Conference synopsis 20240805 - Flipbook - Page 77
E07 ILLUSTRATIONS OF IMPACT: HOW
CONSOLIDATING TASKS ENHANCE
STUDENT LEARNING AND ENGAGEMENT.
Subtheme: Pedagogy
Michael Cini and Alana Bandholz, Brisbane Catholic
Education
(F to Year 6)
An important consideration in teaching challenging tasks
is the intentional positioning of consolidating tasks, which
give students opportunities to clarify thinking and build
connections in the mathematics classroom. Our work in
Brisbane Catholic Education primary schools supported
the implementation of sequences of challenging tasks.
Through this, we observed the impact of consolidating
tasks on students’ learning outcomes, engagement, and
self-efficacy, as well as on teachers’ reflective practice. In this
session, we will share evidence of the impact of this work on
student progress and discuss how this approach can build
engagement in a primary mathematics classroom.
Key takeaways:
1. How teachers are intentionally sequencing consolidating
tasks for impact.
2. The challenges faced by teachers and how these are being
overcome.
3. Reflections and learnings from teaching with consolidating
tasks that maximise mathematical learning. Illustrations of
impact will be shared.
E08 AN EXPLORATION OF TEACHING
MATHEMATICS THROUGH PROBLEMSOLVING
Subtheme: Pedagogy
Donna Guise, Western Sydney University
(Year 3 to Year 6)
With so much research available to mathematics teachers
about pedagogy it is important that knowledge translation
allows theory to have a positive impact on practice. This
workshop will identify issues related to the implementation
of problem-solving in the primary mathematics classroom.
Participants will explore problem-solving implementation
findings from the presenter’s research study conducted in two
upper primary classrooms and will be encouraged to share
their views and problem-solving experiences.
During the workshop participants will gain further
understanding of the implementation of teaching
mathematics through problem-solving in the primary
mathematics classroom.
Key takeaways:
1. The more explicit teaching occurs later within a
mathematical lesson structure and the more there is an
increased focus on mathematical process outcomes, the more
space is created for teaching mathematics through problemsolving and for further student autonomy, competence, and
relatedness opportunities.
E09 EMBEDDING WELLBEING IN THE MATHS
CLASSROOM: PRACTICAL STRATEGIES
Subtheme: Wellbeing
Justine Sakurai and Julia Hill, University of Melbourne
(F to Year 12)
This highly practical session explores the integration
of wellbeing into mathematics education, emphasising
numeracy’s role in human flourishing. We’ll examine
how numeracy extends beyond traditional mathematics,
influencing success across various life domains. Participants
will learn classroom ready strategies to make numeracy and
maths education more relevant, engaging, and accessible,
for all students. We’ll discuss shifting from narrow, subjectfocused mathematics to a broader numeracy approach
connecting mathematical skills to real-world applications.
The session will explore a strengths-based vision of numeracy
and maths education to address negative perceptions of
mathematics and disengaging behaviours. This session aims
to equip you with some accessible tools and strategies to
enhance maths wellbeing in the classroom.
Key takeaways: 1. Practical and accessible strategies for
embedding wellbeing in F-12 classrooms.
2. A strengths-based approach aiming to make numeracy and
maths education more relevant, engaging, and accessible for
all students.
3. Promoting wellbeing through broadening mathematics
education to practical numeracy skills applicable across life
domains.
Remember: Please bring curiosity about the intersection of
maths and wellbeing.
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
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