Conference synopsis 20240805 - Flipbook - Page 59
C04 TEACHING FRACTIONS: MULTIPLE
INTERPRETATIONS AND CHALLENGING
TASKS FOR MIDDLE/UPPER PRIMARY
Subtheme: Curriculum
Jane Hubbard, Monash University, Hannah Marino, St
Johns XXIII
(F to Year 6)
Developing a strong conceptual understanding of fractions
requires students to have learning experiences in which
they are encouraged to think flexibly about fraction
representations and interpretations. Moving beyond the
part-whole construct, Jane and Hannah have designed a
sequence of fractions lessons for the middle years (Year 3 and
4) that are embedded in a challenging task and structured
inquiry approach. This workshop will provide opportunities
for participants to familiarise themselves with the important
mathematical ideas introduced within the proposed sequence
of learning tasks as well as consider the implications for using
these tasks in their own school contexts.
Key takeaways:
1. Practical tasks to try back at school.
2. Tips for implementing challenging tasks in your classroom.
3. Tips for planning a unit on fractions.
C05 STRENGTHENING NUMERACY
LEADERSHIP THROUGH TRUST TO
PROMOTE COHESIVENESS.
Subtheme: Wellbeing
Stephanie Felix, Cranbourne West Primary School
(F to Year 6)
This workshop is designed to support Numeracy Leaders
in developing their roles and enhancing staff capacity
through an observation and feedback process, and creating
a mentoring and coaching cycle. I will share how I have used
these processes to foster a trusting culture within my school,
thereby building confidence and capacity. An effective
mentoring and coaching cycle not only improves teacher
capacity but also helps reduce maths anxiety. Leaders will
learn how to build trust with staff, allowing them to enter
classrooms with confidence and ease, work with small groups
on common goals, develop an observation processes,
provide relevant feedback, and build staff confidence through
shared objectives.
Additionally, the workshop will cover how to develop staff
capacity to observe each other’s practice, promote teacher
professional growth and foster confidence in a supported
environment.
Key takeaways:
I will share:
1. A toolkit of ready-to-use resources.
2. Improved capacity to observe and mentor teachers.
3. Confidence in leading numeracy into the future.
C06 SHINING THE SPOTLIGHT ON POLYA’S
PROBLEM SOLVING MODEL
Subtheme: Pedagogy
Taryn Volpe and Nikki D’Antonio, Limitless Maths
(Year 3 to Year 6)
This session will focus on the impact of George Polya’s
Problem Solving Model and the pivotal role that Professional
Learning Communities (PLC’s) and teacher collaboration
played in the whole-school implementation of this model in a
Primary setting. Nikki and Taryn will unpack what each phase
of the model looks like in practice, shining the spotlight on
how each of the mathematical proficiencies are embedded
into the model. They will share real examples and student
work samples along the way, providing authentic and practical
ways that teachers can analyse and assess their students’
problem-solving skills. You will walk away with a bank of
resources and strategies designed to support leaders and
teachers to implement the model into their own classroom.
Key takeaways:
1. Understand the role PLC’s can play in the implementation
of Polya’s Problem Solving model.
2. Identify how the mathematical proficiencies are embedded
within each phase of the model.
3. Be exposed to a practical example of how student problem
solving tasks can be analysed and assessed.
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
59
