Conference synopsis 20240805 - Flipbook - Page 87
in launching a new whole school program with staff, students
and the community, and the strategies employed to maintain
and embed the program to continue its success.
Key takeaways:
1. Fluency reduces cognitive load allowing attention to more
complex problems.
2. Fluency needs to be developed in a structured and
sequential way, with a focus on mastery.
3. A well-crafted program can create engagement within a
school community, lifting the profile of mathematics while
improving student learning.
F08 COLLABORATE TO ELEVATE:
ANTICIPATING STUDENT STRATEGIES
Subtheme: Pedagogy
Erin Whitbread, Gabby Vandekolk and Elise Wise,
St Peter’s Primary School
(F to Year 6)
The use of rich, challenging tasks encourages productive
struggle and deep thinking, giving students opportunities
to apply prior knowledge to unknown contexts and develop
new learning. However, in reality, many teachers find the
implementation of challenging tasks in the classroom to be
overwhelming, struggling to support all students in their
diverse needs and progressing all students towards the
learning goal. In this session, we will share our experience
in how we use effective collaborative planning structures to
anticipate students’ learning, strategies and misconceptions
during a challenging task. This ensures teachers are equipped
with the questions and prompts to assess students during the
learning experience and enable all students to progress in
their learning to experience success. Participants will have the
opportunity to undertake the anticipate planning structure
within the session to put into practice newly learnt skills.
Key takeaways:
1. The value of collaborative planning.
2. A structure for anticipating students strategies.
3. The use of questioning and prompts to support student
learning.
F09 WHAT DOES IT MEAN TO ‘BELONG’ IN
THE MATHEMATICS CLASSROOM?
Subtheme: Wellbeing
Kerryn Sandford, Heathmont College
(F to Year 12)
Sense of connectedness or belonging is a construct that
is measured across the system as it is known to correlate
strongly with academic achievement outcomes as well as with
wellbeing and social outcomes. Emerging research is digging
into the importance of a ‘sense of belonging’ or ‘sense of
connectedness’ in classrooms and today’s session will explore
the importance of this construct for learning in mathematics
as well as for emerging issues in mathematics education
including the growing prevalence of maths anxiety and the
attrition of certain cohorts (girls, Aboriginal and Torres Strait
Islander people, people with disabilities) from the discipline.
The session will explore what is known in the literature and
data sets (PISA, AToSS, etc) and identify strategies that
teachers and leaders can use to improve belonging for staff
and students.
Key takeaways:
1. Activities that can be used to explore levels of belonging of
staff and students in the mathematics classroom.
2. Activities to build student (and staff) connectedness and
belonging.
3. Where to go to find out more.
Remember: Phone to able access the QR code for the slides.
FULL F10 SUPPORT STUDENTS WITH
MATHEMATICS LEARNING DIFFICULTIES
(MLD)
Subtheme: Pedagogy
Jennifer Sze, The University of Melbourne
(Year 3 to Year 8)
In this presentation, I will discuss strategies to support
students with maths learning difficulties (MLD), focusing
on dyscalculia as the main learning difficulty. I will outline
three key factors that may influence dyscalculic students’
acquisition of numeracy and later mathematics: these are
cognitive skills, mathematical language skills, and the affective
domain, maths anxiety (Hornigold, 2024; Chinn, 2020).
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
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