Conference synopsis 20240805 - Flipbook - Page 101
3. Get 5 practical strategies you can use to help your students
go from passive rule following to deep & creative thinking in
maths.
G18 ALIGNING SUCCESS CRITERIA FOR
MATHEMATICAL PROFICIENCY: QUESTIONS
TO BE CONSIDERED
Subtheme: Pedagogy
G17 EMPOWERING TEACHERS IN THE
IMPLEMENTATION OF VICTORIAN
CURRICULUM 2.0
Subtheme: Curriculum
James Dixon and Ramya Deepak Kumar,
Mount Waverley Primary School
(F to Year 8)
With the revised Victorian Curriculum 2.0 being
implemented across our state, it is important that teachers
are part of all key curriculum documentation in school, and
this process is aligned to their daily teaching. The approach
shared here showcases how we built our teachers’ knowledge
and ownership of mathematics VC 2.0 whilst enriching
their understanding of implementing this in their day-today lessons. We explore our work on focusing on the verbs
identifying each descriptor and how that aligns with our
practice of co-constructing success criteria with our students
that in turn activates deep learning.
Key takeaways:
1. V2.0 structured and streamlined process for staff agency
and uptake.
2. Use of verbs as the core unit in scaffolding learning and
building a learning continuum.
Eamon Light,
(F to Year 10)
In this presentation, success criteria will be positioned
as central to supporting student agency and success in
mathematics classrooms. Participants of this workshop will
be immersed in stories of practice from primary school
settings. Teachers can reframe success criteria statements as
questions that are both content and proficiency focused, to
provide an effective feedback system for students and enable
them to achieve the aligned and intended mathematical
outcomes. Participants will be challenged to reposition
success criteria as the centrepiece of planning and will explore
the importance of developing their mathematical content
knowledge in preparation for explicit teaching opportunities.
Research about aligning and explicitly stating mathematical
expectations with assessment will be used to support this
presentation and also demonstrate how peer feedback and
peer assessment systems can be enhanced.
Key takeaways:
1. Success criteria can be helpful in students assessing
themselves against content and proficiency strands.
2. Alignment between expectations and assessment of
mathematical understandings is needed for student success.
3. Success criteria statements are for teachers, questions are
for students.
3. Success criteria and its co creation as an important tool for
differentiation.
CANCELLED G19 CO-DEVELOPING THE
UNDERSTANDING OF THE EQUAL SIGN AND
FORMAL EQUATIONS.
Subtheme: Curriculum
Jiqing Sun, Deakin University
(Year 3 to Year 8)
Fostering students’ relational conception of the equal sign
(viewing the equal sign as indicating an equivalence of two
sides rather than a ‘show result’ symbol) is challenging, and
students’ misconception of the equal sign is persistent.
However, students in China commonly possess a robust
understanding towards the equal sign by the end of primary
school.
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
101
