Conference synopsis 20240805 - Flipbook - Page 48
SESSION B: Thursday, 12.10pm-1.10pm
B01 INTRODUCING EXPLICIT TEACHING
AND THE MATHEMATICS HUB
Subthemes: Pedagogy, Wellbeing
Helen Chick, University of Tasmania
(Y3 to Y6)
There has been plenty of discussion over many years about
the kinds of teaching approaches that might be helpful for
students’ learning. Some of them have the word ‘explicit’ in
them. Is an ‘explicit’ approach a good thing or a bad thing?
Last year, the Mathematics Hub (www.mathematicshub.edu.
au), which is part of the Maths in Schools Federal Government
initiative, released a set of learning modules about ‘explicit
teaching’, with a framework to help teachers think about
effective lessons. In this presentation, I will introduce you
to the Explicit Teaching framework, and the Mathematics
Hub’s set of free professional learning modules that will help
you learn more. We’ll discuss some of the key ideas, do some
planning using the framework, and take away an activity that
could be used in the classroom.
Key takeaways:
1. Conceptualisations of explicit thinking.
2. Knowledge of professional learning modules.
3. Activity resources for teaching.
B02 NURTURING ALGEBRAIC THINKING IN
THE EARLY YEARS
Subtheme: Pedagogy
Rebecca Seah and Marj Horne, RMIT
(F to Year 2)
As soon as young children start working with number, they
start encountering algebraic ideas. Pattern recognition and
creation, understanding of equivalence and representations
and reasoning about them are critical in the development
of number and mathematics generally. Participants at this
workshop will engage with some activities used in the early
years to foster attention on patterns and relationships
between numbers, symbols and problem-solving situations.
Come and explore some tasks reflecting on how they engage
young children with algebraic thinking.
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
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Key takeaways:
1. Activities for developing algebraic thinking in early years.
2. Ways to nurture children’s curiosity and attention to big
ideas in algebraic thinking.
3. Reflections on supporting understanding of equivalence
and patterns.
Remember: Paper and pen.
FULL B03 MATHEMATICAL MODELLING IN
THE PRIMARY YEARS
Subtheme: Curriculum
Amy Somers, Westall Primary School, Renee Ladner, The
Mathematical Association of Victoria
(F to Year 6)
With the implementation of the revised curriculum for
mathematics we see the mathematical processes become
more evident and explicit. In this session we will look at the
process, mathematical modelling. This session is aimed
at primary school teachers and leaders. We will provide
ideas and resources that teachers can use to enrich the use
of mathematical modelling tasks in their practice and will
support teachers to try some tasks for themselves. We will
also look at various mathematical modelling cycles and
where these tasks have been explicitly linked in the revised
mathematics curriculum.
Key takeaways:
1. Using mathematical modelling in primary school
mathematics.
2. What research says about mathematical modelling.
B04 PLANNING FOR MATHEMATICAL
CONNECTIONS IN THE PRIMARY YEARS
Subtheme: Curriculum
Kate Eastcott, Cowes Primary School
(F to Year 6)
Effective maths planning builds collective teacher efficacy,
allows for intentional connections between mathematical
ideas to be highlighted, and leads to the development of
