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Mathematics Active Schools

Mathematics Active Schools (11)

Learn. Lead. Live.

Learn. Lead. Live, an exciting professional learning initiative was held at Malvern Central Primary School in Term 3 of 2016. It brought together primary and secondary schools accredited by the MAV as a Maths Active School. The event focused on the how “big ideas” thinking works in connection to mathematics, curriculum and practice; from a global level to individual school perspectives. Time was spent unpacking what the big ideas are from a top down and bottoms up approach, followed by an exploration of how to learn together, lead each other and how to teach for living in the real world.

The rich program offered teachers a forum to share their stories and showcase their students' mathematical learning. Jim Spithall (Australian Council of Educational Research) lead the teachers through the discussion of the “big ideas”in mathematics.

This video is of Cassandra Lowry and Tanya Tanner and of Lumen Christi Catholic Primary School sharing their learning story.


Last modified on Wednesday, 14 December 2016 12:14

If you check the inbox of any maths or science coordinator’s email account over the past year you’ll find it flooded with many STEM-related items. STEM is everywhere and it can be overwhelming sifting through the volume of material and making sense of what is relevant and meaningful and what is not. By now we all know what STEM stands for - but what does it really mean for schools?


The results are in. It’s estimated that 60% of the 2020 workforce will require skills held by only 20% of the current workforce.

There’s no doubt we agree that science and maths play an ever increasing part in our lives. We make important decisions about our health and that of our family, for example, choosing to vaccinate our children. We use smart phones to communicate and GPS in our cars to get from place to place. We regularly hear or read about climate change, genetically-modified food, space exploration, the use of DNA in forensic science, and new drugs to treat disease. And yet there is a general view that the level of scientific literacy and numeracy in the community is low.

An understanding of science and maths and how they work is essential for the community to make informed choices on issues that have a scientific basis.

Fintona 4Education in STEM is the key to broadening and deepening the community’s grasp of what STEM is saying and doing about the complex challenges facing society.

For schools, along with content, we need curricula that encourage curiosity, reflection, critical thinking and develop scientific method. STEM is about promoting an awareness of science and maths related careers and career opportunities and ensuring the development of relevant skills necessary to participate in STEM careers of the future.

Motivated and excited by the current focus on STEM we decided to organise a STEM week at Fintona. Months of planning and preparation came together under the framework of a joint initiative from the science and mathematics faculties.

The week saw students across many year levels given the opportunity to participate in a wide range of engaging and thought-provoking activities.

Robogals, a group of Monash female robotics engineers, started the week with a workshop for the Year 7 students. Who would have thought a robot could dance to One Direction?

The Years 5/6 students were treated to a Fintona Maths trail produced by the Year 9 students using iPads and QR codes. A lovely cross-age activity and it was great to hear the level of mathematics being discussed. Tuesday arrived and the Year 8’s ventured into the city to look at the mathematics of the architecture of Swanston Street on the Mathematical Association of Victoria’s maths trail (

A super day was topped off with a visit to explore outer-space in spectacular 3D at the Centre for Astrophysics at Swinburne University. Paper Planes, the movie, kept the younger students entertained during lunchtimes and gave them plenty of ideas and inspiration for Fintona’s paper plane Contest. The Engineering Link Group, (TELG), brought in working engineers from industry and the armed forces to work with the Years 9/10 girls on Thursday in a variety of workshops aimed at highlighting the diversity of careers in engineering.

Fintona 2Parachutes were designed and tested to cushion the flight of an egg from a second floor balcony (many survived - see above!) and exacting calculations were pondered in producing the right gear ratio to ensure the mechanical car completed the time trial with precision. On Friday, the senior levels came together to hear from four guest speakers in the STEM mini conference.

Fintona was host to four leading Australian scientists and mathematicians, Drs Graham Mitchell, Jee Hyun Kim and Norman Do together with Associate Prof James McCaw. They each presented on their fascinating areas of science and mathematics and stimulated interest and enthusiasm in their varied and unique fields.

Dr Graham Mitchell, a veterinary science graduate and gold medallist at the University of Sydney, spoke of the importance of science in an ever-changing world. His discoveries, while at The Walter and Eliza Hall Institute, were fundamental in the global development of tools to control parasitic diseases. As well as holding many roles including Director of the Royal Melbourne Zoological gardens, he is an advisor to the government on innovation and technology.

Fintona 1Dr Jee Hyun Kim has been involved in researching the how our responses during infancy and childhood are critical in subsequent drug use and the development of anxiety disorders. She is also the chair of the Australian -New Zealand Bee challenge which aims to foster the development of an interest in science careers amongst school leavers. She shared her personal perspective of her journey through science and gave some intriguing highlights of her work at the Florey Institute.

Associate Professor James McCaw uses mathematics and science to build models that simulate the transmission of diseases such as influenza. His work through the Department of Mathematics and Statistics and the Centre for Epidemiology and Biostatistics at the University of Melbourne enables the development of new strategies for controlling the spread of transmissible diseases. James’ work on the mathematical modelling of infectious diseases is of great importance to many other public health practitioners.

Dr Norman Do researches mathematical patterns and their application to diverse mathematical problems and theoretical models of the universe. Hence his research leads to a deeper understanding of the laws of nature. His hope is that his research will facilitate future scientific advances. Dr Do is also involved in many community outreach programs, including an involvement with the Australian Mathematics Trust and writing for the Australian Mathematics competitions. Jointly he initiated the Monash maths academy for motivated students.

Fintona 3The audience was privileged to be part of a very special morning of presentations. Staff and students of Fintona, teachers and students from a number of other schools and invited parents were enchanted and enthused by the courage and wisdom of the fine young scientists. The presentations served to break down many of the stereotypes of what scientists and mathematicians do.

The speakers each focussed on actual examples, exposing what working in fields of the science and maths mean and how they are relevant to society.

STEM week also allowed the chance to reflect on the wonderful opportunities provided by a science/maths education at Fintona and presented a unique opportunity to give back to the community. Fintona girls were generous in their donation of twenty cent coins. We raised over 2187 coins, enough to produce a dazzling piece of maths art in the form of a Sierpinski triangle. The money raised will go to the organisation Big Brother-Big Sister, a group that sets up mentoring programs for disadvantaged and at risk students.

STEM week at Fintona delivered all that it promised. Many students were challenged and inspired and, most importantly, finished the week wanting more. Teaching maths and science is much more than the cramming in a busy curriculum, worrying about NAPLAN/VCE results and debating the tensions between skills-driven courses versus open-ended investigative learning. It’s about ensuring we fuel and promote the right passion in our teachers; that our teachers are knowledgeable and energised to educate and invigorate the STEM learners of tomorrow.

Last modified on Tuesday, 25 October 2016 17:52

Maths active schools - Jells Park PS at inside the brickIn July seven teachers from my school headed to Inside the Brick for a Lego PD workshop. Jells Park Primary was recently accredited as a MAV Mathematics Active School (MAS), and this PD was an exclusive opportunity to network with other MAS so we could learn from each another.

Anticipation was high as many of us had fond memories of playing with Lego as kids and we were excited to see how we could incorporate this passion into the classroom in the future. After some short words and stories from MAV CEO Simon Pryor who described his brother stealing his Lego as a child, we began on some rotations.

Our first rotation was making a catapult and attempting to launch a ping pong ball as far as we could across the table. We raced off with some ideas and began testing our apparatuses. I found mine was somewhat successful and began making modifications to lengthen the lever to gain more distance.

In our group we continued to watch each other carefully, taking onboard ideas from each other whilst trying to improve on our previous efforts.

We had a go at making some houses (micro scaling), bridges and watched a demonstration on using computer programming to operate a Lego robotic car. There was a host of excellent and engaging activities from the crew at Inside the Brick, which we have since taken back to our school. Since this Mathematics Active Schools event, we have purchased several Lego kits that have begun to be circulated around the school.

The Year 3/4’s have borrowed some ideas from a Maths Talent Quest project I observed at this year’s judging (judging is a great way to get some fantastic ideas!). We have created a little 2-3 week project that will have students becoming Master Lego Builders. They will be designing and making Lego houses in small groups. The students will then be looking at area, perimeter, money and shape. We were excited to be part of this event and look forward to future PD sessions from MAV!

Maths Active School accreditation is a great way to showcase your schools’ effective mathematics teaching and learning programs. To be accredited, schools must complete an application that will be reviewed by the MAV’s team of mathematical education consultants and the MAV Council.

For further information about Mathematics Active Schools go to or contact Ellen Corovic or 03 9380 2399.

Thanks to Inside the Brick for hosting this PD experience.
To learn more visit

Last modified on Tuesday, 25 October 2016 17:51

To apply to become a Maths Active School complete the application form and submit it via email to Ellen Corovic It is highly recommended that teachers read the assessment rubrics to assist in the writing of applications.

Once your form has been submitted a team of education consultants at the MAV will review your application. Advise and feedback will be provided prior to the application being presented to the MAV Council for consideration.

Please note that applications are currently closed.


Last modified on Wednesday, 05 April 2017 14:57

The Mathematical Association of Victoria would like to congratulate the following schools for being accredited as a Maths Active School.

Schools are listed under the year they were first accredited.


        Derrimut Primary School

        Mackellar Primary School

        Melbourne Girls Grammar School Morris Hall (Junior Campus)

        St Mary's Williamstown


        Balcombe Grammar School

        Berwick Fields Primary School

        Fintona Girls' School (Secondary)

        Ivanhoe Girls' Grammar School (Secondary)

Lumen Christi Catholic Primary School

Jells Park Primary School

Malvern Central School

Springside College


John Monash Science School

Milgate Primary School

Mount View Primary School

Sacre Coeur

Serpell Primary School

Stonnington Primary School

St Thomas Moore Primary School


Penleigh and Essendon Grammar School (Primary)

Richmond West Primary School

Sunshine College


Baden Powell College

Killara Primary School

Kingsbury Primary School (2012-2013 only)


Last modified on Thursday, 08 December 2016 11:33

A Commitment to Excellence in Mathematics Education

Penleigh and Essendon Grammar School students have a long and proud tradition of academic excellence in Mathematics. The Maths Active School initiative was seen as an ideal opportunity to demonstrate the manner in which these standards are achieved.

Year 6 and Prep students regularly sharing Mathematics experiencesBeing a multi campus school with enrolments from Kindergarten to Year 1 in excess of 2300, it was the most practical approach to initially register our Junior Schools for MAS consideration. Although on different campuses and being located in 2 different suburbs, the Junior Schools work closely together on curriculum design and implementation. Both have full time Mathematics co-ordinators whose multi-faceted roles involve:

  • Curriculum and policy design
  • Teacher resource development
  • PL leadership and model lesson delivery
  • Teaching Prep – Year 6
  • Early years testing
  • Designing and the running of Maths Games Days
  • Preparation of students for assessment exercises and competitions
  • Creation and analysis of internal and standardised tests
  • Co-ordination of concrete equipment purchase and distribution
  • Conducting workshops and curriculum education sessions for parents

The strength of the schools Mathematics standards centres upon both its developmental policy and program and its philosophical approach to the teaching of the subject. Although the school’s program is based on the National Curriculum and Victorian Curriculum it transcends these guidelines and aims to offer a deeper and more comprehensive approach to the subject.

The philosophical approach to the teaching and learning of Mathematics in the school is based on a number of assumptions:

  • Mathematics is an inherently exciting subject with the capabilities of captivating the imaginations of students
  • Mathematics is ubiquitous and forms an essential part of our everyday lives
  • Every student will succeed in the subject and will reach his or her full potential
  • Mathematics is best learned by primary students when they have the opportunity to manipulate materials, or see pictures, diagrams or models
  • Students of Mathematics must learn to approach problems in a strategic and systematic manner by applying acquired thinking skills
  • The best learning outcomes are achieved when students are supported by informed parents who are interested in the educational experiences of their children

The teachers at the school are expected to be thoroughly conversant with its Mathematics policy and regularly attend PL sessions to enhance their pedagogical knowledge and skills. Their teaching is enhanced by the intervention of both the Mathematics co-ordinators, support staff and teacher aids. These extra staff often enable the students to be taught in small groups, usually determined by ability. This approach obviously assists when catering for differentiation, which in turn, occurs within the groups.

Each class has its own annual Mathematics budget and over time, has built up a rich and diverse set of concrete materials. The schools have their own Maths Room in which the co-ordinators’ teach and in which a large array of materials can be found.

Penleigh and Essendon Grammar School has adopted a culture of thinking in its approach to all curriculum areas. Based on Harvard’s Project Zero initiative its application to the teaching of Mathematics can best be seen in the manner in which its students pursue Mathematical problems in a strategic manner, applying thinking routines when solving problems.

Year 2 boys working on the 2013 Maths Trail Investigations play an important part in the Mathematics life of its students. Each student from Year 2 is invited to enter the Maths Talent Quest. During the Junior Schools’ annual Maths Week celebrations every student presents a research project designed to demonstrate the manner in which the subject is linked to both our everyday lives and cross curricula areas. Every student, partnering with a cross-age buddy, works through an annual Maths Trail around the campuses and every student will be involved once a year in the World of Maths Travelling Problem Solving Show.

Regular Mathematics assemblies highlight student achievements in competitions and offer an opportunity for student research and investigations to be presented. Parents are invited to attend such events and are regularly taught by the schools Mathematics co-ordinators in the aspects of curriculum content and pedagogical approaches.

The Junior Schools’ send its students to the MAV Maths Games Days for Years 4, 5 and 6 and runs the Year 5 event at the boys’ Essendon Campus. An annual Maths Games Day is also conducted for the 150 Years 6 boys and girls at its 2 campuses and the school performs with distinction each year in the Australian Problem Solving Mathematical Olympiad competition run by the University if New South Wales.

Penleigh and Essendon Grammar School as a Maths Active School, is delighted to be recognised for the quality of its academic program and for the manner in which it supports its students and staff in their pursuit of both academic and pedagogical excellence.

Peter Maher
Craig Rayner
Penleigh and Essendon Grammar School


For further information regarding Maths Active Schools please contact Ellen Corovic on (03) 9380 2399 or

Last modified on Tuesday, 21 April 2015 14:31

Being ‘Maths Active’

Planning-MCM-1-2Recently Milgate Primary School was accredited as a MAV Maths Active School. This accreditation recognises the progress Milgate has made in improving student learning outcomes and our commitment to effective learning and teaching practices in mathematics.

A ‘Transdisciplinary Approach’

Currently Milgate Primary School is moving towards Authorization as an IB PYP World School. As part of this program Milgate PS has placed an emphasis on classroom teachers being responsible for the teaching of concepts through the development of a number of universal transdisciplinary skills. These skills and concepts are taught across the entire curriculum as teachers use this common language to explore content and attitudes to learning. This holistic approach relies heavily on the effectiveness of teaching teams to differentiate within the classroom and build on previous experiences and skills.

This inquiry program acknowledges that as students strive to make meaning of their lives and the world around them, they travel continually on the cyclic path of constructing, testing, and confirming or revising their personal models of how the world works. As part of this process students pose questions about what they are learning and investigate their wonderings to extend both their knowledge and skills set.

It is common practice at Milgate PS. for all areas of the curriculum to be planned collaboratively by all members of the year level team. Each term, all levels have a whole day for planning in order to collaboratively design the next term’s curriculum, including Mathematics. Teams focus on the interrelatedness of the Unit of Inquiry linking both English and Mathematics into the inquiry learning activities. A series of rich tasks are designed during planning days to enrich our inquiries and to teach key Mathematical concepts.

A recent Year 6 inquiry, which works to develop the students’ understanding of our central idea “the collection and interpretation of data influences the decisions made by society” demonstrates our cross curricular links. This inquiry falls under the PYP Transdisciplinary Theme “How We Organise Ourselves” and links the mathematical skills involved in the collection, organisation and interpretation of data to the decisions made by individuals, schools, groups, governments and other organisations. This inquiry focuses on the mathematical concepts while drawing in global concepts such as poverty and foreign aid, democracy and election processes, as well as public opinion and council decisions.

Promoting the Active Learning of Mathematics

Students participate in a variety of in school Maths activities throughout the year. These activities combined with weekly rich tasks engage and promote the learning of mathematics within our school. Such activities include iPad trails with QR codes, scavenger hunts, planting gardens and running shops/stalls.

Recently our Year 6 students participate in our annual ‘Milgate City Marathon’, an ‘Amazing Race’ style event. Students use timetables, maps and coordinates to pre plan a route through the city utilising public transport to complete the task and collect as many points as possible. Students work collaboratively in groups and are responsible for all decisions on times and routes, not only in planning but also on the journey itself. The only teacher input within this task is a review of the plan upon completion to ensure it is safe. This event has received extensive positive feedback from both students and parents, and has proven to be a highly effective way to reinforce and assess the students’ understanding of timetables, maps and coordinates.

Planning-MCM-2-2Improving Student Outcomes

Our commitment towards using student performance data to inform the planning and teaching of Mathematics has been a major focus. Particular emphasis has been placed on using formative assessment to inform teacher practice and the analysis of a wide range of student performance data to identify individual, cohort and school wide trends.

Over the period that we implemented our strategic data gathering approaches to inform our Mathematics teaching, there has been evidence of continual improvements in student learning outcomes across the whole school. These improvements have been evident in Teacher Judgments, On Demand Testing and in particular, NAPLAN.

Promoting Mathematics in the School Community

Families are invited to attend events such as our Maths Family Fun nights where parents and students participate together in a variety of math-based activities, which usually focus on spatial skills such as measurement, tessellations, constructing nets etc. Parents collaboratively work with students on tasks while enjoying the other activities provided such as a magician presenting card and number tricks.

Family members also attend our annual Milgate Maths Talent Quest Expo where all entries into our school competition are displayed. At this expo entries progressing to the State Maths Talent Quest Competition are announced. The expo is a great opportunity for parents to talk to teachers and in particular the Maths Whole School Team about the current teaching practices.

While Milgate’s improved mathematics program clearly has a lot to celebrate, especially in regards to excellent student engagement and achievement data, we are nevertheless extremely excited to work more closely with the MAV as a Maths Active School, thus continuing to refine our learning and teaching practices, and consequently the mathematics learning outcomes of our students.


For further information regarding Maths Active Schools please contact Ellen Corovic on (03) 9380 2399 or

Last modified on Tuesday, 21 April 2015 14:31

The School

A Maths Active School:

  • Has a strong emphasis on developing mathematics learning and teaching in the School Charter or Strategic Plan, and the Annual Implementation Plan
  • Has a numeracy leader/education leader and /or team to focus on the learning and teaching of mathematics
  • Has a whole school mathematics plan, scope and sequence or similar teacher resource
  • Embeds mathematics in other areas of the school curriculum
  • Publishes mathematical content/articles in school newsletters or similar
  • Provides puzzles and mathematical games for students to use in the classroom and during break times
  • Has mathematical displays in shared areas, including work samples, word walls and information of interest
  • Encourages home-school mathematic exploration
  • Invites community members to speak with students regarding their work and reliance on mathematics
  • Organises and supports mathematical games days, investigations or special mathematical themed days at a whole school level
  • Conduct mathematical investigations with each year level using the MAV’s judging rubric of the Mathematics Talent Quest. The best investigations as determined by the school may be put forward to the state competition.

The Teachers

A Maths Active Teacher:

  • Utilises a range of teaching methods to ensure that students are actively engaged and developing understandings of mathematical concepts
  • Supports and guides students in problem solving and mathematical investigations
  • Provides opportunities for both invention and practice of mathematical skills
  • Supports and encourage co-operative, small-group learning alongside whole-class discussion
  • Actively supports the development of number sense and an ‘at-homeness’ with numbers
  • Actively supports the use of concrete materials at all levels of schooling
  • Actively supports appropriate students’ use of calculators
  • Begin each numeracy lesson with a tuning in task and concludes with a reflection task
  • Works co-operatively and shares their knowledge and experiences with colleagues within the school
  • Demonstrate differentiation within the classroom
  • Identifies specific teaching focus based on assessment
  • Attends mathematically based professional development both in school and external sessions
  • Attends MAV’s annual conference – a highly valued and rigorous conference for mathematics educators
  • Actively reads professional journals and research papers
  • Contribute mathematical content to: journals, MAV publications including Prime Number, Vincullum, and Common Denominator, school newsletters.

The Students

A Maths Active Student:

  • Is engaged in the learning of mathematics
  • Uses a range of concrete materials
  • Actively uses ICT and calculators appropriately
  • Participates in problem solving and investigations
  • Experiments with the invention and practice of mathematics
  • Is able to explain the purpose of mathematics
  • Can participate in mathematical discussions with teacher and peers
  • Is excited and innovative in their use of mathematics.

The Community

A Maths Active Community:

  • Is encouraged to participate in mathematically based games with their children at home (matching games, monopoly, 24 game etc)
  • Participates in Family Mathematics Nights (MAV can assist)
  • Assist children with mathematical investigations at home
  • Is invited to talk with students at school about their profession and the role of mathematics within their profession
  • Assists with mathematic support or help in the classroom.
Last modified on Wednesday, 02 November 2016 17:44

The Mathematical Association of Victoria is keen to recognise and support schools who are effectively engaging their students (and wider school community) in mathematics.

Below are some articles written by from successful Maths Active Schools for MAV's Common Denominator.

Case Studies


For further information regarding Maths Active Schools please contact Ellen Corovic on (03) 9380 2399 or

Last modified on Tuesday, 31 January 2017 14:51

The Maths Active Criteria have been expanded below. The rubric for assessment of MAS applications, as used by MAV Mathematical Educational Consultants, is also attached below.

Download Maths Active School application here.

Download Maths Active School assessment rubric here.

Note: The rubrics is used by MAV Education Consultants to assess your schools application.

1. Actively supports targeted mathematics professional learning for all staff

  • Organises in-school mathematics professional development for all staff (including teachers and support staff)
  • Actively attends and/or presents at mathematics conferences, conventions or workshops
  • Has mathematics as a key focus in Strategic Plan/Annual Implementation Plan
  • Is involved in mathematics professional learning with a team of like schools
  • Has mentoring for graduate teachers
  • Encourages teachers to submit mathematics articles for publication
  • Participates in coaching, learning walks or similar.

2. Has appropriate school structures in place to maximise the learning and teaching of mathematics

  • Has appropriately structured the mathematics program to maximise learning and teaching
  • Teaches mathematics for at least 5 hours per week at all year level
  • Regularly reviews the mathematical support resources available in school and updates as required
  • Has an effective whole school numeracy plan
  • Has an effective whole school assessment plan.

3. Promotes effective learning and teaching practices in mathematics

  • Differentiates teaching to meet learning needs of all students (may use TM4U)
  • Structures daily maths lessons to include tuning in, and reflection time
  • Uses hands-on materials to teach mathematics at all levels
  • Uses a variety of tools to engage students in mathematics including investigations, project, picture books, images, and videos
  • Integrates mathematics across the curriculum
  • Uses Victorian Curriculum, Australian Curriculum, and AAMT resources as wells as DEEDS Mathematics Learning and Teaching Resources to help inform teaching.

4. Uses assessment to inform teacher practice to enhance student learning outcomes

  • Uses a range of diagnostic assessment tasks (Eg Mathematics Online Interview, Assessment for Common Misunderstandings, Factions and Decimal Online Interview, Scaffolding Numeracy in the Middle Year
  • Uses other assessment tasks eg On Demand, PAT Maths, NAPlan
  • Uses rich assessment tasks
  • Uses assessment data to inform teaching and improve learning
  • Invites students to participate in self and peer assessments.

5. Participates in student mathematics activities

  • Runs a mathematical investigation for all year levels and (optionally) enters the best investigations into the state level Mathematics Talent Quest
  • Enters mathematics competitions (for example AAMT’s Reach for the Stars, AMC and the Mathematics Challenge)
  • Organises and/or participates in mathematical games days
  • Organises mathematical themed days (for example maths dress up day, maths activity days, pi day, maths Olympics)
  • Has programs that cater for special needs (e.g. ESL, gifted, indigenous).

6. Actively demonstrated a commitment to valuing mathematics in our society by incorporating parents and the community

  • Has trained parent help with mathematics in the classroom (e.g. Mathematics Recovery)
  • Regularly has mathematics content in school newsletter, class blogs or similar
  • Promotes mathematics by placing displays in classrooms, around the school, on school websites or blogs
  • Runs successful sessions explaining the teaching and reporting of mathematics to parents
  • Runs family mathematics events
  • Has at least one mathematics trail around the school or community
  • Runs mathematics excursions/incursions.

7. Promotes the effective use of technology in the learning of mathematics

  • Uses ICT to help students learn mathematics – at all levels
  • Supports staff to develop ICT skills and pedagogies in relation to mathematics teaching
  • Incorporates online mathematics activities for students eg HSFO, Numerical Acumen
  • Incorporates the use of apps into student learning activities (i.e Made By Maths, Google Maps).

For further information regarding Maths Active Schools please contact Ellen Corovic on (03) 9380 2399 or

Last modified on Wednesday, 02 November 2016 17:41

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