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Developing mathematically proficient students 2022214W is a Course

Developing mathematically proficient students 2022214W

Aug 25, 2022 - Dec 30, 2022

$250 Enrol

Full course description

Date and time

Thursday 25 August 2022, 4.00 pm to 5.30 pm

Delivery mode

Online – a Zoom link will be provided 24 hours prior to the event


This learning event is right for you if you are Foundation to Year 6 teachers and leaders


Successful learning and teaching of mathematics is much more complex than three content strands (Number & Algebra, Measurement & Geometry and Statistics & Probability). It’s about becoming mathematically proficient, making sense of mathematics, and figuring out and solving problems by working hard on them. Therefore successful learning and teaching of mathematics should be viewed as a web, rather than a continuum. A web where content strands are interwoven throughout the proficiency strands (Understanding, Fluency, Reasoning, Problem Solving and Disposition) and a learner can move from one content strand to another, from a content strand to proficiency and from one proficiency to another proficiency. But how do we develop and embed mathematical proficiency into our everyday learning and teaching of mathematics? And in what ways can we accurately assess mathematical proficiency in order to track and identify progress? This workshop will evaluate an instructional model in teaching Problem Solving, explore ways to assess Mathematical Proficiency through whole school moderation practices and reporting to the Stands through self, peer and teacher feedback.

Mathematical Proficiency cannot be categorised as present or absent, one needs to keep in mind that every mathematical idea can be understood in many levels and many ways (National Research Council, 2001)

This learning event supports creating best practice toward meeting the following VRQA standard(s):

  • Curriculum and Student Learning – Student learning outcomes                                                                     
  • Curriculum and Student Learning – Monitoring and reporting on students’ performance                                    

Relevant Australian professional standards for teachers

2.  Know the content and how to teach it

3.  Plan for and implement effective teaching and learning

5.  Assess, provide feedback and report on student learning

Key takeaways               

  • identify and describe the proficiency strands
  • describe Rich Tasks
  • describe Problem Solving or Challenging Tasks
  • name and teach Problem Solving Strategies
  • create Enabling and Extending Prompts
  • name and explain the Problem Solving Steps
  • explain the connections between Problem Solving Steps and the proficiency strands
  • effectively assess Mathematical Proficiency

Presenter information

Paul Staniscia   

Paul is currently Deputy Head of Primary at Southern Cross Grammar. Prior to this, he worked within Catholic Education, leading his school community as Deputy Principal and Acting Principal. During this time, Paul developed his own leadership capacity and the capacity of others while embracing and embedding change,  further displaying his strong leadership qualities and a clear strength to build on school vision. He also works as a contracted consultant for the Mathematical Association of Victoria, sharing his knowledge and providing professional learning for teachers and leaders in State, Catholic and Independent schools. Paul is passionate about the learning of preservice teachers and works as a Sessional Academic at Australian Catholic University.

While completing his Masters in Educational Leadership, he developed effective leadership skills and explored his leadership capacity through evidence-based leadership. Specialising in Mathematics during his Masters study enabled Paul to further explore the importance of Mathematical Proficiency in the successful learning and teaching of Mathematics.

Paul’s current and future leadership potential was both recognised and affirmed by being nominated by Catholic Education Melbourne to participate in the Victorian Aspirant Principal Assessment Process offered in partnership with the Bastow Institute for Leadership. This was further acknowledged by ACEL as a recipient of the 2019 New Voice in School Leadership Scholarship. Paul has written a range of articles for MAV Prime Number and ACEL journals, exploring a variety of teaching and leadership strategies. He is also on the ACEL Editorial Board, supporting school leaders with up-to-date and relevant professional reading.