1A: From Songs to Swamps: Using STEAM to Bring Year 9 Statistics to Life

Anusha Nirene Soupen, Papakura High School

At Papakura High School, I have reimagined how NZ Curriculum Year 9 Statistics is taught by embedding it within STEAM learning and real-world storytelling. Instead of isolated number exercises, students investigate meaningful datasets through creative contexts such as New Zealand waiata, biodiversity conservation, animated films, and global environmental challenges.

Through activities like analysing song popularity, exploring endangered species data, and designing conservation solutions, students learn to interpret graphs, analyse distributions, and critique statistical claims while also engaging in engineering design thinking.

This workshop showcases practical strategies for turning statistics into inquiry-driven, culturally responsive STEAM learning, increasing engagement while deepening students’ statistical reasoning and problem-solving skills

1B: An effective teaching sequence for Achievement Standards. 

Brad Bridges, Waitakere College

Over the last 15 years through trial and error, and reflection, I have settled on a teaching sequence for Achievement Standards that has consistently resulted in above average results. In this workshop I will outline the teaching sequence and the importance of each step from a student perspective. I will also provide a general case study for AS2.5 Networks. The workshop will include time for a discussion on other teachers' experiences.

1C: Things I have learnt from Students while Teaching Scholarship Calculus

Carl Fourie, Macleans College

I will be looking more at the skills and conceptual approaches, rather than actual content.

I have taught Scholarship Calculus for four years now, and I will be looking at how I felt when I went through the work for the first time as well as what my students commented during the year. 

We will work through some examples, looking at different approaches that my students have offered.

Some are straight forward, some are esoteric, some are just fabulous Maths.

I will focus more on skills such as perseverance, struggle, time management, stresses, and mental estimation.

1D: The STEM Blueprint: How Maths and Calculus at school builds a future at Waipapa Taumata Rau | University of Auckland

Ashleigh Fox, Katalina Ma and Steve Watkinson, University of Auckland

Join Ashleigh Fox (Women in Engineering Project Manager), Katalina Ma (Pathway Programmes Manager), and Steve Watkinson (Apollo Programme Project Manager) from the University of Auckland for a session designed to support careers guidance for your maths students. This panel will provide up-to-date information on the University's entry requirements, Engineering entry pathways, results from research and data collection on high school-to-university pathways for under-represented groups, and information on the University’s maths and engineering school engagement programmes.

Leave with the tools and knowledge to confidently advise your maths and science students on a future in STEM at the University of Auckland.

1E: Words That Count: Strengthening Mathematical Thinking Through Literacy

Ashok Kumar, Aorere College 

Students are increasingly required to read, interpret, and communicate their mathematical ideas clearly. This workshop explores practical literacy strategies that help students make sense of mathematical language, explain their reasoning, and engage more confidently with problem-solving tasks. Participants will experience classroom-ready strategies—such as structured discussion, reading for meaning, and reasoning prompts—that support learners to unpack mathematical contexts and articulate their thinking. The session focuses on approaches that build both conceptual understanding and the literacy skills needed for success in the Numeracy CAA.

2A: Kalman Charitable Trust Prize and Fellowship

Lucy Edmonds, Waiheke College & Harriet Tidman, Rangitoto College

Harriet Tidman and Lucy Edmonds were honoured to receive the Kalman Charitable Trust Prize and Fellowships in 2024. This generous support enabled us to undertake postgraduate study at the University of Auckland in 2025, providing valuable opportunities for professional growth. In this presentation, we aim to share how the prize and fellowships contributed to our development as leaders in mathematics and statistics education. We will outline the application process, reflect on how the awards complemented our teaching practice, and discuss the benefits of mentorship and support from university tutors. We welcome questions and discussion from teachers interested in applying for the awards and exploring the professional opportunities they offer.

2B: Aligning Expectations Across Phases: Building Coherent Maths Pathways

Clare Nelson, Sir Edmund Hillary Collegiate

Inconsistent expectations across phases can create gaps in learner readiness. This workshop focuses on building shared understanding of what mathematical success looks like from Phase 3 through to secondary (Phase 4). Participants will explore curriculum shifts, discuss the role of language and habits, and consider how alignment across year levels strengthens learner outcomes. Tasks may be briefly explored or adapted as examples to support this thinking.

2C: Advantages and Disadvantages of Visualising in Mathematics

Mona Mishra and Sasha Ruan, Green Bay High School

In this workshop, we will explore the advantages and disadvantages of visualising in maths problem solving, positioning visualisation as a powerful mode of reasoning rather than just a drawing aid. Participants will explore how visual tools such as bar models can help students “see the unseen,” deepen conceptual understanding, and support the transition from arithmetic to algebra, while also unpacking potential pitfalls such as misconceptions, cognitive overload, and equity issues. Through some maths problem-solving tasks, analysis of common misconceptions, and sharing of online visual resources and research-based strategies, attendees will develop practical approaches for using visualisation meaningfully and effectively in their own classrooms.

2D: Mentoring for Consistency: Strengthening Marking and Moderation Practices in NCEA

Aubhilesh Singh, McAuley High School

Ensuring consistent and credible assessment decisions is central to maintaining the integrity of NCEA. This workshop will explore practical strategies for mentoring teachers in marking and moderation processes, particularly for departments with a mix of experienced and new staff. The session will focus on building shared understanding of marking schedules, conducting effective pre- and post-moderation conversations, supporting teachers new to standards, and developing systems that strengthen assessor confidence while meeting NZQA expectations. Participants will gain practical approaches to improving consistency, reducing marking uncertainty, and embedding robust moderation practices within their departments.

2E: Designing for Depth and Differentiation in Junior Mathematics: Aligning Practice with the Refreshed NZC (Phases 3–4)

Kay Kumar and Kevin Jung, Ormiston Junior College

This workshop explores what effective and responsive teaching looks like in junior mathematics, particularly within Phases 3 and 4 of the refreshed New Zealand Curriculum. Drawing on experience as both a classroom teacher and a leader of junior mathematics, the session will share practical strategies and real examples of how to design learning that is both purposeful and adaptable to the diverse needs of learners.