Conference synopsis 20240805 - Flipbook - Page 75
SESSION E: Friday, 11am-12pm
E01 BIG IDEAS AND VICTORIAN
CURRICULUM: BUILDING A SCOPE AND
SEQUENCE
Subtheme: Curriculum
Renee Ladner, The Mathematical Association of Victoria
(F to Year 6)
Students and teachers alike need to feel confident in seeing
and making connections across all areas of the mathematics.
Building correlations between the Big Ideas and the content
descriptions of the Victorian Curriculum V. 2.0 will help
schools build a scope and sequence set perfectly for each
year level giving a very clear trajectory of development
from F-6. This session will look at mapping out the revised
curriculum and aligning them with the Big Ideas, to promote
a movement away from teaching in solitary units and thinking
deeply about the 6 domains. We will reflect on schools that
have used this approach and highlight how it has affected
their planning this year.
Key takeaways:
1. A clear guide to help leaders and teachers move away from
‘silo’ teaching.
2. A trajectory of learning, emphasising the key role each year
level has.
elements from the Extending Mathematics Understanding
(EMU) Program to provide small group and whole class
support. Come and look at documents created for planning
and assessment. Discuss some activities used, evaluate
the success achieved by the students, and experiment with
the checklists that were created to monitor the students’
achievements. Come to this informative session and see how
the MOI growth points can guide your teaching and student’s
learning across all year levels.
Key takeaways:
1. How important the data from the MOI interview is.
2. How the teacher can plan and direct their teaching using
the MOI data.
3. The importance of the activities and assessment that the
teacher uses.
E03 I’D LIKE TO DO MORE OF THAT, BUT
WHAT DOES IT LOOK LIKE IN PRACTICE?
Subthemes: Curriculum, Pedagogy
Katherin Cartwright, The University of Sydney
(F to Year 2)
CANCELLED E02 HOW MOI GROWTH
POINTS CAN GUIDE YOUR TEACHING
EFFECTIVELY.
This workshop builds on Katherin’s keynote and relates to
creating classrooms that are rich with teachers and students
using embodied learning practices and representations
to think and communicate mathematically. Katherin will
share examples of what these researched pedagogies look
like in lesson activities for mathematical concepts such as
representing numbers, working with additive strategies,
and spatial thinking and reasoning. Participants will engage
in these activities and work collaboratively with other
participants, snowballing and sharing other ideas and ways
to embed embodied learning and representations into their
classroom mathematics lessons.
Subtheme: Pedagogy
Key takeaways:
Donna McNeight, Wendouree Primary School
(F to Year 4)
1. Collecting ideas to support students in thinking and
communicating mathematically through the use of embodied
learning and representations.
3. A whole school approach to ensure there is a consistency
and depth to teaching.
Remember: This will be a hands on session, please come
prepared to engage with others.
The data from the Mathematics Online Interview can provide
direction for future learning. See how to use the growth
points for planning, explore activities to support learning
and assess to decide next steps. I completed a project using
a research grant where the growth points were used to plan
and guide my teaching across a range of year levels. A
part of the project involved connecting the MOI data with
2. Knowledge of how an embodied learning approach allows
students to experience the processes of mathematics for
themselves.
3. Understanding that the use of representations in
mathematics provides a variety of avenues for students to
share their thinking and conceptual understanding.
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
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