A vision for primary mathematics learning and teaching will be considered that places engaging children and their families at the centre. We will consider strategies that create opportunities for maximising mathematics engagement for diverse learners – including mathematical investigations, ensuring sufficient challenge for all, and pedagogies that enable differentiation, and opportunities for all children to thrive mathematically.

This session will explain how thoughtfully planned sequences of learning can include and engage all students. Sequences should ideally include challenging tasks, intended to activate cognition, that are effectively differentiated with the learning consolidated by further tasks suitably varied. The intent is that consistent use of such a structure can reduce the anxiety experienced by some students as well as allow extension of students who are ready. Some examples of sequences suitable for middle and upper primary students will be presented, with key characteristics emphasised. The ways that sequences can also inform assessment of the proficiencies will also be explained.

Place Value is one of the most important concepts for students to understand in Years 3-6. Yet, it can be difficult to find place value activities that engage students in deep thinking. This session presents a framework to support teachers in the planning of their instruction. The framework will allow teachers to implement a shared and consistent language across the school and guide their approach to the teaching and learning of place value. The session will explore five research-based, authentic, creative, open-ended activities that lead students to deeply investigate the concepts that underpin our place value system. Participants will be provided with hands-on, practical ideas that they will be able to immediately implement in their classroom.

The aim of this workshop is for teachers to develop and use appropriate models for working with fractions from an early understanding of equivalence to using fractions in operations. We will begin with paper folding, fraction walls, bars and number lines to develop understanding of equivalence and fractions as numbers. These tools will then be used to demonstrate the four operations to engage and extend conceptual understanding. This is intended to move students beyond procedural and rule-based thinking and to develop a richer understanding when working with fractions. Common misconceptions will be discussed along with possible approaches to address these challenges. This will be a hands-on, interactive workshop.

This hands on session will guide teaches through practical and engaging tasks to develop students understanding of geometry from Foundation to Year 6. Both developmental learning sequences and the curriculum will be explored and the implications these have on our teaching and student learning. Come and explore the world beyond squares, triangles and rectangles. Be prepared to engage in tasks (preferably with a partner) and respond virtually.

The starting point for a mathematician is an interesting problem. Something they don't know the answer to, but find interesting enough to explore. It doesn't matter what the problem is. It does matter that it is interesting. In the beginning this activity is a game of placing square tiles to make a pathway. The problem is, how do I win the game. Then, when I've got that figured, what happens if I ...? One of those 'what happens if...' questions leads to changing lines on the tile and from there to heaps of ways of creating tiling patterns and mathematical art.