Conference synopsis 20240805 - Flipbook - Page 99
G10 A CULTURAL SHIFT FOR SUPPORTING
ABORIGINAL AND TORRES STRAIT ISLANDER
MATHEMATICS LEARNERS
Subtheme: Leadership
Jennifer Bowden, The Mathematical Association of
Victoria, Kerryn Sandford, Heathmont College
(F to Year 12)
In April 2024, Jen and Kerryn represented MAV at the
inaugural National Indigenous Mathematics Summit,
attended by mathematics associations from each state, and
led by the Australian Association of Mathematics Teachers
(AAMT) and the Aboriginal and Torres Strait Islander
Mathematics Alliance (ATSIMA). This workshop will share
our learnings from two days of truth-telling, sharing, and
collaborating to create a National Commitment Statement
aimed at driving a cultural shift and making a systematic
difference in mathematics education for Aboriginal and
Torres Strait Islander learners. We look forward to hearing
your stories, build relationships, and sharing our aspirations,
including MAV’s Action Plan and the steps we are taking to
lead and support culturally responsive practices. Join us to
contribute to this important dialogue and collective effort.
Key takeaways:
1. Sharing and relationship building: participants will engage
in sharing stories and emphasising the importance of
community and collaboration.
2. Action plans and culturally responsive practices: highlight
MAV’s Action Plan and actions in culturally responsive
practices in mathematics education, demonstrating practical
approaches and supporting delegates to create their own
plans.
This presentation will delve into the experiences and
narratives of Victorian teachers who shared their approaches
to using the curriculum for planning, teaching, and assessing.
It will focus on three key areas: planning, assessing, and
understanding of the unique features of mathematics V2.0.
The stories and experiences shared in this presentation aim to
inspire and inform participants about the effective practices
being implemented across Victoria.
Key takeaways:
1. Participants will extend their understanding of approaches
to planning, assessment and some of the unique features of
Mathematics V2.0.
FULL G12 HAVING SOME FUN WITH
NUMERACY AND MATHS
Subtheme: Pedagogy
Dave Tout, ACER and University of Melbourne
(Year 3 to Year 12)
This practical, hands-on workshop will enable participants
to experience different games and activities suitable for
classroom use with a range of numeracy and maths students.
The activities focus on the development of core maths skills
through the use of games, real-life and hands-on materials,
as well as on enjoyment and having fun with maths. Some are
whole group activities; others are small group work and others
take an individual focus. The activities will illustrate alternative
approaches to the traditional worksheet or textbook approach
for teaching numeracy and maths. The activities have mainly
been developed for youth and adult numeracy students but
are suitable for all students, especially middle years and VM/
VCE VM students.
Key takeaways:
G11 APPROACHES TO PLANNING, TEACHING
AND ASSESSING MATHEMATICS V2.0:
STORIES FROM FOUNDATION TO YEAR 7
1. Games and activities to use in your classrooms that are
suitable for use by a range of students.
Subtheme: Curriculum
2. How games and activities can support a range of different
positive outcomes for both the learner and the teacher.
Sharyn Livy, Monash University
(F to Year 8)
Throughout this year, Sharyn has been visiting schools and
engaging with teachers from Foundation to Year 7, gathering
insightful stories that reveal their understanding and
application of the Victorian Curriculum F-10 Version 2.0 in
Mathematics.
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
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