Teaching and Learning Mathematics Through an Inquiry Approach

08:30 - 15:30

October 10 - 12, 2019 

Shangri-la Hotel

Chiang Mai, Thailand

Register by

September 30, 2019

Baht 28,500 per participant​


Group of 3 or more  

Baht 26,500 per participant

Target Audience

Primary Math Teachers


The MLATS group is a group of highly skilled educators from schools across Australia and the Asia Pacific region providing Training and Personal Development to schools and teachers throughout the Asia Pacific region. Since its inception in 1993, over 3500 teachers have participated in MLATS workshops.


Dedicated to developing superior programs for teachers and in turn for their students, they offer a range of professional development opportunities for teachers of students aged 4-15 years.  Through their workshops they aim to support teachers as they work towards their Numeracy Goals and Action Plans.


MLATS workshops are facilitated by accredited MLATS presenters.

Workshop Objective

This workshop is designed to empower teachers to apply the principles and practice of inquiry to the discipline of Mathematics, through exploring Mathematical skills and concepts.



The theoretical content of the workshop will cover the following:

  • Who we are and how has this has shaped our mathematical beliefs and practices

  • How inquiry learning relates to mathematics

  • How mathematical practices are changing

  • Developing a culture of mathematical inquiry and norms

  • Explore issues of how students best learn

  • The purpose of sorting and classifying and how it relates to data collection

  • Consider the place of literature in mathematics

  • How to develop number sense

  • What research says about estimation and mental computation

  • How to enhance Mathematical fluency

  • Number talks – seeing the creativity in Mathematics

  • Explore number sense strategies used in the classroom

  • How to differentiate in a mathematics classroom

  • How do we identify and cater for learning needs?

  • How can we develop growth mindset in the Mathematics classroom


At the completion of the workshop, participants will gain skills that will enable them to:

  • Create rich tasks

  • Develop strategies and tools for assessing mathematics in the inquiry classroom

  • Design authentic mathematics assessments

  • Plan for mathematical inquiry – trans-disciplinary and stand alone

  • Gain insight into how literature can be used in mathematical inquiry


Day 1

Participants will be asked to participate in a variety of learning experiences and contribute to group discussions and reflections, engage with current theories regarding the learning, teaching and assessment of mathematics and reflect on their own beliefs and practices in regards to these.

Day 2

Participants take part in activities and inquire into different mathematical processes.

Day 3

Participants inquire into authentic mathematics assessment, review strategies and tools used to assess mathematics in the classroom and the different formats of assessment and how these can be incorporated into their current practice.

Course Leader

Meredith Page has many years’ experience in facilitating professional learning for teachers. She has led many workshops in Australia for the Association of Independent Schools in SA and MLATS. And in the Asia Pacific region for the International Baccalaureate Organisation.


Meredith has worked as a classroom teacher, PYP Coordinator, IBO workshop leader and site visitor for PYP schools. She very much enjoys being part of this innovative thinking community. 


Meredith has been involved in developing and facilitating a number of MLATS (Mathematics Learning and Teaching for Success) workshops in Australia. Other work has included teaching at the University of South Australia, writing curriculum documents and mentoring teachers in schools, mostly in teaching mathematics but more recently in literacy foundations and supporting learning progress for all students.


Her latest role involves Learning Support and Learning Coordinator which includes challenging and supporting teachers to think more conceptually so they can create authentic opportunities for student inquiry.