated activities and more. com. and it’s related student and teacher publications and video
Find out more about BitMaths and try it for free! demonstrations. These demonstrate the enormous potential
that Mathomat has throughout the mathematics syllabus.
www.numero.org
IETPL is the publisher of Numero, a world class mental maths
drjohnwest.com.au game. Numero will complement any maths program in a fun
and beneficial way. https://mathspathway.com
Established in 2017, drjohnwest.com.au was founded to
assist time-poor teachers to create engaging and hands-on Numero is a mental maths resource suitable for all years of At Maths Pathway we envision a world where every student
mathematical learning experiences. We supply a range of education. It can significantly aid development of fluency, experiences growth and success in maths. No matter their
books, teacher resources and mathematical manipulatives problem-solving and reasoning. Numero is ideal for current level, or their socio-economic background. One in
direct to teachers and schools. In addition, John is an introducing and reinforcing both simple and complex maths which all people, adult or child, are confident with numbers.
experienced presenter who is available to provide face-to- concepts within a game situation. Playing Numero can give This is exactly why our founders, teachers Richard and Justin,
face and/or online professional learning to support teachers a practical application of abstract notions, mixed numerals developed the Maths Pathway Learning and Teaching Model
and schools who wish to utilise any of his publications and/or and indices, making lessons more relevant. Differentiation in collaboration with thousands of other teachers.
resources. As an owner-operated business, our low overheads offered by Numero is second-to-none.
The Maths Pathway model is a holistic approach that
mean that no matter what your budget, you can get the best Julie Richards runs professional learning for staff and combines education best-practice with technology to entirely
value for your money at drjohnwest.com.au. workshops for students and parents to instruct, develop and replace the textbooks, apps and tech systems used to teach
promote Numero in all areas of maths education. maths in schools. The Maths Pathway model works for all
students because it meets them where they happen to be
in their learning journey with our students mastering twice
as much of the curriculum in one year as they would in a
traditional classroom.
http://edrolo.com.au
Edrolo is an Australian publisher supporting 1,100+ schools
across Australia; offering quality, curriculum-aligned print and
digital resources for secondary education. Edrolo’s resources
are created by experienced educators and help 250 000+
students succeed every year.

86 87
MAVSHOP
MAV MEMBERS GET A DISCOUNT ON ALL STOCK
NUMEROUS CONNEXIONS: 1–5 BUILDING NUMERACY 3–10

FAMILY CARD SET 2 SECOND EDITION
Helps parents promote place-value learning and Building Numeracy has been designed to assist
positive attitudes towards maths at home. Each all teachers, at all levels, to develop expertise and
set includes 36 playing cards which show different confidence in diagnosing student difficulties.
and unfamiliar representations of numbers. There This book uses evidence-based, peer-reviewed
are eight starter activities in each set and ideas to intervention strategies that help teachers to:
help parents encourage mathematical thinking as • understand how mathematical concepts and
players explain how numbers are built from their processes are constructed and connected
parts, compare and order different quantities and • overcome mathematical misconceptions and
recognise equivalent representations. inappropriate ways of thinking
• plan and implement appropriate intervention
$25 (MEMBER)
$31.20 (NON MEMBER) programs to build students’ competence and
confidence.
$73.50 (MEMBER)
$88.20 (NON MEMBER)
SHEEP WON’T SLEEP F–2
Counting sheep is supposed to help
you sleep — but a room full of yaks, alpacas, and
llamas would keep anyone awake. A glass of warm TEACHING MATHEMATICS 2–3
milk, reading, working on her knitting — nothing THROUGH STORY BOOKS
can help Clarissa get to sleep. When even Children’s story books are a fantastic tool in every
counting sheep doesn’t help her doze off, she early childhood teacher’s toolbox. This book
tried pairs of alpacas instead. Two, four, six . . . then takes the most popular story books and provides
llamas by fives . . . then yaks by tens! Determined a number of mathematical activities for students
to unravel her problem, Clarissa counts back to do based off the story book; for example
down until she’s all alone, and she can finally get investigating patterns in Lynley Dodd’s Hairy
some rest. Introducing addition and subtraction Maclary from Donaldson’s Dairy or investigating the
by ones, twos, fives, and tens. A perfect way to months of the year in Penny Matthews’ A Year on
introduce and reinforce counting in groups. Our Farm. The book includes copiable resources to
make using the activities a breeze. Each story book
$16.90 (MEMBER)
$21.10 (NON MEMBER) is given multiple mathematical activity options.
Includes assessment opportunities.
$25.80 (MEMBER)
$32.20 (NON MEMBER)
BUILDING THINKING K–12
CLASSROOMS IN
MATHEMATICS
CAMILLA, CARTOGRAPHER F–3
Teachers often find it difficult to implement lessons
that help students go beyond rote memorisation Camilla loves maps - old ones and new
and repetitive calculations. Sparked by observing ones. She often imagines what it must have been
teachers struggle to implement rich mathematics like to explore and discover a new path. One
tasks to engage students in deep thinking, this book morning, Camilla wakes up to a huge snow storm.
helps teachers implement optimal practices for Her neighbour Parsley can’t find the path to the
thinking and deep mathematics learning to occur. creek. But Camilla has her old map - which inspires
her to make her own path and her own map!
$56 (MEMBER) $31.20 (MEMBER)
$70 (NON MEMBER) $39 (NON MEMBER)
TO ORDER
OR CALL +61 3 9380 2399

Conference Synopsis 20220916

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Conference Synopsis 20220916

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THE MATHEMATICAL

59th Annual Conference - Virtual and In Person

Welcome to MAV22 – KEYNOTES Page 4

an essential part of a educators including teachers, academics, policy makers,

Renew or join today.

- Ann Downton, Conference Convenor

www.mav.vic.edu.au @maths_vic @maths.vic

THE MATHEMATICAL THE MATHEMATICAL

THE MATHEMATICAL THE MATHEMATICAL

MAV works with teachers and school leaders to enhance

There is a member category for you:

EXCLUSIVE ACCESS TO DETAILED

HOW I CAN I GET INVOLVED MATHS ACTIVE

8 Head to casioeducation.com.au/program-benefits/ for more information 9

THURSDAY 1 DECEMBER 2022

Keynote Online session Session A Session B Session C Session D

Shelley Hannigan opportunity to Jonathan Carter Brett Stephenson

THE MATHEMATICAL THE MATHEMATICAL

THURSDAY 1 DECEMBER 2022

Online session Session A Session B Session C Session D

Jennifer Bowden, Megan Teefey 1.30pm

methods exam 2 whilst prioritising well-being (TI Nspire)

Benjamin Cooper, Samantha Horrocks Stephen Paatsch

Kevin McMenamin Emma Moore Sanjeev Meston

Tom Petsinis Matthew Schaffner

Danijela Draskovic Danijela Draskovic

Alistair Shaw Wee Tiong Seah Julian Lumb, Lindy Sharkey

THE MATHEMATICAL THE MATHEMATICAL

THURSDAY 1 DECEMBER 2022

Session A Session B Session C Session D

kindergarten and prep major predictor of maths difficulty in Years 1

THE MATHEMATICAL THE MATHEMATICAL

THURSDAY 1 DECEMBER 2022

Session A Session B Session C Session D

THE MATHEMATICAL THE MATHEMATICAL

FRIDAY 2 DECEMBER 2022

Keynote Online session Session E Session F Session G Session H

Peter Fox, Allason McNamara, Jacqueline Clark

THE MATHEMATICAL THE MATHEMATICAL

FRIDAY 2 DECEMBER 2022

Online session Session E Session F Session G Session H

Sebastian Sardina, Max Stephens

THE MATHEMATICAL THE MATHEMATICAL

FRIDAY 2 DECEMBER 2022

Session E Session F Session G Session H

leader equity in the mathematics classroom

THE MATHEMATICAL THE MATHEMATICAL

FRIDAY 2 DECEMBER 2022

Session E Session F Session G Session H

Carmel Mesiti Andrew Mark James Forscutt Glenn O’Shaughnessy

THE MATHEMATICAL THE MATHEMATICAL

The platform bar is a trademark of Texas Instruments.

A game to grow (F to Year 8) (Year 11 to Year 12)

maths skills & confidence

Jordan Ancrum - Assistant Principal,

THE MATHEMATICAL THE MATHEMATICAL

THE MATHEMATICAL THE MATHEMATICAL

THE MATHEMATICAL THE MATHEMATICAL

THE MATHEMATICAL THE MATHEMATICAL

C19 MODULAR MASTERY-BASED LEARNING

support student learning. The second project has looked

THE MATHEMATICAL THE MATHEMATICAL

THE MATHEMATICAL THE MATHEMATICAL