Description:
In this online session, primary teachers will explore how Cuisenaire rods and templates can reveal students’ innate mathematical thinking and build understanding of early algebraic structures. Guided by the Concrete - Pictorial - Abstract (CPA) approach, participants will discover hands-on strategies that make number relationships, patterns, and early algebraic thinking visible and meaningful. Teachers will learn about the history of Cuisenaire rods and the importance of not underestimating the power of student creative play with manipulatives. The session will include snapshots of learning from real classrooms and adaptable activities to foster curiosity, reasoning, and mathematical language. Participants will leave with practical strategies and confidence to integrate this approach into everyday maths teaching.
Materials: Cuisenaire rods, rulers, pencils and 1cm grid paper
Antonio Sterich
I am a dedicated Maths Learning Specialist currently teaching at Roxburgh Park Primary School in the North-West region of Melbourne. With over 15 years of teaching experience, I have focused on improving student outcomes by continually refining mathematics instruction through ongoing reflection, evaluation, and reappraisal of my teaching practice.
I intentionally design learning experiences that encourage students to play, explore, and experiment with manipulatives to develop and reveal intuitive mathematical understanding. By using tools such as Cuisenaire rods and visual models, I support students to make sense of mathematical ideas before moving toward more formal and abstract representations. I believe students build lasting mathematical understanding through a balance of exploring and discovering ideas, alongside clear, guided and purposeful teacher instruction.
Alongside my classroom work, as a Learning Specialist, I provide instructional leadership through coaching, modelling lessons, and collaborative planning, supporting consistent and effective mathematics practices across our school. I am committed to developing both student confidence and teacher capacity, and to building an inclusive mathematics culture where curiosity, challenge, and high expectations are valued.
Registrations close 20th May 2026
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