Conference synopsis 20240805 - Flipbook - Page 85
SESSION F: Friday, 12.10pm-1.10pm
F01 RICH MATHS THROUGH PICTURE STORY
BOOKS
Subtheme: Curriculum
Marissa Cashmore, Motivating all Maths Learners to
Succeed
(F to Year 6)
Children’s literature is such a wonderful way to engage
students in learning and using picture story books in
mathematics is a clever pedagogy.
In this workshop, Marissa will share some of her favourite
picture story books that are perfect for drawing out
mathematical investigations, both explicitly and implicitly. We
will look at planning using picture books, as well as how books
can be used to initially engage students in mathematics but
extend their critical and creative thinking and lead to further
investigation of rich problem-solving tasks. Participants will
then get the opportunity to look at a range of texts and delve
into the potential mathematics within.
have confidence in the tool and the representation and can
then simply learn to understand the language and application
of maths with ease. You may even be amazed, yourself, at how
simple maths actually is when we incorporate research and
evidence-based pedagogy into practice!
Key takeaways:
1. Understanding cognitive load theory, ‘Response to
Intervention’, ‘Rosenshine’s Principles of Instruction’
and ‘Explicit Direct Instruction’ in relation to numeracy
intervention.
2. Awareness of maths being a language that has its own set
of symbols, and dependable rules.
3. Demonstration of using one tool to teach all whole number
operations.
Remember: Bring colored pencils, paper, and any hands-on
manipulatives that you currently use and would like reviewed
in light of the needs of students with dyscalculia or other
learning differences that.
Key takeaways:
1. Ways to use picture story books as engaging hooks.
2. Immediate tasks to try.
3. Planning a maths lesson using a PSB.
F03 QUESTIONING AND DIALOGUE
UTILISING VC2.0 MATHEMATICS
CURRICULUM?
Subtheme: Curriculum, pedagogy, leadership
F02 DYSCALCULIA AND SLDS - BRINGING
EVIDENCE BASED PEDAGOGY INTO DAILY
PRACTICE
(COMMERCIAL PRESENTATION)
Subtheme: Pedagogy
Esther White, Maths Australia
(F to Year 6)
Covering a review of cognitive load theory, explicit
instruction, the ‘Response to Intervention’ model and
‘Rosenshine’s Principles of Instruction’, this presentation will
enable participants to see the simplicity of using a sequential,
multi-sensory, mastery-based and student-paced approach
to teaching maths as a language. With just one ‘Integer
Block Kit’ to teach all whole number operations, and another
‘Advanced Kit’ to teach all fractions, decimals, percents and
algebra, you’ll experience the ease of simply ‘counting and
building rectangles’ to teach maths. Through understanding
the ‘alphabet’ and clear, accurate, dependable rules we have
in maths, students learn to delight in this approach where they
Leonie Anstey, The Mathematical Association of Victoria
(F to Year 5)
Do you wonder about how explicit teaching in the
mathematics classroom, relates to the importance of
questioning and dialogue? Do you ponder how questioning
techniques can build feedback and assessment related to
the curriculum achievement? This session will use practical
hands-on examples related to concepts of rational number
and number properties.
CANCELLED F04 MATHEMATICS AS A
SOURCE OF LEARNING AND WELLBEING IN
PRIMARY
Subtheme: Wellbeing
Lauren Field, Mirripoa Primary School
(Year 3 to Year 6)
We will explore connections between challenging
mathematical tasks-in-practice, the proficiencies of reasoning
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
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