Cognitive science tells us that, especially with novices, the use of worked examples, direct instruction, and self-explanation and elaboration are key. So, what can we do to make the most of each of these? What are the differences between effective and ineffective uses of examples? How do we make our explanations more impactful? What elaborative questions should we be asking students and have them ask themselves to get more out of a given question?

Recent research has shown that basic number processing (such as comparing which of two numbers is larger) is related to individual differences in children’s arithmetic achievement. Furthermore, children with mathematical disabilities (Developmental Dyscalculia) have been found to perform poorly on basic number processing tasks. In this talk I will review evidence for an association between basic number processing and arithmetic achievement in children with and without mathematical difficulties. I will draw on evidence from both brain and behavior and discuss the implications of this research for assessment, diagnosis and intervention.

How many times do you hear - 'but they don’t know their facts!' Being able to recall multiplication number facts might just be one of the single most important skills that all students need to have mastered by Year 4 to succeed in any future mathematics. Math fact fluency is the ability to quickly and accurately recall the answer to basic math facts. Research on cognitive load supports the idea that we can reduce the load for our students through the fluent recall of facts. However, educators cannot rely anymore on ‘the back of the toilet door’ strategies; nor repeat the ‘rote’ procedures of the past. In this session we explore the ‘why’, ‘what’ and ‘how’ in supporting student maths fluency of facts and more!

The Science of Learning is revolutionising Reading instruction. In contrast, the impact of the Science of Learning has been limited in a Maths space dominated by mindsets, productive struggle and rich tasks. In this session James will take us through the structure of a typical Maths lesson in his class. He will demonstrate how using a Revise-Learn-Apply framework supports student learning. James will unpack how employing a Science of Learning approach, coupled with high expectations, allows teachers to build a strong foundation for their students.

Armstrong Creek School presents Dr Amanda VanDerHeyden, an international renowned policy adviser and thought leader who actively conducts research focused on improving learning outcomes for students. Join us as Dr VanDerHeyden discusses her expertise across the Science of Maths, as well as maths intervention within a multi tiered system of supports.

Launching our first ever meeting of the Maths Network, Join David Morkunas as he unpacks the elements that have led Bentleigh West Primary School to be recognised as a high-performing school for mathematics. This session aims to bust the myth that some students or teachers “just aren’t any good at maths” and will prove that any teacher can become comfortable teaching mathematics to a high standard. This session will demonstrate how David and his colleagues use approaches including Explicit Direct Instruction and Cognitive Load Theory in order to craft and teach lessons which give their students the greatest possible chance of success in mathematics.