Conference synopsis 20240805 - Flipbook - Page 42
SESSION A: Thursday, 11am-12pm (cont.)
(Primary) and Vinculum (Secondary) respectively, will guide
you through the process of writing for publication. This
session aims to demystify the publication process, offering
practical insights and tips for teachers and leaders who are
keen to contribute to the mathematics educational discourse.
Whether you’re a teacher with innovative ideas, a leader with
strategies for whole-school improvement in mathematics,
or a mathematics educator who works more broadly across
schools, this workshop will provide a supportive environment
to explore how to craft and submit your narrative effectively.
Discover how your everyday classroom experiences can
contribute to the professional growth of your peers and
inspire broader educational communities. Don’t miss this
opportunity to discuss your ideas with the editors and take the
first step towards sharing your important work with a wider
audience. No experience necessary!
Key takeaways:
1. Familiarise yourself with MAV’s teacher journals.
2. Understand the publication process.
3. Be confident to know how to get started to share your
stories of practice.
Remember: Have in mind a recent ‘story of practice’ you
might consider sharing. It could be a success story, a task you
created, something you tried in class, translating research into
practice or anything else!
How can we link the long division algorithm to our
understanding of divisibility?
•
What can we learn about algorithms in general from this
process?
Key takeaways:
1. A deep understanding of how the long division algorithm
works.
2. An approach to analyse and understand mathematical
algorithms.
A13 WHY DON’T THEY REMEMBER IT?!
Subtheme: Pedagogy
Antje Leigh-Lancaster, Leigh-Lancaster Consulting
(Year 3 to Year 12)
No doubt many of us have had moments where we’re
surprised by what our students haven’t remembered.
In this workshop, we will begin by exploring some practical
classroom strategies and approaches that research has shown
to be effective in facilitating learning, retention and recall, for
example:
•
explaining an idea, concept or solution to someone else.
•
A12 UNDERSTANDING DIVISION: A
COMPUTATIONAL THINKING APPROACH
benefit of deliberately making an error and then
correcting it.
•
using faded worked examples.
Subtheme: Curriculum
•
developing multiple ‘entry and exit’ points.
Alex de Lacy, Oxford University Press
(Year 5 to Year 10)
•
spaced and interleaved practice.
Computational thinking is integrated into the Victorian
Curriculum Mathematics V2.0. A useful starting point for
students and teachers is to consider algorithms that are
already familiar. In this session, we will look at the long division
algorithm and use a computational thinking approach to
understand how the algorithm works, and what it tells us
about numbers and divisibility. This includes answers to the
following questions:
•
Why do we work from left-to-right (instead of right-toleft as in other addition, subtraction and multiplication)?
•
What does the long division algorithm actually do?
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
42
•
You will have the opportunity to work in small groups to see
how these strategies and approaches could be incorporated in
lessons and topics.
By the end of this session, you will leave with a range of
practical strategies, a copy of the presentation and links to
some related resources.
Key takeaways:
1. An understanding of some effective teaching and learning
strategies and approaches.
2. Practical experience with applying the strategies .
3. Links to related resources.
