As educators, we want all students to be successful in mathematics. However, what if success didn’t look like what we traditionally considered as mathematics? One such area to consider is spatial reasoning—the capacity to generate and manipulate objects in both two and three dimensions in your mind’s eye. Research indicates a strong, ongoing relationship between people who have high spatial reasoning and success in mathematics. Research also indicates that spatial reasoning can be improved through instruction. This presentation will describe what spatial reasoning is, unpack some of the research around spatial reasoning and mathematics, and discuss the implications for teaching and learning in classrooms.

Research is bound full of stories about the importance of school leadership that supports students to learn well and teachers to teach effectively. That research, however, has tended to focus on the role of the principal. With its recent attention, mathematics education research sees the importance of the school mathematics leader in leading improvement in mathematics education in primary school settings. The school mathematics leader plays an important role in designing and leading improvement through professional learning leadership. In this keynote presentation, Matt will draw on research and "stories of practice" that demonstrate how mathematics leaders have led teachers to shift their teaching that offers challenge in mathematics lessons through school-based professional learning. Matt will highlight the leadership actions within those stories to showcase how school mathematics leaders created conditions for learning that supported teachers and students to aim high. This session will appeal to primary school mathematics leaders, numeracy coordinators, or learning leaders responsible for mathematics education.

Accelerated, Advanced, High Achievers or SEAL, call it what you like, it may be doing more harm than good, particularly in a post pandemic environment. Selection criteria include aptitude tests, teacher recommendations, and exam scores. Bludgeoning accelerated programs serves no purpose unless an alternative is offered, a Middle School Mathematics Elective. Accelerated mathematics program focus on streaming and progressing students through the curriculum at a faster pace. An elective aims to increase breadth, depth and engagement. Will students really choose to study more mathematics when other offerings include titles such as: Stick-Ball Games or Cake Decorating? The answer to this question may surprise and the results amaze. Moving past the research, data and experiences, participants in this presentation will engage in sample problems and be provided with sample units of work.

One of the key differences separating more and less successful mathematics students is the extent to which they take charge of their own learning. More successful students are able to set learning goals, seek resources and support to help them learn the required content, monitor their learning as they go, then reflect on their progress and change tack as needed. But how can we help more students be more self-regulated in their learning? In this keynote, Ollie Lovell will share a collection of novel approaches to scaffolding learner independence that originate from the self-regulated learning literature as well as his current PhD research in this area. Will fit into the sub themes Exploring evidence for improving student achievement outcomes and Unpacking high quality teaching, learning, and resources. Oliver is a secondary teacher and will provide examples for these levels

Regardless of their age, school students are learning about money within their families, friendships, and online (including via media and social media). Before they hit your classroom each day, most have experienced financial exchange of some sort, usually involving technology. While students’ financial activities and interests offer rich contexts for mathematisation, mathematics teachers often struggle to know what and how to teach about money. A lack of knowledge and confidence in this area can mean that financial education at school is limited to budgets and best buys. Educational researchers argue that we are out of touch and failing to prepare young people for the sorts of problems and risks modern financial life is throwing up. Dr Carly Sawatzki has been researching financial education in schools in Australia and New Zealand for more than a decade. She recently led a Deakin University study that showed that teachers want to work in interdisciplinary teams to develop the sorts of innovative finance-related programs and lessons that students need. And with the right support, they can do it! In this keynote address, Carly will explain why the discipline of mathematics, and mathematics teachers and teaching are so important. She will also explore recent F-12 curriculum developments, what these changes promise students, and what you can do to better connect young people’s real and mathematical worlds. This session will appeal to school leaders and Foundation - Year 12 teachers.

Spatial reasoning has shown to be closely related to mathematical thinking. This session will demonstrate the different areas of spatial reasoning and ways you can implement this type of thinking into your own classroom without adding to the amount of content that you have to teach. During the session we will explore spatial reasoning through the Experience, Language, Pictorial representations, Symbolic representations, and Application (ELPSA) pedagogical framework and the Visualise-Predict-Check (VPC) student heuristic.

How could 10 flies on the wall possibly teach students about subitising? Subitising is not just the use of dot flash cards! Subitising is about thinking, seeing, partitioning and ‘just knowing’. Come and join the Deer Park North Primary School Foundation teachers to explore how our students learnt to subitise, justify and record their thinking. Learn how playing games, creating ‘struggle time’ sessions and peer to peer observations allowed our students to become proficient in subitising. Feel the buzz as we take you on our students’ journey through our structure of number unit. We will be sharing our takeaways, while you are actively exploring challenging tasks suitable for Foundation students. Become a Foundation student for this session as you join Georgia and Erika sharing their journey with the 10 flies on the wall.

Given there is a wide variety of assessments used in mathematics it can be challenging for leaders and teachers to know how to utilise assessments in order to address the needs of the class as well as the individual needs of students. This presentation will take you through the process of how St John XXIII primary school have utilised the ‘counting’ component of the mathematics assessment interview (MOI) to formulate counting goals for individual students. This workshop will cover the implementation of the goals and how these compliment a problem solving approach to the teaching and learning of mathematics.

Choosing the right tasks is so important when designing engaging and appropriately challenging learning experiences. In this hands-on workshop we’ll explore some of my favourite mathematical tasks including a range of daily number sense ideas and learning tasks to make students think, reason, problem solve and build their mathematical understanding.

Challenging problems provide students with the opportunity for productive struggle, and teachers with the opportunity for differentiated instruction using enabling and extending prompts. In this workshop, you will explore and apply Polya's four principles of problem-solving: understand the problem, devise a plan, carry out the plan, look back (and reflect) to a collection of interesting and challenging problems suitable for Levels 3 - 6. This will include discussion of approaches and strategies aimed at enhancing student success in mathematical problem-solving, such as: * classroom organisation * probing questions to check for understanding and to support differentiation * developing and using numberless word problems This will be a practical, hands-on workshop, where you’ll have the opportunity to experience and apply the approaches discussed.

Does your school have some great mathematical practices happening in isolation? Is your school looking at establishing a consistent approach to teaching and learning to ensure all students have the opportunity to be successful while building teacher confidence? This workshop will share the case study of a school that has used the 'First 10 Day of Maths' to help shift their teaching and learning culture. Some concepts that will be shared include the mathematical proficiencies, effective learning partners, Number Talks, using manipulatives, open-ended learning tasks and a consistent instructional model.

The issues, benefits and practicalities of using inquiry-based pedagogies in mathematics are central to many education discussions for all stakeholders including classroom teachers; school leaders; system leaders and policy developers. Recognising there is no ‘one size fits all’ solution to this ongoing issue, James, Jane and Jess open the discussion on some of the main challenges mathematics educators will encounter in this space over the next few years. This workshop will invite the participants to contribute to this robust discussion by way of hearing the perspectives from schools, system and tertiary contexts as well as offering their own insights and experiences about teaching mathematics through inquiry based approaches.

The advancements in the world of STEM, Artificial Intelligence and Data Science are driven by Algorithmic thinking and Computational Mathematics. The Australian and Victorian curriculum and VCE Mathematics study design now lays a greater emphasis on Computational Mathematics, Algorithmic thinking and Pseudo-coding. This session will aim to equip Mathematics teachers with the skills to understand and process Mathematics learning with i. Algorithm Thinking ii. Writing a Pseudocode iii. Implementing the Pseudo-code in Python iii. Running the code (executing the code) as a program Following this session, teachers will be better equipped to teach Computational mathematics as a part mathematics curriculum to students to develop skills for building mathematical models, numerical methods, and algorithms for solving complex problems in science, engineering, business, and other fields using computers so as to perform mathematical computations and simulations to solve problems that would be difficult or impossible to solve using analytical methods alone.

This workshop addresses not only the value and the power which CAS may add to a mathematics classroom but also draws attention to the time, effort and resources, involved in learning and utilising the device in most effective and efficient way possible. Using the CAS calculator effectively and efficiently would vastly benefit the students, particularly in the multiple-choice questions section of Examination 2. Students would be more enthusiastic and interested in using CAS as it makes them feel confident and advantaged in the assessments. This workshop will explore how CAS calculators (both TI-Nspire CAS and ClassPad) can be used to solve some past multiple-choice questions from the VCAA Examination 2.

While captivating children in the mathematics classroom can be challenging, employing thoughtfully crafted activities can ignite discussions about the pleasures of mathematics, granting teachers a unique window into student thinking. This session will delve into 8 puzzles and problems that I have amassed throughout my three decades of instructing secondary students in various classroom environments. These particular activities have been carefully selected because they empower students to explore mathematics, make decisions, and uncover new insights, with the teacher assuming the role of a facilitator rather than a mere instructor. Participants will be smoothly guided through the activities at a comfortable pace that accommodates everyone. Additionally, handouts will be provided so that the material can be readily applied in Monday morning classes. I encourage you to bring a calculator, if available, and approach the session with a curious mindset.

The healthy food pyramid we grew up with (carbs in the ‘eat most’ section) has changed dramatically, yet our mathematical diets remain the same. High in fluency, low in engagement. To thrive in the age of AI, our students need a more balanced mathematical diet. One that enables them to apply their skills in novel ways, think creatively and solve interesting problems. You’re invited to sample the unique local menu from the new Maths Mate Year 7-8 textbooks: * Creative entrees to whet your appetite and promote discussion at your table * Rich mains designed to satisfy a range of palettes. * Novel challenges infused with joy. Come and see why over 2000 food critics (students) most commonly describe their experience as “fun, challenging, interesting and exciting”. Bookings essential. This experience will be offered on the alternate day by Andrew Lorimer-Derham.

Allason and Cathy will do a similar session to the 2023 MAV Meet the Examiners Lecture for Mathematical Methods. They will discuss common errors that students made on the 2022 examinations. Cathy will talk about Exam 1 and Allason Exam 2. The statistics for each question will also be shown.

This session showcases some activities that can be used in Year 7 to 10 Maths classroom for teaching pseudocode. These tasks aim to enhance students' algorithmic thinking ability and provide easy access points in learning pseudocode. The iterative nature of loops facilitate the understanding of recursive relations. The use of function in coding builds a foundation for learning functions in future studies. Python code for some tasks will be demonstrated in an interactive manner.

Algebra is seen as a difficult and stressful topic by too many students and too many staff. This should not be the case. It should be seen as a time saving, and maths knowledge facilitating, set of interrelated skills, grounded in reality; NOT a list of increasingly abstract unconnected dot points. In this session, the presenter will outline a pedagogy and related strategies for teaching algebra. It is one that he has used when either introducing algebra to students unfamiliar with the skill, or reintroducing it to students who have seen it before but “don’t get it”, or shown to staff panicking about what they are supposed to do. This session is aimed at maths teachers who are not confident with the teaching of algebra. This may mean inexperienced teachers, or teachers teaching outside their method, or teachers after new ideas.

We will be sharing our experience of using a whole school assessment of place value to identify students' developmental stages. Then we will share a low floor – high ceiling task to teach a differentiated lesson that accommodates this breadth of understanding. Within the lesson, we will share suitable formative assessment ideas to inform planning of subsequent lessons and/or student achievement. We will also share how to use this data to guide explicit point of need teaching throughout the task.

The Sandhurst Numeracy Leaders Network (SNLN) vision is to connect and inspire ALL learners to engage in evidence based effective learning and teaching of numeracy which reflects 21C skills; critical thinking and problem solving, creativity and innovation, collaboration and communication. SNLN is a vehicle for Numeracy Leaders across Catholic Education Sandhurst to provide a spotlight on the unique positioning of Middle Leadership. This session highlights how Middle Leadership can positively impact student achievement in schools. Gain an understanding of how óur Numeracy Network provides opportunities for numeracy leaders and classroom teachers to develop their own leadership toolbox. It assists leaders to recognise who their learners are and, in turn, how to influence change across and up in their school.

Differentiation is often confused with individualised work or using an online program to deliver content at the appropriate year level. While a step in the right direction, neither of these approaches captures the essence of differentiation. At its core, differentiation is about providing activities that are rich enough to be engaged with at multiple levels. Tasks and questions that inspire and challenge a wide range of learners. This hands-on presentation will showcase a range of low-floor high-ceiling activities designed to build mathematical skill, promote collaboration and allow students to engage at their own level of ability. Participants will come away from this session with some great ideas you can immediately implement in your own classroom. This workshop will be offered on the alternate day by Joe Wright

Building thinking in maths classrooms can be challenging but rewarding. Supporting teachers to use research based pedagogical strategies can build engagement in mathematics. In this session, we will be exploring Liljedahl’s suite of strategies for building thinking classrooms and sharing our experiences of trialling them with our students.

In this seminar you will learn how to engage your learners in mathematical content by planning contextualised project-based learning experiences. We will unpack examples of real world application tasks which are written from an interdisciplinary lens. We will discuss the benefits of project based class tasks and how they can be used as a form of formative and summative assessment to maximise planning & minimise marking. We will also explore marking without 'grades' and how proficiency scales can lead to personalised differentiated learning experiences for each learner.

Michael will discuss the new opportunities presented by the Victorian Curriculum Version 2.0 for Mathematics.

Real-world contexts are critical for engaging learners and providing the purpose for learning about how to use and apply maths in the real world. Starting with the real-world in teaching maths and numeracy provides numerous benefits in enhancing our learner’s successful learning and understanding of numeracy and maths skills and can help overcome our learner’s anxiety to the world of mathematics. This session will look at why and how this works in practice, both in your planning and in your teaching. It will use examples such as shopping, food and sport to illustrate how this can work.

The COVID pandemic has highlighted the value of data. The analysis of big data, small data and real data is an intrinsic part of Maths classrooms. Using custom built toys, teachers can carry entertaining devices into the room and engage students in the collection and analysis of movement data. Speed and acceleration are fundamental concepts in a physics classroom, but the presenters will show that students in a mathematical environment can investigate patterns and create mathematical models from such things as toy cars. All workshop material is located at http://mag-net.org.au/mavcon .

The app “Flightradar24”, a popular plane tracking app, gives users access to a flight’s real time data such as speed, altitude, track, latitude and longitude. Using plane and spherical trigonometry, this real-time, real-world data can be used to calculate and confirm that the speed and track of a flight are correct using four different methods. Three methods involve plane trigonometry and these will depend on particular aspects of a flight: Method 1 deals with flights that are travelling due north or south, Method 2 deals with flights that are travelling due east or west, Method 3 deals with flights near the equator travelling in any direction. Method 4 uses spherical trigonometry and is the method that is actually used by flights. The theory behind each method will be discussed along with worked examples. All these calculations can be done on a CAS calculator or on a spreadsheet.

Developing deep place value understanding of the base ten number system is a core goal for every student. The most effective pedagogy to achieve this goal includes knowing and examining the progression of learning for place value concepts, using the most aligned and appropriate resources to support place value learning, and developing rich Math discourse to help students deepen their understanding of this critical concept. This workshop will offer participants practical "hands-on" activities and resources to examine the development of place value from F-2 that promotes productive dispositions and a curiosity and passion for thinking mathematically.

This session will describe a collaborative project that explored ways of engaging students in activating their mathematical thinking. We found that students, from the earliest ages, welcome problem-solving challenges. We also found that it is critical to consolidate learning activated by this problem solving. This session will offer some examples of early mathematics learning sequences and will elaborate how learning can be effectively consolidated. The ways this applies to other levels, including secondary, will be demonstrated.

Up to 80% of the calculations adults complete require mental rather than written computation (Reys et al., 2009). The importance of helping students to develop these skills in primary school is clear. This session explores the logistics of developing a whole school approach to the teaching and learning of mental computation. Practical examples will be shared to suggest ways these skills can become embedded in classroom practice. We will share the research-informed, systematic and targeted way we approach the teaching and learning of mental computation. You will walk away from this session with games, insights and ideas to take the first steps towards implementing a whole school approach in your own context.

In this session we will unpack a (four to six week) inquiry cycle, understanding how you, as a PLC leader/teacher, can lead purposeful, data informed sessions with your team. We will then explore how to use the data to improve student outcomes. You will leave this session with a toolkit which helps you tailor this cycle to your school or team. Intended audience Primary School teachers.

If we do, indeed, learn through play, then there must be more to 'play' than we've been led to believe. Maths Play is a community research project exploring what it can look like, sound like and feel like to engage positively with mathematics. This session focuses on how better understanding what it means to 'play' allows maths to be reunited with play. Attendees will leave these session with a menu of playful maths activities and lesson ideas to implement immediately, and in the new school year.

Continuing the learning of Mathematics content throughout the year can be a challenge! Through the use of warm ups, maths games and maths talks learn how students accessed prior learning and continue learning throughout the year. This workshop will offer maths games and maths talks as well as provide planning ideas and lesson structures that honour continual improvement in mathematics, repeated learning opportunities, problem solving, reasoning and fluency.

In this session Sally and Charelle will share their experiences with the problem-solving approach to mathematics, looking specifically at a sequence of learning for addition and subtraction. One of their big findings was ‘letting go’ of traditional views of teaching mathematics and allowing students to become ‘inquisitive’ learners. They will explore the benefit of asking open-ended questions to support students in thinking deeper about the learning process and using reflection time effectively. This will be a hands-on session where participants will be invited in to engage in learning tasks, be provided with resources and shown worked examples of student data and success.

In this session, we will look at how TI-Nspire CAS can be used to enhance the teaching and learning of vector calculus and some of the new vectors content. Where appropriate, tips for efficient and accurate CAS use in Examination 2 will also be showcased.

In this hands on workshop we are aiming high, but with no programming experience, we can create colourful drawings and graphics by writing some code in Python using TI-Nspire V6.0. Python Turtle is a graphical add on module tool that can be used to draw simple graphics on the screen using the cursor, it was part of the Logo programming language. Activities in this session are suitable for Year 9 upwards and include stem with a bit of pseudocode.

How does our brain develop during the years of school and how should that development impact on our teaching? This session connects aspects of brain development to learning and interacting and considers some impacts on teaching maths in the classroom leading to greater proficiencies in learning and mathematics.

All students have the right to experience a proficiency-rich mathematics classroom that provides opportunities to apply their knowledge to interesting, relevant problems. There is a temptation, however, to focus on the engagement of low to middle students and place high achievers in higher year level mathematics classes where they can execute the skills but do not necessarily understand the concepts. What’s the rush? The top 25% of each year level should participate in an Enrichment Mathematics class in favour of placing a few very bright students in mathematics classes with the year above or - as in some well-resourced schools - pull students out of regular classes for activities that “make maths fun”. We will describe a sequence and structure, with recommended curriculum and resources for the successful enrichment of able students. Workshop participants will examine their own mathematics structures and discuss how these ideas could be applied in their setting.

Explaining a kite without a picture or image is possible. A lightweight object flies in the air using wind tethered to a person on the ground, usually by a string. However, draw an image of a kite, and a person’s understanding develops further. Allow a person to touch, create, and fly a kite, and they will learn not just what a kite is but how it relates to the world around it. Providing opportunities for students to actively manipulate objects or explore with technology encourages problem-solving, identifying patterns, making connections, and communicating findings, greatly enhancing their visual understanding. Together we will look at some activities and share experiential learning tasks involving manipulatives and technology (CAS) to encourage students to develop a visual understanding of maths concepts. Suitable for all secondary teachers with a focus on upper secondary.

This session will cover a range of compass and straight edge geometric constructions. These include angle and segment bisectors, circumcircles, inscribed and escribed circles, and other constructions culminating in the nine-point circle. The first part of the session will demonstrate by-hand constructions. The second part will show the constructions using TI-Nspire technology(both CAS and non-CAS). The third part will show the constructions using a variety of other technologies such as Classpad, Geogebra, Geometry Expressions, GX Web and Cabricloud.

This presentation highlights the objectives of a study focusing on two areas of research. Firstly, it investigates the impact of oblique asymptotes on the graphical behavior of rational functions. By comprehending the fundamental principles of rational functions and their asymptotic behavior, the study establishes the conditions for a rational function to possess an oblique asymptote. Through in-depth analysis using calculus, algebraic manipulation, and graphical representation, the behavior of rational functions in proximity to oblique asymptotes is examined. The exploration of various scenarios involving intersections or coincidences with other asymptotes sheds light on the interplay between different asymptotic behaviors, particularly for quadratic by linear rational functions. Secondly, the study addresses the challenges faced by students when solving first-order differential equations using four different methods. By scrutinizing student answer scripts and identifying various problem-solving errors, the research aims to enhance teaching strategies and emphasize crucial points in the problem-solving process.

The introduction of Pseudocode in the new Mathematical Methods and Specialist Mathematics Study Design indicates that algorithms and coding are beginning to be seen as important. This presentation introduces the three key elements of algorithm design: sequencing, decision-making and repetition. These elements will be implemented using the popular open-source computer language Python on a computer and on the new TI CAS nspire CX II calculator, which has Python built into it. Delegates will have the choice of coding a variety of simple algorithms to calculate the value of pi (using the bisection method), generate Pythagorean triples and primes, run simulations and define (create your own) mathematical functions such as factorials, sine and square roots. Python also handles complex numbers, with the ability to calculate Euler's identity in a single line of code! No experience of coding or Python is required but would be beneficial.

It’s common for us to believe that a student understands a concept when we give them a problem and they reply with the correct answer. Unfortunately, sometimes we later find out that the student did not actually understand what they were doing and instead got the correct answer through a series of fortunate accidents. This is not ideal, so we’ll practice asking questions we can use with students to formatively assess their understanding in real time and get useful information about what they know while we still have a chance to do something about it.

Research identifies that teachers think financial education is important. However, they often lack confidence in this area, because they transact differently to young people, and they are unfamiliar with the sorts of modern financial contexts that can connect students’ real and mathematical worlds. In this workshop, participants will explore what primary students need from their financial education in an increasingly digitised financial world, and how you can influence change in this direction within your school. Learn by experiencing tasks and pedagogies that make mathematics meaningful for teachers and students alike.

What is spaced practice? What is the most effective way of implementing spaced practice in the classroom to maximise student learning and outcomes? What are the key elements that need to be addressed when planning to incorporate this technique into your teacher toolbox? Whether you are a novice or a seasoned professional, come to this session to learn more. We will share with you what the most cutting edge research and techniques are showing us in this area. We will also review “bad”, ineffective ways that spaced practice is currently being implemented in classrooms.

This session provides school leaders and leaders of Mathematics and Numeracy with a structure or framework to support the development of a strategy for improvement. It aims to support leaders to explore the key levers that schools can pull to leverage improvement and, most importantly, identifies the key resources (most of which are freely available) that can be used to support this work. It is a high-level leadership guide but also provides a good summary of the key resources that are available at both the leadership and classroom level to support high-quality mathematics teaching as well as the teaching of numeracy across the curriculum (especially for secondary contexts). It is suitable for both primary and secondary leaders and educators and will look at the supports available across the lifespan for Mathematics and Numeracy education.

The ‘Weaving Numeracy through Aboriginal Storytelling’ workshop aims to support teachers to build confidence to meaningfully integrate the Aboriginal and Torres Strait Islander cross-curricular priority into mathematics. Andrea and Michael have worked collaboratively to explore the Dimensions of Multi-Cultural Education (Banks, 1995) and 8-Ways Pedagogy to develop a workshop which supports the idea of Equity Pedagogy and will provide ‘hands-on’ examples to take back to classrooms. In the workshop, Aboriginal pedagogical approaches to support mathematical learning will be modelled in a creative and delineated way through storytelling and linking language, culture and country. Teachers will be provided with resources they will be able to share with their school community and to support the indigenising of the maths curriculum.

One of the challenges when developing understanding of decimal place value is to represent the size of the smaller place values in correct proportion. In this hands-on session you will have the opportunity to engage with a fresh approach to introducing decimals (10ths, 100ths and 1000ths) using a combination of printed numberlines, number talks and a specially developed numberline template in Excel. One of the benefits of using a spreadsheet is the visual representation of decimal place value and the relationships between them. This also leads nicely into equivalence and rounding. Handouts and the Excel template will be shared with participants.

It’s now common for schools to use technology to monitor and track the learning progress of their students in Mathematics. Two experienced teachers will present how their faculty has embedded technology for teaching & assessment of mathematics at their school. As Mathematics Faculty Leader at Edenbrook Secondary College, Kylie Armstrong will share how the faculty use technology to track student learning, document student growth, and personalise learning in the classroom. Mitch Land is a teacher at Frankston High School and he will share how they use technology to support the learning of students in Year 9 and 10. Both Kylie and Mitch use Mathspace to identify learning gaps amongst their students and provide targeted teaching , so that all students can experience success in mathematics, regardless of their identified grade level.

“Do maths in the real world” is the cry. It adds meaning, relevance, and challenge, they say. Sounds good in theory – but what if I don’t like excursions? Video is a great way of taking our students to the interesting real-world places, without leaving the classroom (and filling out a bunch of risk assessments). The rugby field, where a conversion kick is being attempted, is one such place (wrong code, I know, but can’t be helped). This workshop will share a video treatment of the “rugby kick” problem, a lovely piece of applied right-angled trigonometry and includes ‘teacher edition’ notes and all you need for a great lesson, or a nice little assessment task.

Have you ever felt lost with how to approach a problem when planning? We have! Coming from a new team of teachers who have gone on the learning journey ourselves we look forward to leading you through different ways to plan and empower your skill set for more consistent outcomes. Planning for problem solving? The struggle can be real. In our workshop, work with us on the ways to engage students through struggle time to develop their problem solving skills by perfecting the art of launching a problem. Walk away from this workshop with different ways to launch a problem that you can build into your planning tomorrow. Prepare to challenge your thinking, be open minded and trust in the process. We’ve done it, so can you. Join Molly, Hung, Libby and Anna to learn from our mistakes, mishaps and ultimate glory! Look forward to seeing you there.

This session will provide participants with a hands-on experience of three measurement sequences (length; perimeter and area; volume) relevant to the early years of schooling. Participants will consider how a pair of tasks underpin a learning suggestion, and how a series of connected learning suggestions make up a learning sequence. In addition, the workshop will highlight connections between the three different measurement sequences, and provide suggestions for how each sequence can be extended into the middle and upper primary years.

There is a growing demand to develop learners’ mathematical reasoning competence in today’s mathematics classrooms. Teacher questioning strategy, such as the use of probing questions, is suggested by much literature to make the most impact on the development of the reasoning competence. Effective teacher questioning provides learners opportunities to evaluate and analyse mathematical thinking, strategies and concepts, and therefore support the elicitation of mathematical reasoning. However, given that persistent attempts to ask quality questions are evident in classroom instructions, challenges exist in how these questions are being managed and extended. In this workshop, you will be offered with a range of exploration opportunities, including role plays and scenario discussions to critically analyse the use of teacher questioning and to evaluate how these questions contribute to the elicitation of mathematical reasoning.

In this activity-based session we will use two simple and engaging number games to illustrate a four-component model for computational thinking: * abstraction (identifying important aspects) * decomposition (breaking a problem into smaller, simpler parts) * pattern recognition (identifying similarities) * algorithms (step-by-step solution guides) Computational thinking has been strengthened in the revised Australian and Victorian curriculums, join us to explore how this can be introduced in mathematics classes.

Teachers often ask: What is the best way to plan a maths lesson? What types of tasks should I use? My initial answer is always: There are many ways to teach maths well. In other words, students need to experience the same idea/s in many different ways over an extended period of time to develop conceptual understandings and build mathematical connections. Using the context of multiplication, Aylie will simulate a series of connected learning experiences using a variety of high-quality tasks that emphasise the four proficiencies: fluency, reasoning, problem solving and understanding. Participants will be invited to reflect and identify opportunities to strengthen their current planning and teaching routines.

You're a passionate maths educator, you are full of great ideas and are in charge of leading change in your school. But where do we start? How do we unleash the potential of teachers and students? How do we value maths in our community? From our own stories of practice, we will share how listening, leading by doing and leveraging strengths have transformed the mindsets of staff and students. We will also share many of the tasks and strategies that won the trust and hearts of not only students but the staff as well. In this hands-on, interactive workshop, we aim to equip you with things you can implement straight away in your classroom and wider school context. We will guide you through what it means to stop, look and listen to create meaningful change and help your staff have a bit of fun in the process.

In the early years of Primary School teachers and students devote a lot of time developing strategies and skills to become efficient Additive thinkers in preparation to become Multiplicative thinkers, but how do students make that shift? How can we ensure that students leave Primary School with the vital skills and strategies to apply to more advanced mathematics? It is a large leap and one that takes years to master, however, it is the biggest downfall for many students. Research from Di Siemon and her Big Ideas in Multiplication will highlight the sequence of learning required to deliver effective planning, teaching and learning through games, challenging tasks and other varying exposures. This will demonstrate how students can extend their thinking to become more efficient mathematicians and in turn, increase confidence in Mathematical application.

Explicit Instruction vs Inquiry Learning. Determining which approach is better in mathematics is not a straightforward answer as it depends on various factors such as the age and background of students, the specific mathematical content, teacher capacity, pedagogical approaches and the learning outcomes, just to name a few. A balanced approach that incorporates elements of both can be effective, allowing for direct instruction when necessary and providing opportunities for students to explore and discover mathematical concepts on their own. Flexibility in choosing the teaching approach based on the specific learning goals and needs of the students is crucial. However, how can we anticipate the strategies students will use? This workshop will explore effective classroom practice thorough the careful designing of a structured progression of strategies. Participants will identify strategies, construct a developmental progression of these strategies and craft Learning Intentions and Success Criteria that will provide clarity in the classroom.

This hands on workshop will introduce you to the world of programming using Python. No previous programming experience is required as this will be focused on an introduction to coding in Python. Programming will be done on the TI-Nspire CXII graphics calculator (or computer software version). You will take away some basic programs and be able to further develop your skills in this increasingly important aspect of mathematics. If you do not have a handheld calculator, some will be available for use during the session. This session will be aimed at beginners.

Andrew Greville has been teaching for 5 years with this year being his first foray into teaching a year 12 subject. Andrew has taught year 11 Maths Methods for all these years and now he has entered unchartered waters – yes teaching Year 12 General. Andrew will tell of his journey this year with the struggles and joy whilst working with his crew of 20 mostly motivated students. Captain Andrew will also be joined by first mate Mark Ljubic who has helped in steering the ship as they have navigated some quite treacherous waters. Andrew and Mark look forward to piping all new and emerging General Maths teachers aboard for a one-hour journey that explores challenges in curriculum preparation, delivery and of course those feared SAC’s. A great opportunity for participants to develop new Networks with colleagues when sharing our common goal in getting the best possible outcomes for students.

Explore some of the algorithms used to display the digits of irrational numbers like √2, e and π, as well as how to generate the Mandelbrot set. Participants will see how the algorithms are implemented on the author's homemade calculator and receive pseudo code to assist them write their own programs. Please note: code for TI and Casio calculators is NOT provided.

What is the best way to prepare students for end of year mathematics exams? Evidence shows that a lot of students cram in the days leading into an exam, certainly not a particularly effective strategy. Some students claim they went 'blank' in an exam, is this real? What strategies are there to help avoid this situation. In this session we will discuss and experience a range of strategies to support student engagement, learning and success. Under the right amount of pressure, a lump of coal is trnsformed into a diamond.

This presentation will provide insights into the mathematics findings from the evidence review: Supporting students significantly behind in literacy and numeracy. A review of evidence-based approaches, by a co-author of the evidence review.

Unit 3/4 Foundation Mathematics was offered for the first time in 2023. This session will share how one teacher delivered the course, the resources that were available, the preparation and delivery of the SACs and the students who chose the subject. There will be the opportunity for anyone else who taught the subject this year to share their experience and some insight for anyone who may be teaching the subject on the next year or so.

A first step in planning is to articulate key content goals (how and way). A next step is to choose tasks to engage students in problem solving (the session will use the context of surface area and volume). Then we need to structure lessons to include all students. Next, coherent sequences can be planned.  

This session will model a range of interactive Sorting and Matching Tasks originally developed by Prof. Malcolm Swan, from the Shell Centre, University of Nottingham. Some adaptions to the original tasks will also be modelled. Participants will have the opportunity to engage in the tasks as if they were students, with opportunities to share their reflections about pedagogical and assessment considerations.

If you’re like most teachers, then you know how frustrating it is when our students appear to understand our lessons, only to find out later that they had many misconceptions. Imagine instead that we had three strategies we could quickly incorporate to reliably spot and fix these issues. What’s better is that students love doing them and they work even if students don’t realize they have misunderstandings. You’ll leave with ready-to-go resources and strategies.

In this session, the presenter will discuss how gamification can engage students in education and increase their willingness to embrace challenges. The presenter will discuss the use of a fantasy approach that incorporates gaming elements to build an ongoing challenge to students of physics and mathematics. After discussing the benefits of gamification, the presenter will introduce the board game he has been developing as a high-quality teaching resource capable of targeting learners from Year 5 to 8. The game provides students with a monster world, where they can build their own team and challenge others. Students must solve mathematical questions as they play the game in order to be victorious. A perfect balance of strategy, numeracy skills and peer interaction, which improves student engagement and contributes to a fun learning experience. The game can be used by educators and parents as an ongoing numeracy tool.

The right classroom assessments can empower educators by providing a clear picture of student, cohort and whole school learning and progress. The qualities that make an assessment include validity and reliability, alignment to the curriculum, and the quality of design. The Digital Assessment Library (DAL), launched by the Victorian Curriculum and Assessment Authority (VCAA) in 2020, includes a suite of assessments, distinguished by content that is of high quality, designed appropriately to meet the needs of the classroom and is aligned to the Victorian Curriculum F-10. The vision of the DAL is to support schools with selecting, administering, and analysing student achievement, and providing support to meaningfully interpret the results. We then provide support using the data to inform targeted and differentiated planning, teaching and reporting to improve student, class, cohort and whole school outcomes.

We live in an ever-changing digital world with computers, phones, cars and dozens of other conveniences that rely on mathematics. But, what mathematics powers the technology, keeps us in digital contact and directs us as we navigate the globe? When and where did that mathematics begin? Much of this essential mathematics has its origins long ago - in some cases it is thousands of years ago. This session will describe those origins in ways that can be used directly in the classroom from cultures such as Mesopotamia, Egypt, Harappa, China, Mesoamerica and the Andes. This session will share hands-on activities from across all strands of mathematics that will provide a very high level of interest for students from the upper primary years and beyond.

FX Draw has allowed mathematics teachers to draw high-quality mathematics diagrams for nearly thirty years. This session will help you use this incredibly powerful product to its fullest extent. Whether you are new to FX Draw or have been using it for years, you will walk away with hints and tips that will make your life easier.

The objective of this study is to compare problem-solving processes of TI-Nspire CAS calculator and ChatGPT in exploring tasks. A total of 17 prospective secondary mathematics teachers, currently enrolled at a private university in Korea, were selected as participants. They were given an investigative task related to polynomial functions, rational functions, and regression analysis to solve. The participants were provided with 50 minutes each to solve the tasks using both TI-Nspire CAS and ChatGPT. According to the findings, the participating students first posed various questions to ChatGPT to identify problem-solving strategies for the tasks. They then utilized TI-Nspire CAS to implement the specific execution of those strategies. Furthermore, the participants demonstrated a tendency to utilize ChatGPT when interpreting and inferring conclusions from various numerical information obtained through the use of TI-Nspire CAS. They relied on ChatGPT to aid in the interpretation and analysis of the results for the tasks.

This session will focus on the use of the TI-Nspire CAS technology in a Mathematical Methods class to analyse and learn Mathematics using CAS. The TI-Nspire is an extremely powerful learning and teaching tool in a Mathematics classroom. This session will bring out efficient ways of responding to EXAM 2 and SAC questions. As a part of this session, the attendees will have access to CAS solutions for the 2023 Examination -2 for both VCE and VCE NHT Methods exam. This has been a very popular session amongst VCE Methods teachers (both for experienced and new).

Happy numbers is a fun and engaging upper primary number investigation that utilises square numbers, and helps develop a positive disposition towards mathematics teaching and learning. The session builds upon an earlier presentation at this conference by Ray Peck in 2003 entitled, "Are your students 'happy', 'perfect' or 'amicable'?, and includes ideas from subsequent investigations the presenter has undertaken on happy numbers with upper primary and tertiary students. Happy numbers were invented, apparently, by a young girl playing with numbers. They provide an excellent stimulus for a number investigation as they occur (about 1 in 7 numbers are happy) frequently enough for success and excitement to happen, but not too frequently, so productive struggle is required. The investigation leads to 'sad' numbers being uncovered and hence defined and the exploration of number patterns. The latter stages of the investigation link mathematics with literacy.

In this session we will explore students’ drawings, symbols and words as representation of their mathematical thinking. Participants will experience a selection of early number and geometry challenging tasks developed by the EMC3 research team. Together we will interpret F-2 work samples to explore a developing progression of representations and thinking. Participants will gain further insights into the meaningfulness of students’ representations as evidence of their learning.

Too often in classrooms teachers make decisions about a diverse group of learners based on the responses of one or two. They bemoan the results of end of unit tests and complain that students lack the ability to recall key concepts when topics are revisited. This workshop will aim to address these issues. It will demonstrate to participants various formative assessment strategies that can be used to reframe the learning as it is happening. It will model the use of different questioning techniques to help the teacher better understand the needs of all learners and it will explore the way feedback tools can be used to not only identify areas for future learning, but also provide information to the teacher about the success or limitations of the lesson.

As an advocate for rich, open ended primary maths teaching, and a leader in maths education, we are constantly faced with the following comments and question: "Where is the explicit teaching?" I'm sure, as you have tried to implement Rich Tasks, that you may be battling with these questions in your own head and this may be the reason you avoid inquiry based maths learning. This workshop will demonstrate and help you better understand what explicit teaching actually is, the misconceptions and the benefits of using rich, authentic mathematics in your teaching.

Structure based on PMSS sessions - have been approached by PMSS staff to apply for this to share our experiences (with offer of coaching) Modelled open ended task from PMSS initiative (with permission of presenters), or a self-developed open ended task that can be adapted for Grade 2-6 (or beyond). Participants engage in the mathematics of the task. Support participants to anticipate misconceptions, key learning and developing prompts to enable or extend task. Story of practice - introducing student responses (photos, work samples, quotes or videos), sharing successes / mistakes and deciding together on next steps for students. Time permitting: Participants develop a consolidating task to allow students to reapply skills (becoming more fluent), and change the context slightly (multiple exposures). Participants test their consolidating task and develop extending prompts.

Ongoing assessment is an essential aspect of education as it offers valuable insights into students' progress and informs instructional decisions. Check-In Slips, when utilised throughout the teaching of mathematical concepts, provide real-time understanding of students' strengths and areas for improvement. They serve as powerful tools for teachers to interpret and apply data, enabling them to tailor their approach and provide targeted interventions that cater to individual needs. In this workshop, participants will gain a comprehensive understanding of the development, implementation, and analysis of Check-In Slips and how they can be used effectively to meet the diverse needs of students in the classroom. By delving into the various ways Check-In Slips can be integrated into instruction, educators will be equipped with valuable insights and techniques to enhance their ongoing assessment practices and maximise student learning outcomes.

Northern Bay College has committed itself to looking at how to approach numeracy across a multi-campus P-12 College. The senior (9-12) campus would like to share the highs, lows, challenges and success in our initial approaches to Numeracy across all secondary curriculums. We will share the why, how and what we have used and discovered in order to help those embarking on a similar journey. We will be looking at growth mindset, mathematical agency, numeracy friendly classrooms, student and teacher dispositions, positive struggle and how to identiy, utilise, scaffold and strengthen teachers' and students' numeracy skills for different secondary curriculum subjects.

This session showcases a teaching sequence that aims to help students build connection between quadratics and parabolas. A variety of teaching tasks are implemented to address graphics features of parabolas (such as symmetry property), as well as their relationship with algebraic manipulation of quadratic functions (such as finding axis of symmetry, or x-coordinate of turning point). A range of carefully designed assessment items are experimented to assess students' understanding of the concepts beyond procedure work. Some findings from students' work will be shared and discussed. Close analysis of these tasks will be presented to evaluate students' learning and to inform future teaching. Details from the Australian Curriculum 9.0 will be highlighted and examined.

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 VCAL/VCE VM students.

Networks has historically been found difficult by students in Year 12. As we move toward a new study design which has all students now completing the networks and decision mathematics module, we should take some time to discuss some beyond-the-book strategies for year 12 students looking to make a mark on their end of year examinations. Those final few exam questions may present students with problems that require a firm understanding of how to deal with crashing or, at the very least, activity networks. We will, together, explore some of the more difficult question types that students have been presented with over the years and discuss some strategies for students to more efficiently deal with activity network questions, including an emphasis on: Time-savers in exams Calculating float time without 'the boxes' Approaching crashing/crashing-with-cost questions

In this session, attendees will learn how to create a ‘mixed six task’ - six questions of increasing complexity based on Bloom’s taxonomy in a mathematics context which also address the mathematical proficiencies. From ‘factual recall’ to ‘critiquing a fallacy’, the structure of a mixed six task can be applied to any topic across years 7-12. Attendees will be provided with practical guidance on how to write questions that target different levels in Bloom’s taxonomy and see how they can be mapped to the mathematical proficiencies. The ‘mixed six task’ framework can also be used as a lens to evaluate the types of questions that students are asked in assessments and how to modify questions to ensure that the mathematical proficiencies are being addressed. Attendees will be provided with samples of ‘mixed six tasks’ across the curriculum.

As pseudo code becomes more imbedded in the VCE Mathematics study design, this presentation gives teachers a hands-on experience on how to move towards programming in python. I will explain the coding environment, including menu items, through the use of meaningful samples that can be replicated in the classroom. In addition, I will provide coded examples for participants to explore with colleagues on their return to school. This course will give participants confidence when using the ti-nspire programming environment as an effective teaching tool.

MultiDocs is a new way to use FX Draw and FX Equation that allows you to create self-modifying tests, exams and worksheets. Get new versions, with new numbers, new diagrams and new, fully worked solutions - all at the push of a button. This session will introduce you to this new technology and get you on your way to creating your first MultiDoc. It is for any teacher who wants to save time.

This workshop will look at an approach to a number of investigations including Benford's law and Jumping Kangaroos (including using regression analysis) that can be done with either a new scientific calculator and/or a graphics calculator. Some data will also be collected with probes using the CMA device. The Casio Classpad and 8200 will be used for demonstration but any technology could be utilised.

Scott and John will share their experiences with, and learnings from, a collaborative planning protocol introduced to them as participants in the 2021-22 Primary Maths & Science Specialist program. We have adapted this process and introduced it across the school for teams to use for planning sequences of rich and challenging tasks utilising all areas of team members strengths and skills. This process involves: - unpacking the mathematics behind a challenging task - anticipating student responses and developing your own teacher responses - differentiating the task to enable success for all learners - consolidating the learning with follow up tasks This planning protocol allows teachers to develop sequences of learning that students to develop the 4+1 proficiencies, and utilise each others strengths while enabling powerful professional learning along the way.

The Maths in Schools project provides free online professional learning courses for teachers of mathematics in schools across Australia. The online courses support contemporary evidence-based approaches to mathematics teaching from Kindergarten to Year 2, Years 3-6, and Years 7-10. A particular focus of the courses is the CRA model and culturally responsive mathematics pedagogies. The Maths in Schools project is hosted on the Mathematics Hub (www.mathematicshub.edu.au). The University of Adelaide’s Maths in Schools project is funded by the Australian Government Department of Education and is conducted in partnership with Education Services

A former primary teacher and lifelong maths enthusiast, Luke has spent the past seven years working with teachers to help them to implement a fully differentiated learning and teaching model. The hundreds of teachers Luke has worked with have achieved substantial improvements to the growth their students achieve while creating a safer and more joyful classroom experience. Luke achieves these results by listening carefully and sharing actionable advice that is grounded in research while respecting the context, goals and readiness of the teacher. In this workshop Luke will share some guiding principles to help you make a successful transition in your practice so you can help your students reach their mathematical potential.

In a world of fake news, false marketing claims and predatory gambling advertising, the skill of statistical reasoning has never been more important. Participants of this playful workshop will gather data and creatively select statistical measures that ‘prove’ they are the best cup stacker…even if they’re not! Come prepared to engage in rich mathematical discussion as we evaluate truth claims and learn how easy it is to manipulate data to say what you want it to. This is a hands-on workshop.

To thrive in the age of Artificial Intelligence, our students will need to be able to solve novel problems, think creatively and apply their learning in new ways. To do this they need to possess a range of lower-level fluency skills, which require a significant amount of repetition to master. This hands-on presentation will showcase a range of activities which develop basic mathematical skills, while at the same time providing a context where students can think creatively to apply these skills. Memorising a process alone (eg. how to multiply by numbers 1-10) is only truly helpful if students can transfer what they know about the numbers 1-10 to solve ANY multiplication problem. This session will provide activities that develop skill mastery and critical thinking. Activities that will inspires students to the point that they will want to continue the puzzles beyond the classroom.

The session examines the traditional algorithms for the four basic operations of mathematics (addition, subtraction, division and multiplication) and uses examples to explain the reasons for error patterns that occur in hand computation (Ashlock 2009). It focuses on long division as the most difficult operation for children to understand and zeroes in on the algorithm introduced by Henry Briggs (1561-1630) as the root cause of the conflict between educational reformers and traditionalists (Rogers 2011; Wilson 2008). It explains how a new algorithm that breaks up the divisor into multiple terms is far easier to use in practice because it dissolves the blame game between educational reformers and traditionalists and shows that long division is really very simple with the right algorithm. It rigorously and thoroughly reinforces the fact that it's Briggs algorithm and not the teachers or students who are to blame for all of the errors in hand computation.

MaffsGuru’s Darren Smyth and VICmaths’ Robert Yen unpack some past Maths Methods VCE questions on Integration. Hear some expert advice on reading and interpreting the questions, the allocation of marks, the common areas and errors, and the student performance for those questions. Learn some teaching tips and exam hacks for this topic.