Conference synopsis 20240805 - Flipbook - Page 91
F18 A DEEPER LOOK AT TEACHER
QUESTIONING
Subtheme: Pedagogy
Ellen Corovic, Monash University
(F to Year 8)
What questions do teachers answer? When should they
be answered? What questions do teachers ask? When
should they be asked? If you have wonderings about how to
improve your teacher questioning techniques with an aim to
enhancing student thinking, come to this hands-on session.
In this session, participants will explore the art of teacher
questioning. Starting from the questions teachers answers
and finishing with the questions teachers pose. Teachers will
reflect on their own practice and develop insights into how
dialogue in their classrooms is developed and how to maintain
student agency and thinking. Practical strategies drawn from
research evidence will be explored, ready for teachers to trial
in their classrooms.
Key takeaways:
1. Types of questions used in the classroom to maintain
thinking.
2. Teacher practical reflection of practice.
3. Questioning strategies to trial.
CANCELLED F19 THE VICTORIAN CODING
CHALLENGE - WHERE MATHS AND CODING
SHINE.
Subtheme: Curriculum
Danijela Draskovic, The Mathematical Association of
Victoria, Max Stephens, The University of Melbourne
(Year 5 to Year 10)
The Victorian Coding Challenge (VCC) is a MAV activity
designed for students Years 5-10 interested in coding,
problem-solving, and mathematics. It engages students
with tasks integrating algorithms, computational thinking,
and mathematics, aligning with Victorian Curriculum 2.0
requirements. Students will be so engaged in the tasks, they
will hardly realise how much they are learning. Teachers will
be provided all the resources to run the program seamlessly.
In 2023, over 3000 students from government primary and
secondary schools participated. This year, we expect even
greater participation, including non-government schools.
This MAV-coordinated session will explain the VCC and
how to integrate it into your school’s STEM or mathematics
programs.
Delegates will experience tasks from our virtual kit and
receive practical advice from experienced teachers on getting
involved and implementing the VCC. They will also discuss
the benefits for students, teachers, and the school community.
Key takeaways:
1. The Victorian Coding Challenge (VCC) engages students
in coding, problem-solving, and mathematics.
2. MAV provides guidance and practical advice for
integrating the VCC into school maths or STEM programs.
F20 ENGAGING, HANDS-ON CARD ACTIVITY
OR ONLINE APP – NUMERO!
(COMMERCIAL PRESENTATION)
Subthemes: Curriculum, Pedagogy and Technology
Julie Richards, NUMERO/Independent Education and
Training (IET)
(F to Year 10)
Numero, a card activity with online app option, is suitable for
all years of education. It can significantly aid development of
fluency, problem solving and reasoning. Numero is ideal for
introducing and reinforcing both simple and complex maths
concepts and providing a practical application of abstract
notions of mixed numerals and indices, making lessons more
relevant. The differentiation offered by Numero is secondto-none. Numero, created in 1993, then trialled by Dr Paul
Swan while lecturing at Edith Cowan University in Bunbury,
is played by thousands of students in hundreds of classes
from Kindy to Year 10. In this session, participants will be
shown how to develop students’ understanding and fluency of
number using Numero. They will also be shown how Numero
can be implemented with cards and/or with the digital app,
using the tool of their choice for the desired outcome. The
workshop is fun, interactive and very hands-on, so come
prepared to get involved and find out how engaging and
productive maths can be while playing and teaching Numero.
Key takeaways:
1. A practical way to engage students in their mathematical
learning.
2. Support teachers with a mental maths program that will
grow with their students.
3. Differentiation for all age, year level and mathematical
ability, both hands-on and digital.
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
91
