Conference synopsis 20240805 - Flipbook - Page 39
SESSION A: Thursday, 11am-12pm
A01 MATHS FOR ALL: INCLUSIVE STRATEGIES
FOR LEARNERS WITH SPECIAL NEEDS
CANCELLED A03 MASTERING
MATHEMATICAL MODELLING
Subtheme: Technology
Subtheme: Curriculum
Sumati Randhawa, Bulleen Heights School
(F to Year 2)
Carmel Delahunty, Yeshivah-Beth Rivkah Colleges,
Judy Gregg, Mathematics Contract Consutlant
(F to Year 6)
In this session, teachers will be shown various strategies to
personalise learning for students with special educational
needs. Teachers will be learning strategies on how to
incorporate assistive technology to enhance student
engagement and comprehension in mathematics such as
using the app Proloquo2go. Additionally, using tools like
video modelling provides visual and auditory reinforcement
of routines, making abstract concepts more concrete.
Teachers will learn on using visual supports like Colourful
Semantics which can help students understand mathematical
language with more ease, including those who are nonverbal. Teachers will also understand the importance of
a collaborative approach, involving speech therapists,
educational professionals, and parents to create a supportive
and responsive learning environment. Participants will walk
away from this session with a practical understanding of
the supports required to effectively scaffold the learning of
students with special needs in numeracy.
Although included in curricula for some time, mathematical
modelling is now in the descriptions of the Australian
Curriculum 9.0/Victorian Curriculum 2.0, from Level 1.
This session looks at what mathematical modelling is and
isn’t and explores how to go about planning for mathematical
modelling with reference to current successful examples of
this process. Participants will have the opportunity to share
their experiences with the mathematical modelling process
and add to their knowledge and ideas.
Key takeaways:
1. What mathematical modelling is.
2. How to plan for mathematical modelling.
3. Examples of the mathematical modelling process in
context.
Key takeaways:
1. Making learning more personalised for students with
diverse learning needs
2. Using technology and visuals as a support in mathematics,
e.g. video modelling, Colourful Semantics and social stories
A04 HOW TO PURPOSEFULLY TEACH
CRITICAL THINKING
(COMMERCIAL PRESENTATION)
Subtheme: Curriculum
3. Learning how to implement practical and real-life lessons in
the community
Carmel Menzies, Firefly Education
(F to Year 6)
THE PRESENTER WILL RECORD THIS SESSION.
Critical thinking is a crucial part of teaching and learning,
especially when it comes to mathematics. It is a complex
mental journey that requires students to transform
information into knowledge and apply this knowledge to a
variety of real-world contexts. Participants of this presentation
will walk away with a handful of practical ways to embed
critical thinking in their maths lessons. In this presentation,
we’ll use the comprehensive Maths Trek program resources
to highlight effective strategies to purposefully teach and
improve students’ critical thinking skills. Maths Trek is a new
resource which is aligned to the newest Victorian Curriculum
and focuses on developing students’ problem-solving,
reasoning and critical thinking skills through explicit teaching
and real-world application in investigations.
A02 SUPPORTING HIGH POTENTIAL AND
GIFTED LEARNERS IN MATHEMATICS
Subtheme: Pedagogy
Chrissy Monteleone, Australian Catholic University
(Year 1 to Year 6)
This workshop explores the definition and identification of
high potential and gifted mathematicians, emphasising the
pedagogical strategies that best support their development.
Key instructional practices include differentiated instruction,
the status of ability grouping, challenging tasks, and task
modification. The implications of these practices for
educational systems and policy are also shared.
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
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