Tom Mahoney

Tom Mahoney is a mathematics learning specialist and psychology teacher with experience teaching in Victorian independent and government secondary schools. At Deakin University, Tom completed both a BAEd and MEd (specialising in inclusive education) and is currently completing his PhD part time through Deakin University. His PhD research is currently exploring the possible relationships between critical reflection of educational ideologies and teacher agency.

Tom is an educational commentator and publishes monthly posts through his Substack blog, The Interruption, exploring the ideological nature of education and the impact of various ideologies upon teachers, students, school leaders and communities.

Keynote Presentation: Friday 4 December 2026

What Is Mathematics Teaching About? Building a Framework of Purpose to Guide Practice
(Secondary)

Is the purpose of mathematics teaching to develop more workers for the engineering and science industries, improve test scores on domestic and international standardised tests or to give students’ minds a “workout” in logical thinking? Is it to develop numerate, democratic citizens or create the next generation of mathematicians?

Is it all or some of these put together?

How we answer these questions depends upon the ideological perspectives that we hold, and (whether we are cognisant of these or not) tend to guide our practice as teachers and leaders in mathematics.

However, mathematics teaching does not exist in a vacuum and as such, is also impacted by a number of external structures that ideologically impose certain purposes of mathematics in schools. These structures can involve policy, curriculum, pedagogical approaches and ingrained schooling practices that work in a way to constrain the possibilities of mathematics teaching.

In this presentation, Tom will first provide some context of the ideological perspectives impacting upon mathematics teaching in Australia and encourage listeners to consider how these impact upon the work of teachers and school leaders. Second, he will provide a simple reflective framework to support teachers and school leaders in developing a sharper alignment between purpose and practice.

Key Takeaways:

1. Develop a clearer sense of the different ideological purposes impacting upon the work of mathematics teachers across Australia in our current time.
2. Be provided with a reflective framework with which to support alignment between mathematics teaching practice and the value we hold for it.

Carly Sawatzki

Carly Sawatzki wants every student to get an excellent education so they can live their best life. Working as a mathematics teacher educator and educational researcher at Deakin University, she designs courses that support preservice and practising teachers to teach differently, by helping them to connect students’ classroom learning with the real world. Carly is internationally recognised for her thought leadership on young people’s financial education at school and her critical insights into issues of ethics and equity in education. She is widely published on these and other topics and has led research, curriculum and professional learning projects for education authorities across Australia. She is a dynamic and in-demand public speaker, writer, and influencer who loves exchanging ideas, sharing laughter and – above all – making a difference. To find out more, visit her website – www.carlysawatzki.com.

Keynote Presentation: Friday 4 December 2026

Realities, risks and reasoning: Why there’s more to teaching finance than show and tell
(All Levels)

Young people deserve a modern financial education that keeps pace with the realities and risks they are likely to face.

The Victorian Curriculum Version 2.0 calls for mathematics learning that prepares students to make decisions about real-world financial problems. And the Victorian Teaching and Learning Model 2.0 highlights supported application as a key element of effective teaching.

Yet too many students still report they are not learning about finance at school.

When students ask, “When am I going to use this?” they are calling for stronger connections between mathematics lessons and the real world.

In this keynote, Carly explores how teachers can build those connections, with a particular focus on teaching rational number concepts through modern financial contexts. The relevant conference themes are minds (thinking and reasoning) and hearts (student voice).

You will leave with lesson ideas and practical strategies for Years 7–12 across different learning needs and pathways.

Kris Westcott

Kris Westcott has been teaching in South Western Sydney primary schools for over 25 years. She consistently seeks out opportunities to further her own conceptual and pedagogical understandings to benefit the students and teachers she serves. Kris founded the Campbelltown MANSW Cluster in 2018 prompted by the lack of a local network to share with and learn from. Kris was active in the NESA Teacher Expert Network throughout the various stages of recent NSW curriculum reform including K–2 and 3–6 mathematics syllabus writing. She has been a frequent presenter at both MANSW and MAV conferences and regularly provides support to schools on request. Kris is also a casual academic at University of Wollongong.

Keynote Presentation: Thursday 3 December 2026

Provoking positive dispositions
(Primary)

Learning dispositions in mathematics are the habitual attitudes, beliefs, and behaviours students exhibit toward maths, including confidence, perseverance, and seeing it as useful. Fostering positive, or productive, dispositions is crucial for success, influencing how students approach challenges, embrace mistakes, and develop a “growth mindset”. Key traits include being resilient, resourceful, and reflective. How do we foster and reinforce positive dispositions in a subject area that is so frequently brushed aside by the “I wasn’t any good at maths” mantra?

Key Takeaways:

1. Positive attitudes to mathematics learning can be most effective when students’ heads, hearts and hands are actively engaged in the construction of new and deeper understandings through engagement with purposefully designed tasks that allow for a balance of autonomy and support.