Conference synopsis 20240805 - Flipbook - Page 86
SESSION F: Friday, 12.10pm-1.10pm (cont.)
and problem solving, teacher pedagogy, and several of the
High Impact Wellbeing Strategies featured in the Victorian
Teaching and Learning Model 2.0. A recent overnight Maths
Camp with 10 students at Mirripoa Primary School, one
of the schools supported by the PMSS 2-year professional
learning initiative, provides the setting for our guiding
question. The Maths Camp was chosen because it offers a
means of considering a broader school improvement effort in
mathematics at Mirripoa, supported by PMSS, through the
lens of one teacher, her developing pedagogical practice and
a small number of students.
F05 A SHARED VISION AND
UNDERSTANDING FOR LEADING
MATHEMATICS
Subtheme: Leadership
Vanessa Grossi and Molly-Rose Clifton-Williamson,
Deer Park North Primary School
(F to Year 6)
Middle leaders, Molly and Scott will share the journey of
how the team of middle leaders created consistency through
the development and implementation of our mathematical
instructional model. Join us as we discuss how to lead from
the middle to strive for consistency for numeracy teaching
and learning. Staff at Deer Park North had been on a 2-year
journey, reflecting on the roles of the teacher and student
in maths lessons. This professional learning challenged the
mindsets and experiences of teachers, and the resulting reality
was a wide variance in the implementation of our agreed
pedagogy. Join our presentation to hear about steps taken
to ensure formalised consistency of planning documentation
and lesson delivery across our staff community, which was a
focus of both our professional learning journey and coaching.
Key takeaways:
1. What to prioritise to ensure consistency.
2. Strategies to engage staff.
3. Strategies to engage the parent community.
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
86
CANCELLED F06 EMPOWERING ADDITIVE
THINKERS: DEBUNKING THE SUBTRACTION
MYTH
Subtheme: Pedagogy
Cathy Azzopardi and Laura deKretser, NSW Department
of Education
(F to Year 6)
Join us for an empowering workshop that challenges the
misconception that subtraction is harder than addition.
Discover the dynamic relationship between these operations
and equip yourself with evidence-based strategies to deepen
students’ understanding. We’ll delve into practical tasks that
you can implement immediately, integrating tools and models
to boost student confidence in both subtraction and addition.
By emphasising key language considerations and drawing
on research, we’ll navigate common pitfalls and highlight
pathways to mathematical fluency. Together, let’s ensure
every student feels empowered to excel as flexible additive
thinkers!
Key takeaways:
1. Understanding of evidence-based approaches that explore
the inverse relationship between addition and subtraction
2. Practical strategies and language tips to foster a deep,
conceptual understanding of additive thinking
3. Various tools, representations, and activities designed to
enhance student confidence and understanding of ‘difference’
F07 A WHOLE SCHOOL FLUENCY PROGRAM
- WHY, WHAT AND HOW
Subtheme: Pedagogy
Zahra Harvey and Adam Wight, Lysterfield Primary
School
(F to Year 6)
Lysterfield Primary School (LPS) has implemented a wholeschool number fluency program called LPS Maths Masters.
Through this session, you will gain an understanding of what
is meant by the term ‘fluency’ and why it is important to
develop fluency to improve student outcomes. Additionally,
you will learn about LPS Maths Masters - a developmental
and sequenced set of skills learnt through a robust, structured
and student-driven program. Finally, the session will cover
the change management and professional learning involved
