THE MATHEMATICAL ASSOCIATION OF VICTORIA
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
THE MATHEMATICAL ASSOCIATION OF VICTORIA
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
COMMUNICATION CONFERENCES
> Website > Annual conference
> Publications > Primary conference
> Matrix newsletter
> Advocacy THE MATHEMATICAL
> News page
> Public events
ASSOCIATION
OF VICTORIA
PUBLICATIONS RESOURCES
> Prime Number > MAVshop
(Primary journal) > Teaching resources
> Vinculum > Professional resources
(Secondary journal) > VCE trial exams,
> Common Denominator SACs, solutions
(Magazine)
PROFESSIONAL STUDENT
LEARNING ACTIVITIES
> Contracted in-school > Maths Talent Quest
> Network days > Girls in STEM
> VCE > Maths camp
> Professional learning events > Games days
> Virtual learning sessions > Family maths activities
> VCE revision lectures
> Made by Maths app
MEMBERSHIP
> Become a member
> Mathematics Active Schools
Your MAV membership is
an essential part of a
successful career.
Renew or join today.
www.mav.vic.edu.au
WELCOME TO MAV19 CONTENTS
The Mathematical PROGRAM Page 4
Association of Victoria
invites you to the 56th KEYNOTES Page 5
Annual Conference GENERAL INFO Page 11
(MAV19) in Melbourne REGISTRATION INFO Page 12
from Thursday 5 – ACCOMMODATION Page 12
Friday 6 December 2019.
SESSION SUMMARY Page 17
At the heart of MAV’s SESSION DETAILS Page 29
Annual Conference
PRESENTERS Page 105
are teachers. Each year
over 1400 mathematics
educators including teachers, academics, policy makers,
curriculum experts and resource developers come together
to share their collective expertise, experiences and ideas.
That’s what makes our conference great! SCHEDULE
Making connections is crucial to the success of mathematics Thursday 5 December 2019
education in the future. Mathematics educators need to
work together, across schools, with university, industry 8am-8.50am Registration and expo open
partners and various other stakeholders. Educators also 9am-10am Session A: Keynote
need to make connections between curriculum, pedagogy, presentations
skills and context to ensure student engagement and growth 10.15am-10.50am Morning tea
mindsets.
11am-12pm Session B: workshops
Making connections will ensure both rigour and innovation, 11am-1.20pm Session B-C: workshops
and provide opportunities for increasing impact in 12.10pm-1.10pm Session C: workshops
mathematics education.
1.10pm-2.20pm Lunch
MAV19 Keynotes and workshops will cover six themes: 2.30pm-3.30pm Session D: workshops
Tools and Technology – explore possibilities for embedding 2.30pm-4.40pm Session D-E: workshops
technology and collaborative tools to advance mathematical 3.40pm-4.40pm Session E: workshops
teaching and learning
4.50pm-5.50pm Happy hour
Curriculum/Assessment – support and enhance excellence Friday 6 December 2019
through curriculum understanding, planning, delivery and 8am-8.50am Registration and expo open
assessment
9am-10am Session F: Keynote
STEM – linking mathematics education to industry and presentations
further study 10.15am-10.50am Morning tea
Networks as Communities of Practice – working together 11am-12pm Session G: workshops
to achieve excellence in mathematical teaching and learning 11am-1.20pm Session G-H: workshops
Pedagogical Content Knowledge – integration of 12.10pm-1.10pm Session H: workshops
mathematical content knowledge with the skilled teaching 1.10pm-2.20pm Lunch
of that knowledge
2.30pm-3.30pm Session I: workshops
Context for Learning – creating connections using 2.30pm-4.40pm Session I-J: workshops
contexts for learning
3.40pm-4.40pm Session J: workshops
Join us at MAV19 Making+Connections, to form and share
your own connections.
- Ann Downton, Conference Convenor
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
3
PROGRAM
Thursday 5 December 2019 Friday 6 December 2019
8am-8.50am Registration and expo open 8am-8.50am Registration and expo open
9am-10am Session A: Keynote presentations 9am-10am Session F: Keynote presentations
• A1: Mike Askew • F1: Mike Askew
• A2: Jill Cheeseman • F2: Janette Bobis
• A3: Geoff Masters • F3: Cassandra Marinopoulos
• A4: Kate Smith-Miles • F4: Hilary Hollingsworth
• A5: Panel discussion • F5: Greg Oates
10.15am-10.50am Morning tea 10.15am-10.50am Morning tea
11am-12pm Session B: workshops 11am-12pm Session G: workshops
11am-1.20pm Session B-C: workshops 11am-1.20pm Session G-H: workshops
12.10pm-1.10pm Session C: workshops 12.10pm-1.10pm Session H: workshops
1.10pm-2.20pm Lunch 1.10pm-2.20pm Lunch (competition draw at 2pm)
2.30pm-3.30pm Session D: workshops 2.30pm Registration and exhibition close
2.30pm-4.40pm Session D-E: workshops 2.30pm-3.30pm Session I: workshops
3.40pm-4.40pm Session E: workshops
2.30pm-4.40pm Session I-J: workshops
4.50pm-5.50pm Happy hour
3.40pm-4.40pm Session J: workshops
KEYNOTE PRESENTATIONS MAV 19 CONFERENCE THEMES
In 2019 there will be five Keynote Presentations at the Keynotes and workshops at MAV19 will cover six themes:
beginning of each day. You will need to choose one of these
to attend. Tools and Technology – explore possibilities for embedding
technology and collaborative tools to advance mathematical
The keynote presentations will be listed online as Session A teaching and learning
(Thursday) and Session F (Friday).
Curriculum/Assessment – support and enhance excellence
EXTENDED SESSIONS through curriculum understanding, planning, delivery and
assessment
There are four extended sessions, B-C, D-E, G-H and I-J.
These sessions run over two hour sessions plus the break in STEM – linking mathematics education to industry and
between (length will vary depending on presenter/topic). If further study
you are attending an extended session, for example B-C, this
would replace your choices for both sessions B and C. Networks as Communities of Practice – working together
to achieve excellence in mathematical teaching and learning
Pedagogical Content Knowledge – integration of
mathematical content knowledge with the skilled teaching of
that knowledge
Context for Learning – creating connections using contexts
for learning
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
4
KEYNOTES
THURSDAY 5 DECEMBER 2019
A1: MIKE ASKEW A2: JILL CHEESEMAN
F–8 F–2
PROFESSOR OF SENIOR LECTURER,
MATHEMATICS EDUCATION EDUCATION, MONASH
UNIVERSITY OF UNIVERSITY
WITWATERSRAND,
JOHANNESBURG LEARNING FROM CHILDREN
Context for learning
REASONING AS A MATHEMATICAL
HABIT OF MIND Learning and teaching mathematics fascinates me and I know
that some of the important things I have learned have come
Curriculum/Assessment from children. In this session, I will share some stories that
are memorable to me to illustrate ways in which children’s
Of the four proficiencies – understanding, fluency, problem ideas and actions have left indelible imprints on my thinking,
solving and reasoning - reasoning is often seen, I think, as the inspired me to be a better teacher, and amazed me with their
‘gold standard’ of mathematics: harder to learn than the other insights.
fluencies and only accessible to a minority of learners.
As a teaching profession, I think we share our practice
An alternative view - one that I share - is that mathematical through our narratives. Maybe in some cases the stories are
reasoning is actually an extension of the sort of everyday apocryphal but those I will recount are real and come from
reasoning that we all engage in throughout our lives.. From classrooms. I will connect each story to a research project,
that perspective, engaging in mathematical reasoning should a professional development initiative or a kind invitation to
be accessible to all learners and not just the select few. And problem-solve with children. The power of these stories is
contrary to another popular belief, reasoning is not necessarily to highlight socio-cultural issues in mathematics education,
dependent on fluency needing to be taught first. So rather equity and access issues, theoretical perspectives, and the
than treat reasoning as something special and difficult in personal qualities of young mathematicians. In particular,
mathematics teaching, what would it look like to have it children have reminded me of the curiosity, creativity,
happening ‘little and often’ in all mathematics teaching, so persistence and knowledge that they can bring to the pursuit
that all pupils come to develop reasoning as a ‘habit of mind’? of mathematics. My reflections serve as one example of the
In this plenary I will share some of the research into how we ways in which teachers, and teacher educators, learn with
can support everyone reason mathematically and suggest children. I hope that participation in this session will prompt
some practical examples for bringing reasoning into the teachers to consider their experiences and how they have
centre of mathematics lessons, conferences on mathematics, been learning from children.
leadership and thinking. Topics have included professional
learning teams, questioning, curriculum and leadership
practices.
Professor Askew’s keynote presentation is sponsored by
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
5
THURSDAY 5 DECEMBER 2019
A3: GEOFF MASTERS AO A4: KATE SMITH-MILES
F–12 7–12
CEO, AUSTRALIAN PROFESSOR OF
COUNCIL FOR EDUCATIONAL APPLIED MATHEMATICS,
RESEARCH (ACER) UNIVERSITY OF
MELBOURNE
CONNECTING TEACHING TO
STUDENT READINESSO AND
MYTHBUSTING MATHEMATICS
Curriculum/Assessment
Context for Learning and STEM
In each year of school, the most advanced students in
mathematics are at least five to six years ahead of the This talk tackles some of the many myths about mathematics
least advanced students, with some evidence that this that affect student perceptions, and equips teachers to
gap widens across the years of school. This is an issue if respond with debunking examples. The foundational aspect
teachers understand their role as the delivery of the same of the school mathematics curriculum can make it difficult
mathematics curriculum to all students in a year level. Many for students to see the relevance to the real world and their
less advanced students lack the prerequisite knowledge to future.
engage meaningfully and so fall further behind each year.
Other, more advanced, students often are not challenged The role of mathematics in tackling many of societies greatest
and extended to the levels of which they are capable. challenges will be discussed, and the reason that mathematics
One approach to this issue has been to create different consistently ranks as the top job in an annual world survey
mathematics streams, but this risks labelling, locking students of occupations will be explained. Finally, some classroom
into particular streams, and setting ceilings on how far some suggestions will be offered to help students see that - far from
students can progress. This keynote considers an alternative being a dusty old and irrelevant subject - new mathematics is
structure for the school mathematics curriculum – one being developed all the time in response to society’s needs.
that would see all students progress through a sequence of Professor Smith-Miles’s keynote presentation is sponsored by
attainment levels not linked directly to year levels.
Professor Masters keynote presentation is sponsored by
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
6
THURSDAY 5 DECEMBER 2019
A5: PANEL DISCUSSION MC: KYLIE SLANEY
7–12
WHAT’S UP WITH SECONDARY MAV Board member, and Teacher
SCHOOL MATHEMATICS, AND HOW Mathematics and Digital Technologies,
CAN WE IMPROVE IT? Carey Baptist Grammar School.
Context for Learning, Pedagogical Content Knowledge
and Curriculum/Assessment
We often hear that learning maths teaches reasoning, SARAH BUCKLEY
problem solving logical, and critical thinking skills. Students
can develop a host of technical skills but if they lack the Research Fellow, The Australian
capacity to apply these skills to solving problems which are Council for Educational Research
anything other than technical exercises, their knowledge (ACER).
is irrelevant. A critical skill in mathematics is being able to
derive a mathematical formulation from a context. Yet we also
know that many students leave school not having mastered
essential numeracy skills.
SEBASTIAN SARDINA
What should the role of school mathematics education be in
Senior Research Fellow in Artificial
our emerging new world? And as such, what mathematical
Intelligence, School of Computer
ideas should students be required to engage with? Why
Science and Software Engineering,
are topics like algorithmic thinking and coding relevant to
RMIT University University.
secondary school mathematics?
Are we pushing kids too far by asking them to do maths until
Year 10? Are we doing enough to combat maths anxiety in
the secondary school maths classroom? What are the factors PETER GOSS
leading to this anxiety, and are we doing enough to address School Education Program Director,
them? GRATTAN Institute.
What if maths was elective from Year 9 like other subjects?
Couldn’t students get enough numeracy across the
curriculum after Year 10 that maths was not needed anyway?
If maths was not compulsory teachers may need to improve
their practice and work harder to recruit and retain students in NEIL CARMONA-VICKERY
maths subjects. Teachers could then focus on those who are
interested in maths, leading to more students taking higher Acting Director, Monash Tech School
level mathematics than currently; do you agree?
Come along and explore these topics with our panel of
experts from across the maths education sector.
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
7
NEW!
Victoria’s most trusted maths series
Now addresses the needs of a wider range of students,
provides even greater assistance for teachers and
offers a new level of digital support.
cambridge.edu.au/education/essentialmaths
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
68
GENERAL INFORMATION
CONFERENCE VENUE NETWORKING DRINKS
La Trobe University, Kingsbury Drive, Bundoora, Victoria. Date: Thursday 5 December 4:50pm - 5:50pm
Closest car park to Union Hall is carpark P3. Venue: Exhibition, Main Hall, Union Building
CAR PARKING Networking drinks is free of charge and open to all registered
delegates and exhibitors.
Car parking at La Trobe University for MAV19
conference is included. Please ensure that you enter your Please indicate whether you will be attending this event when
vehicle registration number when registering. If you do registering online.
not register your vehicle registration number, you will be
CONFERENCE OFFICE CONTACT
required to PAY via the ticket machine on the day.
Jacqui Diamond – Events Manager
The car park rate for 2019 has increased to $5.80 per
Phone: + 61 3 9380 2399
day or $1.60 per hour. Car parking is only available
Mobile: 0422 849 950
in white bays. If you have not provided your vehicle
Email: jdiamond@mav.vic.edu.au
registration number, when registering for MAV19, you will
be required to purchase your own tickets via the cellopark The Mathematical Association of Victoria
Pay As You Go application or via the ticket machines 61 Blyth St, Brunswick VIC 3056
located in each car park. Phone: + 61 3 9380 2399
www.mav.vic.edu.au/conference
No reimbursement is available on the day.
Further car park details can be found at: CANCELLATION POLICY
www.latrobe.edu.au/transport-central/car-parking/ Participants who cancel their booking on or prior to Friday
melbourne-parking/fees 15 November 2019 will receive a refund less a $30
administration fee. All cancellations must be in writing and
include any documentation already sent out. No refunds are
available after Friday 15 November 2019. Registration may
be transferred to another person.
REGISTRATION INFORMATION
Registration fees
MAV Member Metro: one day $294
MAV Member Metro: two days $589
MAV Member Non-Metro: one day $239
MAV Member Non-Metro: two days $479
Non Member: one day $377
Non Member: two days $764
Student: one day $157
Student: two days $314
Happy hour (Thursday 5 December), morning tea and lunch are
free to registered delegates. All prices include GST.
MORNING TEA
Morning tea will be provided in the exhibition hall
on both days. THE MATHEMATICAL
ASSOCIATION OF VICTORIA
11
REGISTRATION
Before you register you will need: Notes
1. Your username and password to register online, if unsure • Registrations will not be deemed complete without full
ring the MAV office on +61 3 9380 2399. payment or a school purchase order number.
• Session numbers are limited and the website will
2. School purchase order number or credit card for indicate when sessions are full.
payment (only Visa and MasterCard are accepted). • Member rates apply to MAV individual members,
3. Download the synopsis and select your sessions ready institutional/school members, Australian Mathematics
to enter your selections online when you register. Associations who are members of AAMT, and New
Zealand Mathematics educators who are member of
To register NZAMT.
• The MAV reserves the right to cancel presentations if
1. Visit https://www.mav.vic.edu.au/conference/mav19-
minimum numbers are not reached.
conference.html
2. Log in using your username (email) and password.
3. Choose your sessions, social program, accommodation REGISTRATIONS CLOSE
(if applicable) and complete the registration process. FRIDAY 15 NOVEMBER 2019 AT 5PM
4. Check the summary and amount you have been
charged.
5. Click on either purchase order or pay online and submit
your payment to complete the registration process.
6. Print out a copy of your confirmation for your records. ACCOMMODATION
7. You’ll get an automatic email which includes an invoice
or receipt, confirming your registration.
This year accommodation at Mantra Hotel and Breakfree Bell
8. If receiving an invoice, approve and pass your invoice to City will be available directly with the hotels.
your accounts team to be paid ASAP to secure your place.
To make bookings please contact the reservations team and
Invoices have 14 day terms for payment.
mention ‘Mathematical Association of Victoria’ to receive
If you do not receive this email within an hour, contact your discounted rate.
MAV on 9380 2399.
Email: bellcity.res@mantra.com.au
Note: After you have registered you may login at any time Phone: 03 9485 0380
using your login details to change your sessions or to re-
Bookings available on the below rates between 3 December
print your confirmation. You cannot change any item that
2019 – 7 December 2019
affects the amount transacted and these changes will have
to be made by the MAV office. MANTRA BELL CITY, PRESTON
Inclusions Located a short 10-minute drive from La Trobe University,
this is a 4-star hotel. A shuttle bus will operate between
The registration fee includes (per person) - morning tea
Mantra and La Trobe University on the Thursday and Friday
and lunch for each day registered; attendance at selected
of the conference. The below prices do not include breakfast.
sessions; networking drinks on Thursday 5 December;
and access to industry exhibition. And parking if your 1 Bed Manhattan: $160 per night room only (book by 30
registration number is supplied by the cut off date. June 2019 to receive an early bird special of $150 per night).
2 Bed Manhattan: $220 per night room only (book by 30
June 2019 to receive an early bird special of $210 per night).
Breakfast may be pre-booked with their reservations for a
discounted rate of $25 per person @ Chill Restaurant and car
parking for a discounted rate of $9 per day.
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
12EXHIBITOR PASSPORT
BREAKFREE BELL CITY, PRESTON PARTICIPATE IN THE EXHIBITOR PASSPORT
PROGRAM FOR A CHANCE TO WIN PRIZES!
Located next to Mantra, this is a 3-star hotel. A shuttle
bus will operate between Breakfree Bell City and La Trobe Each attendee will receive a Passport Program form in their
University on the Thursday and Friday of the conference. The conference satchel. This passport program will also include
below prices do not include breakfast. the location map.
Sleep & Go Queen $110 per night room only Here’s how to enter:
Sleep & Go Twin $110 per night room only
Budget Double $84 per night room only • Visit each exhibitor who is participating in the Passport
Budget Single $69 per night room only Program for an engaging conversation or product
demonstration.
Breakfast may be pre-booked with their reservations for a • Exhibit representative will place a stamp on the Passport
discounted rate of $20 per person @ Chill Restaurant and car Program form.
parking for a discounted rate of $9 per day.
• If you wish to go in the draw for Thursday prizes, drop
SHUTTLE BUS your Passport Program off at registration desk after end
During the conference a shuttle will run from Mantra Bell City lunch. You will be entered in the Happy Hour draw. If you
to La Trobe University. This shuttle service is run by Murrays are attending Friday only, drop your passport program off
Coaches. at registration desk before 1.30pm.
Departure Point at Mantra – Corner of Hotham Street and • Drawings will be held on Thursday 5 December (at
Bell Street (in Hotham Street). happy hour) and Friday 6 December (at 2pm) in the
Exhibitor Hall.
Drop off and pick up point at La Trobe University –
Bottom of Moat Drive at bus shelter • WINNER MUST BE PRESENT TO COLLECT
PRIZE!
Thursday 5 December
Passport Program is open to all MAV19 registered delegates
Departure Mantra Bell City to La Trobe Uni bus shelter, and excludes exhibitors. Only one passport program form
Moat Drive: 7.45am, 8.15am, 8.45am, 9.15am per registered attendee will be accepted as a valid entry. All
contact information must be completed on the passport form
Departure La Trobe Uni bus shelter, Moat Drive to be eligible for the prize drawing.
Mantra Bell City: 5pm, 5.45pm, 6.50pm
Friday 6 December
Departure Mantra Bell City to La Trobe Uni bus shelter,
Moat Drive: 7.45am 8.15am, 8.45am, 9.15am
Departure La Trobe Uni Bus Shelter to Moat Drive
Mantra Bell City: 5pm, 5.45pm
LA TROBE UNIVERSITY
Student Rooms - Glenn College
Glenn College is located on campus at La Trobe University.
The rooms are student rooms, utilised throughout the year
by students and are generally small in nature. Please note
that there will be several other patrons staying at the college
during your stay and consequently there may be some noise.
Rooms consist of a single bed with linen. Bathrooms are
shared, allocated at 1 bathroom for every 4 rooms. You will
need to bring your own toiletries and soap. The price does not
include breakfast.
Student room: $80 per room/per night
THE MATHEMATICAL
All rooms are subject to availability. We have placed a limited ASSOCIATION OF VICTORIA
hold on rooms so book early. 13LUNCH OPTIONS
During your time at La Trobe University for the MAV19 AGORA SQUARE
Conference, several food outlets across the University will
be serving lunch to conference delegates. Once registered, Bachelor of Coffee
your email confirmation of registration will contain your Option 1: Chicken schnitzel pack
lunch voucher. This will entitle you to a MAV19 Conference Chicken schnitzel, cheese and coleslaw on a fresh ciabatta
Package Lunch at the following campus outlets: roll. Soft drink, water or small coffee/tea. Piece of fruit. Mini
• The Eyrie (Eagle Bar) • Fuel Juice pastry or iced donut.
Option 2: Vegetarian pack
• Pings Café Moat • Fusion Falafel and salad wrap. Soft drink, water or small coffee/tea.
Piece of fruit. Mini pastry or iced donut.
• B&B Café (AgriBio) • Grafali’s Coffee Roasters
Café Spice
• Bachelor of Coffee • Grain Express
Large combinattion of any two curries served with rice from
• Café Spice • House of Cards Expresso a selection of three meat and three vegetarian curries. Indian
• Café Veloci • Mamak Rice and Noodle sweet dessert (Gulab Jamun). Soft drink or bottle of water. All
vegetarian curries are vegan, curries do not contain nuts and
• Caffeine Café • Thanh Thanh are gluten free and all foods served is Halal.
• Charlies Kebabs • Writers Bloc Café Café Veloci
When completing your registration form you MUST select Main meal, a piece of fresh fruit (banana or apple), cold
which outlet you would like to get lunch from, for each day drink (water, juice, Coke, Pepsi), chocolate treat. Main meal
you are attending. If nothing has been selected your default options: roasted chicken sandwich; chicken schnitzel roll/
will be Ping’s Café Moat. wrap; beef and salad roll; chicken, avocado aioli pasta salad;
Caesar salad; chicken schnitzel salad; variety of meat pizzas
UNION BUILDING
and pastas. Main meal vegetarian options: falafel Tabouli
The Eyrie (Eagle Bar) and Humus Wraps (vegan); potato and egg salad; quinoa
brown rice super-food salad (vegan), mixed grain salad
Grilled chicken salad, soba noodles, spring onions, coriander, (vegan), mediterranean pasta salad, garden salad. Variety of
chilli, red cabbage, sesame soy dressing. Bottle of water and a vegetarian pizzas and pastas
cookie.
Any special dietary requirement can be provided upon
Pings Café Moat request at least one day earlier.
Thursday Caffeine Café
Lemon chicken, stir fried mixed vegetable, steamed rice, One meal, drink, fruit or sweet treat. Main meal choices
Bottle of water or can of Coke. include: vegtarian baguette, smoked salmon baguette,
chicken and avocado baguette, gourmet wrap, chicken wrap,
Friday felafal wrap, two pack homemade Vietnamese rice paper
Mongolian beef, stir fried mixed vegetable, steamed rice, rolls, three homemade sushi, quinoa salad or Poke Bowl
Bottle of water or can of Coke. (Thursday), Soba noodle or Poke Bowl (Friday), Banh Mi,
two Steamed Bao. Regular drink (coffee, water, juice, can of
soft drink), assorted fresh fruit or melting moment (sweet
AGRIBIO
treat). A separate lunch pack can be prepared for delegates
B&B Cafe who are vegan, gluten free, dairy free, nut free, lactose free.
Delegates with dietary requirements much visit the cafe prior
Choice of chicken parma, salad and chips; nasi goreng; baked to 10.30am on the day to confirm collection.
potato with pulled beef, rocket, slaw, sour cream and cheese;
pumpkin and pine nut risotto (v). Soft drink or bottle of water.
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
14Charlies Kebabs Grain Express
Choice of open kebab or small kebab, can of drink or bottled Large meal, can of drink. A variety of vegetarian options
water and a sweet (baklava or Turkish delight). Open kebab including fried rice, noodles, dumplings, laksa and Tom Yum.
is lamb, chicken or falafel served with salad and fries topped
with tzatziki, hummus or chilli dip. Vegan and vegetarian House of Cards
platters available. Small kebab is a wrap with tomato, lettuce,
Regular coffee, classic jaffle and choice of daily treat or small
onion with a choice of sauces served with a side of fries.
potato gems.
Fuel Juice
Mamak Rice and Noodle
Option 1: Lunch box
Bottle of water or can of soft drink with noodle or rice box
Wholemeal wrap, small fruit salad, yoghurt with museli,
(chicken, beef or begetarian). Sauces include special chilli,
healthy bar, water or iced tea.
satay, Teriyaki, black bean or sweet and sour. Vegetarian,
Option 2: Fresh salad
gluten free, Halal chicken and beef dishes available.
Large chicken or vegetarian salad. Water and a piece of fruit
or a small juice. Thanh Thanh
Fusion Rice/noodles with any two dishes in the bain-marie (selection
of Asian foods, vegetarian, chicken/beef/pork with seafood
Burger or 4 Burek or small salad, all served with chips and
options available), with drink (soft drink can or bottle of
drink. Ribs, 3 Burek and drink.
water) and sliced fruit.
Grafali’s Coffee Roasters
Writers Block
Any lunch option with coffee or soft drink and a piece of fruit.
Options include toasted sandwiches, croissants, filled muffins, Freshly baked Swiss pastry with a slice and coffee or bottle of
filled paninis, salads and sausage/vegetarian rolls. Vegetarian water. Vegetarian, gluten free available.
and gluten free options can be provided.
The Mathematics Teaching Toolkit is a suite of
comprehensive, multimodal resources designed
to support teaching and learning in numeracy
and mathematics from birth to Level 10.
The toolkit is designed to:
• strengthen practitioners’ confidence and
capability in teaching numeracy proficiencies
and mathematics
• increase students’ engagement and
achievement in mathematics
• support families to develop more positive
attitudes towards mathematics.
The toolkit will be available soon.
For more information visit:
www.education.vic.gov.au/numeracyportalIntroducing
TI-Nspire CX II
™
graphing calculators
» Familiar functionality
» Added capability
» Robust interactivity
Visualise new paths to understanding
The all-new TI-Nspire™ CX II platform brings
a faster processor, updated new look and
added maths and coding features that will
help bring STEM to life for students.
Find out more about the
TI-Nspire™ CX II graphing calclulator
at education.ti.com/aus/Nspire.
The platform bar is a trademark of Texas Instruments.
©2019 Texas Instruments AD 15957SESSION SUMMARY: THURSDAY
THURSDAY 5 DECEMBER 2019
SESSION A: KEYNOTE, 9AM-10AM B08 F - Y10 VCAA Mathematics Annotated Work
Samples
A01 F - Y8 Reasoning as a mathematical habit of Crystal Afitu, David Leigh-Lancaster
mind B09 Y7 - Y10 Coding in the Maths Classroom
Mike Askew Georgia Gouros
A02 F - Y2 Learning from children B10 Y7 - Y12 Further More Mathemagical Marvels
Jill Cheeseman to liven up lessons
A03 F - Y12 Connecting teaching to student Andrew Wrigley, Wally Brodar
readiness B11 Y7 - Y12 Getting Started With FX Draw
Geoff Masters AO Paul Hooper
A04 Y7 - Y12 Mythbusting mathematics B12 Y7 - Y12 Using manipulatives in the High
Kate Smith-Miles School classroom
A05 Y7 - Y12 What’s up with secondary school Vicky Kennard
mathematics, and how can we B13 Y7 - Y10 More Puzzles, problems and tricks of
improve it? the trade
Kylie Slaney, Sarah Buckley, Sebastian Mike Ristovsky, Andrew Jefferies
Sardina, Peter Goss and Neil Carmona- B14 F - Y10 Brain Training Maths Card Games
Vickery Richard Korbosky
For a full description of keynotes, see page 5. B15 Y7 - Y10 Essential Mathematics for the
Victorian and Australian curriculums
SESSION B: 11AM-12PM VJ Gunawardana
B16 Y2 - Y10 Exploring eTasks
Douglas Williams
B01 Y11 - 12 2018 Specialist Mathematics
Examinations B17 Y5 - Y10 Developing fractional and algebraic
Allason McNamara, Dean Lamson, thinking in middle years
Philip Swedosh Catherine Pearn, Max Stephens
B02 F - Y6 Warm Ups: More Than Just Tuning In B18 Y7 - Y10 Making Connections
Marissa Cashmore, Laura MacLean Mike Clapper
B03 Y3 - Y8 Bringing Maths Learning to Life B19 F - Y6 COMBO– extending the original
Dianne Liddell game to take it much further
Sue Gardiner
B20 F - Y6 A handful of favourites: Explore a
collection of context rich investigations
B05 F - Y8 Embedding numeracy across the
school: it’s more then just mathematics Ellen Corovic
Lee-Anne Pyke B21 Y7 - Y10 Using Computers in a Maths
Classroom with Year 7-10 Students
B06 F - Y6 Differentiating learning through
Success Criteria Robert Rook
Paul Staniscia B22 F - Y10 Reflection and Metacognition in The
Mathematics Classroom
B07 F - Y6 Approaches to support planning
for student-centred learning in Genovieve Grouios
mathematics B23 Y7 - Y12 Mathematical ideas in the game of
Aylie Davidson SET
Amie Albrecht
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
17SESSION SUMMARY: THURSDAY (cont.)
B24 Y11 - Y12 Maximum fun with calculus
SESSION B-C: 11AM-1.20PM
Peter Fox
B25 Y7 - Y12 Connecting numeracy, mathematics
and the world of work B-C01 F - Y2 Developing early maths concepts
Dave Tout through play
Leah O'Neill
B26 Y5 - Y8 Really different Number and
Geometry Activities … yes really!! B-C02 F - Y6 Embedding Active Pedagogy
Ian Bull into Teacher Education targeting
Mathematics: Transform-Ed!
B27 Y7 - Y12 La Trobe Bendigo's new maths Paul Dann
enhancement program
Michael Payne, Toen Castle B-C03 F - Y8 Teacher student collaboration:
promoting mathematical creativity
B28 Y11 - Y12 Using Mathematica as an effective and curiosity.
tool Kristie Gibson, Melissa Sokol, Lana
Brian Stokes Fleiszig
B29 Y7 - Y12 This one simple hack boosts maths B-C04 Y11 - Y12 Constructing statistical application
learning tasks in Further Mathematics
Bryn Humberstone, Katie White Peter Jones
B30 F - Y6 Moving maths intervention into the B-C05 Y7 - Y12 Masterclass: Thrive and survive: The
whole class setting first five years of secondary school
John Hein, Rebecca Forder, Rebecca teaching!
Kerr Danijela Draskovic, Helen
B31 Y6 - Y7 Are your students ready for Year 7 Haralambous
maths? B-C06 F - Y10 You don’t need to differentiate
Wendy Taylor everything – it’s the Big Ideas that
B32 Y11 - Y12 Widgets and UDFs in the classroom make a difference!
using TI-Nspire Dianne Siemon
James Mott B-C07 F - Y12 Why Numeracy and why now?
B33 Y9 - Y10 Classic Geometric Constructions Kerryn Sandford
Neale Woods B-C08 Y7 - Y12 A day in the life of a Mathspace
B34 Y7 - Y12 AI - Machine Learning and teacher and student
Algorithmics Craig Blake
Craig Bauling
B35 Y5 - Y10 My Students Don't Know Their Tables!
SESSION C: 12.10PM-1.10PM
Michael O'Reilly, Norrian Rundle
B36 Y11 - Y12 ClassPad Tips and Tricks
Charlie Watson C01 Y11 - Y12 2018 Math Methods Examinations
Allason McNamara, Mary Papp
B37 Y11 - Y12 Investigating Integer Square Roots of
Complex Numbers C02 Y7 - Y10 Free resources for delivering excellence
Ray Williams, Katie Bye in financial literacy
Damian Nicholson
B38 Y7 - Y12 Valuing student work in mathematics
at Camberwell High School C03 Y - Y10 Targeted Teaching through a Learning
Geoffrey Menon, Ursula Parker Progression in Geometric Reasoning
Marj Horne
B39 Y7 - Y12 Finding gaps in student learning!
Are you struggling to engage C04 F - Y4 Connecting mathematics to the real
middle school students in the maths world!
classroom? Pam Vilsten , Matthew Ferguson
Adam Kruger
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
18C05 F - Y6 Making Maths Engaging for Students C22 Cancelled
AND Teachers! C23 Y11 - Y12 Open-ended Tasks in Maths Methods
Bernard Kerrins Trang Pham
C06 F - Y6 Mathematically Rich Tasks in Primary C24 Y7 - Y10 Maths and Music – play me a tune on
Schools your calculator
Russell McCartney, Chris Terlich Brian Lannen
C07 F - Y8 Strategies for understanding geometry C25 Y5 - Y12 The Art of Mathematics
– make it, draw it , name it , know it John Bament
Richard Korbosky
C26 Y5 - Y6 Differentiating Explorations with
C08 Y11 - Y12 Making connections through games in Manipulatives and Technology.
VCE Maths Amy Somers, Leonie Haggett
Rosalind Willsher, Emily DiBella
C27 Y11 - Y12 Mathematical Methods Unit 3:
C09 Y7 - Y12 Improve Lesson planning and student Introducing Discrete Random Variables
engagement while saving time. Peter Flynn
Bill Murray
C28 F - Y6 Using Data To Inform Your Teaching
C10 Y7 - Y10 Powerful Conceptual Models Andrew Spitty
Claire Moriarty
C29 Y11 - Y12 Further Mathematics Exam - featuring
C11 Y7 - Y12 Connections through mathematical efficient ClassPad use
modelling Elena Zema
Ross Turner, Jim Spithill
C30 Y7 - Y12 Producing brilliant mathematical
C12 Y7 - Y12 Conceptualise and understand diagrams
Mathematics with Geometry Geoff Phillips, Ann Phillips
Sanjeev Meston
C31 Y2 - Y8 Learning Fractions With Picture
C13 Y7 - Y10 Challenging, coherent, cumulative Puzzles
experiences that engage all students Douglas Williams
Peter Sullivan
C32 Y7 - Y10 Small Shifts, Big Gains
C14 Y7 - Y12 The future of grades and the impact on Deb Carmichael, Karen Milkins-Hendry
growth mindset
Tamara Heaney C33 Y11 - Y12 CAS in Specialist Mathematics
Classroom
C15 F - Y6 Using the e5 Instructional Model in Bozenna Graham
Maths
Nichole Skews C34 Y11 - Y12 Build your own ClassPad functions and
programs
C16 Y5 - Y12 What’s Inside an Escher Print? Charlie Watson
Toen Castle, Christopher Lenard,
Katherine Seaton C35 Y7 - Y10 Digital diagnostic assessment - be
smart about planning
C17 F - Y8 Mathematics Learning Difficulties Vanessa Rule-Paddle, Lindy Sharkey
Nathalie Parry
C36 F - Y10 MAWA Competitions & Resources for
C18 Y3 - Y6 Number Talks in the Primary Reciprocal Members
Classroom John West
Renee Patel, Lauren Lamont
C37 Y11 - Y12 Nailing the 2018 Methods Exam 2
C19 Y7 - Y12 A Conversation about Out of Field with a ClassPad
Teaching Alastair Lupton
Michael O'Connor
C38 Y4 - Y10 MathsCraft – working like a
C20 Y9 - Y12 The Three P’s of Performance mathematician!
Dietmar Schaffner Jacqui Lee, Anita Ponsaing
C21 F - Y6 Differentiation Through Engaging
Games
Catherine Epstein, Mandi Mackey
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
19SESSION SUMMARY: THURSDAY (cont.)
C39 Y11 - Y12 Using Mathematica as an Effective D14 Y5 - Y10 The Questioning Classroom
Tool Mike Clapper
Brian Stokes D15 Y5 - Y12 Curriculum that can connect every
C40 F - Y6 Differentiating learning through student
Success Criteria Steven Goldberg, Madeleine Graham
Paul Staniscia D16 Y5 - Y10 Communicating sustainability using
student-led statistical investigations
Vaughan Barras, Michael Llewellyn
D17 Y11 -Y12 Academic integrity for maths tasks
Katherine Seaton
SESSION D: 2.30PM-3.30PM D18 Y9 - Y10 Motivating and Engaging Middle
Secondary Learners
D01 Y5 - Y10 Multiplication: A sign of the times Megan Steel, Jessica Carter
Stephen Hanlon D19 F - Y10 Victorian Curriculum Assessment and
D02 Y5 - Y12 I don't understand the question - EAL Curriculum Made Easy
Sean Kelleher, Sharon Lei Andrew Spitty
D03 F - Y4 More blocks and less blocking D20 Y5 - Y10 What makes a mathematical task rich?
Cassandra Lowry Michaela Epstein
D04 Y5 - Y6 Effective Team Teaching in a D21 Y11 - Y12 Further Mathematics Exam - featuring
Mathematics Classroom efficient ClassPad use
Eadaoin Lorigan, Tanya Tanner Elena Zema
D05 F - Y6 Top Tips to Accelerate Learning D22 F - Y8 Linking explicit teaching to meta-
Ian Stevens cognition.
Michael Younger, Laura Boylan,
D06 F - Y8 Fun fractions with Cuisenaire rods
Bernadette Mercieca Amanda Williams
D07 F - Y6 Enhancing student voice through D23 F - Y6 Place Value: Developing quality
problem solving and inquiry assessment items
Nadia Walker Angela Rogers
D08 Y7 - Y10 Using Education Perfect to make D24 Y5 - Y10 From sharing to ratios: It's all about
connections in Maths proportions.
Jess Mikecz Helen Booth, Leanne McMahon
D09 F - Y6 Challenging Maths tasks to promote D25 Y11 - Y12 Edrolo for Mathematics: Data,
student agency. Differentiation and Exam Preparation
Stacey Lamb Liam Ferris, Mark Drummond
D10 Y3 - Y10 The Pedagogy of Picture Puzzles D26 F - Y10 Algebra Tiles - A Lesson in the
Douglas Williams Unknown
Nadia Abdelal, Anna Bock
D11 Y11 - Y12 Recipe to develop VCE Mathematics
SAC 101 D27 Y5 - Y12 The Data Driven Teacher
Echo Gu, Trevor Smith Craig Blake
D12 F - Y6 Challenging, coherent, cumulative D28 Y5 - Y10 Keeping it real - Data, data and more
experiences that engage all students data
Peter Sullivan John Widmer, Juan Ospina León
D13 F - Y8 From additive to multiplicative D29 Y5 - Y8 Using Problem Solving to Create
thinking: Ideas for teaching Differentiated Learning Experiences
Mayamiko Malola, Catherine Pearn, Pauline Kohlhoff, Anne Prescott
Max Stephens D30 F - Y6 Creating mathematical engagement
with Maths300
Stephen McLeod, Laura O'Meara
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
20D31 Y11 - Y12 Mathematical Methods: Probability D-E06 Y5 - Y10 Critical connections between
enhanced with TI-Nspire language, literacy, mathematics and
Frank Moya numeracy
D32 Y11 - Y12 Developing Further Mathematics Dave Tout
SAC tasks D-E07 Y7 - Y12 Formative Assessment with Mobile
Kevin McMenamin Devices in Mathematics Classroom
D33 F - Y10 Parental Perceptions of NAPLAN: Irina Lyublinskaya
Who’s Telling the Truth?
Linda Cranley, Gregory Hine SESSION E: 3.40PM-4.40PM
D34 Y11 - Y12 Tips/resources for First Year VCE
Mathematical Methods (Units 1 & 2)
E01 F - Y10 Reflection and Metacognition in The
Teachers
Mathematics Classroom
Ian Wong
Genovieve Grouios
D35 Y5 - Y8 Making Connections: Making maths
E02 Y9 - Y12 Worthwhile CAS calculator use in this
planning easier
year’s Mathematical Methods Exam 2
Jacinta Blencowe
Kevin McMenamin
D36 Y9 - Y10 Chance, Data and the Gambling Issue
E03 F - Y8 Addressing misconceptions about
Robert Money
mass and volume/capacity
D37 Y9 - Y12 Lights, Music and the TI-Innovator Heather McMaster
Raymond Rozen, Shane Dempsey
E04 Y7 - Y12 Producing brilliant mathematical
D38 Y9 - Y12 Wowed by Widgets – The Directors diagrams
Cut Geoff Phillips, Ann Phillips
Chris Ireson, Len Bedier
E05 Y11 - Y12 Mathematical Investigations for the
D39 Y7 - Y10 Sparking interest and engagement in new VCE Structure
the secondary classroom Brian Lannen
Vanessa Rule-Paddle, Tim Carruthers
E06 Y9 - Y12 When is a square a triangle?
D40 Y7 - Y12 Improve Lesson planning and student Chris Wetherell
engagement while saving time.
E07 Y11 - Y12 Interesting Physics Applications for
Bill Murray
Methods & Specialist SACs
Wayne Semmens
SESSION D-E: 2.30PM-4.40PM
E08 Y9 - Y12 Preparing students for external exams,
what’s QLD doing?
D-E01 F - Y6 Embedding Active Pedagogy Antje Leigh-Lancaster, Julian Lumb
into Teacher Education targeting E09 Y7 - Y10 Team Teaching & Student Advocacy
Mathematics: Transform-Ed! Simon Pitaro, Natalie Raspudic
Paul Dann
E10 F - Y4 Developing Number Sense P-2
D-E02 Y7 - Y10 Making Probability accessible for all Kerri Smith
students
Narcisa Corcaci E11 Y11 - Y12 Demonstrating tricky concepts in
VCE Maths using Desmos
D-E03 F - Y6 Masterclass: Supporting leaders in Bryn Humberstone
their first years of leading
Ellen Corovic, Aimee Fleming E12 Y7 - Y12 Making Mathematical Memories -
The big ideas behind teaching
D-E04 Y7 - Y12 Masterclass: Supporting leaders Zoe Schaffner, Aline MacDonald
in their first years of leading (a
secondary focus) E13 F - Y12 Student-Centred Coaching in
Mathematics
Helen Haralambous, Danijela
Kate Lachmund, Daniel Nadjidai
Draskovic
D-E05 Y7 - Y12 Avoiding the RHS
Peter Fox
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
21SESSION SUMMARY: THURSDAY (cont.)
E14 Y5 - Y10 Rock N Rover E29 Y9 - Y12 Real trigonometry with real time, real
Jody Crothers world data
Enzo Vozzo
E15 Y9 - Y12 Function Junction – Exploring
E30 F - Y6 Top Tips to Accelerate Learning
functions, graphing and coordinate
Ian Stevens
geometry
Roger Wander E31 F - Y6 Kids - hate to estimate
Jennifer Bowden
E16 Y9 - Y12 Big Mathematical Ideas from
Computing E32 Y7 - Y10 Small Shifts, Big Gains
Kaye Stacey Deb Carmichael, Karen Milkins-
Hendry
E17 Y11 - Y12 Mathematics and Mathematical
Literacy solution strategies; Teachers E33 Y11 - Y12 Mathematical Methods: Probability
comments enhanced with TI-Nspire
France Machaba Frank Moya
E18 F - Y6 Balancing Being Open, Challenging E34 Y4 - Y10 Learning Algebra With Picture
and Explicit Puzzles
Michael Bairstow Douglas Williams
E19 Y9 - Y10 Flipped learning - a mathematics E35 Y5 - Y10 Teaching with Algebra Tiles
experience for Year 9 boys Michael O’Reilly, Norrian Rundle
Penelope Kalogeropoulos, Angela E36 Y9 - Y12 Lights, Music and the TI-Innovator
Liyanage Raymond Rozen, Shane Dempsey
E20 F - Y8 Exploring students’ mathematical E37 Y11 - Y12 Investigating Complex Numbers
reasoning through horizon problems Using Series
Dianne Siemon Ray Williams, Katie Bye
E21 Y7 - Y12 Mathematical Ideas in the Game of E38 Y9 - Y12 Bringing VCE Maths to Life with
SET TI-Nspire
Amie Albrecht Stephen Crouch
E22 Y5 - Y8 Really different Number and E39 Y5 - Y12 Wolfram Language coding
Geometry Activities … yes really!! introduction, challenging tasks,
Ian Bull formative assessment
E23 Y7 - Y12 La Trobe Bendigo's new maths Ian Willson
enhancement program E40 Y11 - Y12 Using Computers in a Maths
Michael Payne, Toen Castle Classroom with Year 11/12+ Students
E24 Y5 - Y6 Rich Tasks that Challenge our Robert Rook
Learners to Think E41 Y5 - Y8 Calendars, clocks and sundials
Catherine Epstein, Martin Holt Tim Byrne
E25 Y5 - Y12 Using teacher feedback to shape
product direction
Andrew Crisp
E26 Y11 - Y12 Complex Numbers, Polynomial
Equations and Polygons Yew
Fook Chan
E27 Y7 - Y12 Enhance Your Teaching with
OneNote
Ashley Carlton, Scott Allder
E28 Y7 - Y12 Journaling in Mathematics education
Peter Breukers
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
22MAVSHOP
HTTP://SHOP.MAV.VIC.EDU.AU
MAV MEMBERS RECEIVE A 20% DISCOUNT ON ALL STOCK
HEADS OR TAILS 1–6 BEEP BEEP VROOM VROOM K–2
When Maggie can’t decide what to do, she The yellow cars beep! The red cars vroom!
flips a coin - but not all the results come out As Molly plays with her big brother’s toy
in Maggie’s favour. What will Maggie do when she cars, readers will see and recognise patterns, an
has a really important decision to make? essential first step in learning to reason from the
specific to the general. But can Molly put the cars
Can you guess what happens next? back in the right order before her brother returns?
$16 (MEMBER) $12.68 (MEMBER)
$20 (NON MEMBER) $15.85 (NON MEMBER)
ENGAGING MATHS: F–6 TEACHING MATHEMATICS K–2
EXPLORING NUMBER IN THE VISIBLE LEARNING
CLASSROOM
This book presents a collection of 10 rich activities
Select the right task, at the right time, for the right
that address aspects of the Number and Algebra
phase of learning. How can you best help K–2
strand of the Australian Curriculum: Mathematics.
students to become assessment-capable visible
More importantly, the activities are under pinned
learners in mathematics? This book answers that
by the processes of mathematics described in
question by showing Visible Learning strategies
the proficiency strands of the curriculum. Each
in action in high-impact mathematics instruction.
of the activities is supported by detailed ideas
Walk in the shoes of K–2 teachers as they mix
for implementation, reflection, assessment,
and match strategies, tasks, and assessments,
differentiation and curriculum links.
demonstrating that it’s not only what works, but
The book enhances the teaching of mathematics when. A decision-making matrix and grade-level
rather than focusing purely on learning. By using examples help you leverage the most effective
it as a professional learning tool, not only will your teaching practices at the most effective time
teaching be enhanced, your students’ learning and to meet the surface, deep, and transfer learning
engagement will also benefit. The book includes needs of every young student.
resource lists, curriculum links, implementation
ideas, reflection starters, ideas for differentiation $45.08 (MEMBER)
$56.35 (NON MEMBER)
and black line masters for students.
$29.70 (MEMBER)
$37.13 (NON MEMBER)
TEACHING AND ASSESSING F–6
MATHS THROUGH
OPEN-ENDED ACTIVITIES
COMBO CARD GAME 5–8 This book contains activities and real student
(INDIVIDUAL PACK) work samples as a guide, to help improve student
COMBO is featured in Dr Paul Swan’s book learning. It relates mathematical strategies to real
Cards on the Table. The game is designed to help life situations for students and caters for different
students practice their basic number facts. needs, allowing for differentiated learning. Designed
An ideal game for children in upper primary and for teachers to help students practise investigation,
lower secondary school. conduct assessment and create reports.
$3.15 (MEMBER) $53 (MEMBER)
$3.94 (NON MEMBER) $66.25 (NON MEMBER)
TO ORDER
THE MATHEMATICAL HTTP://SHOP.MAV.VIC.EDU.AU
ASSOCIATION OF VICTORIA
OR CALL +61 3 9380 2399
Prices are subject to change.SESSION
DETAILS
THURSDAY
5 DECEMBER
2019SESSION A, Keynote, Thursday, 9am-10am
A01 Reasoning as a mathematical habit of mind as one example of the ways in which teachers, and teacher
educators, learn with children. I hope that participation in this
F - Y8, Curriculum/Assessment , Lecturer, Keynote session will prompt teachers to consider their experiences and
Mike Askew AO, University of Witwatersrand, how they have been learning from children.
Johannesburg
A03 Connecting teaching to student readiness
Of the four proficiencies – understanding, fluency, problem
solving and reasoning - reasoning is often seen, I think, as F - Y12, Curriculum/Assessment , Lecturer, Keynote
the ‘gold standard’ of mathematics: harder to learn than the Geoff Masters AO, Australian Council for Educational
other fluencies and only accessible to a minority of learners. Research (ACER)
An alternative view - one that I share - is that mathematical
reasoning is actually an extension of the sort of everyday In each year of school, the most advanced students in
reasoning that we all engage in throughout our lives. From mathematics are at least five to six years ahead of the
that perspective, engaging in mathematical reasoning least advanced students, with some evidence that this
should be accessible to all learners and not just the select gap widens across the years of school. This is an issue if
few. Contrary to another popular belief, reasoning is not teachers understand their role as the delivery of the same
necessarily dependent on fluency needing to be taught mathematics curriculum to all students in a year level. Many
first. So rather than treat reasoning as something special less advanced students lack the prerequisite knowledge to
and difficult in mathematics teaching, what would it look engage meaningfully and so fall further behind each year.
like to have it happening ‘little and often’ in all mathematics Other, more advanced, students often are not challenged
teaching, so that all pupils come to develop reasoning as and extended to the levels of which they are capable.
a ‘habit of mind’? In this plenary I will share some of the One approach to this issue has been to create different
research into how we can support everyone to reason mathematics streams, but this risks labelling, locking students
mathematically and suggest some practical examples for into particular streams, and setting ceilings on how far some
bringing reasoning into the centre of mathematics and students can progress. This keynote considers an alternative
teaching and learning of numeracy across the curriculum. structure for the school mathematics curriculum – one
that would see all students progress through a sequence of
A02 Learning from children attainment levels not linked directly to year levels.
F - Y2, Context for Learning, Lecturer, Keynote A04 Mythbusting Mathematics
Jill Cheeseman, Monash University
Y7 - Y12, Context for Learning/STEM , Lecturer,
Learning and teaching mathematics fascinates me and I know Keynote
that some of the important things I have learned have come Kate Smith-Miles, The University of Melbourne
from children. In this session, I will share some stories that
are memorable to me to illustrate ways in which children’s This talk tackles some of the many myths about mathematics
ideas and actions have left indelible imprints on my thinking, that affect student perceptions, and equips teachers to
inspired me to be a better teacher, and amazed me with their respond with debunking examples. The foundational aspect
insights. of the school mathematics curriculum can make it difficult
for students to see the relevance to the real world and their
As a teaching profession, I think we share our practice future. The role of mathematics in tackling many of societies
through our narratives. Maybe in some cases the stories are greatest challenges will be discussed, and the reason that
apocryphal but those I will recount are real and come from mathematics consistently ranks as the top job in an annual
classrooms. I will connect each story to a research project, world survey of occupations will be explained. Finally, some
a professional development initiative or a kind invitation to classroom suggestions will be offered to help students see
problem-solve with children. that - far from being a dusty old and irrelevant subject - new
mathematics is being developed all the time in response to
The power of these stories is to highlight socio-cultural society’s needs.
issues in mathematics education, equity and access issues,
theoretical perspectives, and the personal qualities of young
mathematicians. In particular, children have reminded me of
the curiosity, creativity, persistence and knowledge that they
can bring to the pursuit of mathematics. My reflections serve
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
30A05 What’s up with secondary school mathematics,
and how can we improve it?
Y7 - Y12, Context for Learning/Pedagogical Content
Knowledge/Curriculum/Assessment, Lecturer, Keynote
Kylie Slaney, MAV Board member and Carey Baptist
Grammar School.
Sarah Buckley, The Australian Council for Educational
Research (ACER).
Sebastian Sardina, RMIT University University
Peter Goss, Grattan Institute
Neil Carmona - Vickery, Monash Tech School
We often hear that learning maths teaches reasoning,
problem solving logical, and critical thinking skills. Students
can develop a host of technical skills but if they lack the
capacity to apply these skills to solving problems which are
anything other than technical exercises, their knowledge
is irrelevant. A critical skill in mathematics is being able to
derive a mathematical formulation from a context. Yet we also
know that many students leave school not having mastered
essential numeracy skills.
What should the role of school mathematics education be in
our emerging new world? And as such, what mathematical
ideas should students be required to engage with? Why
are topics like algorithmic thinking and coding relevant to
secondary school mathematics?
Are we pushing kids too far by asking them to do maths until
year 10? Are we doing enough to combat maths anxiety in
the secondary school maths classroom? What are the factors
leading to this anxiety, and are we doing enough to address
them?
What if maths was elective from Year 9 like other subjects?
Couldn’t students get enough numeracy across the
curriculum after year 10 that maths was not needed anyway?
If maths was not compulsory teachers may need to improve
their practice and work harder to recruit and retain students in
maths subjects. Teachers could then focus on those who are
interested in maths, leading to more students taking higher
level mathematics than currently; do you agree?
Come along and explore these topics with our panel of
experts from across the maths education sector.
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
31SESSION B, Thursday, 11am-12pm
B01 2018 Specialist Mathematics Examinations During the workshop, participants will be provided with the
opportunity to collaborate with others to develop potential
Y11 - 12, Curriculum/Assessment, Lecture learning units, identifying ideas, skills and learning/teaching
Allason McNamara, Trinity Grammar, Dean Lamson, considerations for maths learning units. Participants will
Kardinia International College and Philip Swedosh, receive access to all examples developed within the workshop.
The King David School
Having access to a laptop/device to access Victorian
Allason, Philip and Dean will discuss common student errors Curriculum with be helpful. A phone/device with a camera
in the 2018 Specialist Mathematics examinations. An analysis is also recommended to be brought along. Textas and paper
of the Multiple Choice section will be given; by-hand skills will be provide to assist the collaborative crating time during
will be discussed and different approaches to answering the the session.
Extended Answer questions will be outlined. Bring the 2018
Specialist Mathematics VCAA Exams. B05 Embedding numeracy across the school: it’s
more then just mathematics
B02 Warm Ups: More Than Just Tuning In
F - Y8, Context for Learning, Workshop
F - Y6, Pedagogical Content Knowledge, Workshop, Lee-Anne Pyke, Consultant
Repeat/Commercial
Marissa Cashmore, Macclesfield Primary School and The common and agreed national goals for schooling in
Laura MacLean, Banyan Fields Primary School Australia states that ‘the curriculum will include a strong focus
on literacy and numeracy skills’. However, numeracy or being
This workshop will be all about choosing authentic rich warm numerate no longer refers to basic number skills but rather
up activities or games and connecting them to fundamental the ability to use school learnt mathematical knowledge and
skills and strategies that need to continuously be revisited skills confidently with the practical demands of everyday life.
throughout the year. By embedding numeracy across the school curriculum
We will show participants how to use questioning during teachers can support students’ numeracy development.
warm ups to extend and promote meta-cognition as well as Additionally, the demands of the mathematics curriculum can
demonstrate some quick formative assessments. be incorporated alongside subjects such as literacy,
humanities, Science, PE and Health thereby covering a
During this workshop we will also establish ways to extend number of curriculum demands at once. In this workshop,
some of these warm up tasks into further investigations. Some teachers will explore tasks from across curriculum areas and
references to Maths300 will be used. discuss how they activate the development of numeracy.
B03 Bringing Maths Learning to Life
Y3 - Y8, Curriculum/Assessment, Workshop, Repeat/
Commercial
Dianne Liddell, Engage Empower Educate
This presentation is focused on helping teachers develop
rich learning units that engage students, provide real-world
experiences of maths and deepen students’ understandings of
mathematical concepts, strategies and skills.
Through this workshop, participants will be provided with
resources and materials to support them in developing
engaging mathematical units and learning experiences from
Year 5 to Year 8.
Key learnings from the last ten years, including what not to
do and key considerations when implementing these units of
learning, will also be shared with all participants to assist them
in planning and developing future units.
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
32You can also read
