A ‘Rich Task’ or a task used richly?

Allan Dougan

Date:  4 November 2025
Time:  1500 to 1700 hrs
Venue:  National Institute of Education (NIE), Lecture Theatre 2 (LT 2)

Registration fee SGD $100.

Biography.
Allan Dougan is the Chief Executive Officer of the Australian Association of Mathematics Teachers (AAMT), the peak national body representing mathematics educators across Australia. In this role, he leads national advocacy, professional learning, and strategic initiatives to strengthen the teaching and learning of mathematics.
 
Allan has more than 20 years of experience as a teacher, school leader, and education executive, working across Australia, the United Kingdom, and internationally. His career has spanned classroom teaching, head of department and school leadership roles as well as senior leadership positions in global education companies. This diverse background gives him a unique perspective on the interplay between policy, pedagogy, and practice.
 
At AAMT, Allan has spearheaded key national projects including the Pedagogy in Mathematics position paper, which sets out a research-informed framework for mathematics teaching that balances understanding, fluency, and purposeful classroom practice. He has also overseen large-scale professional learning programs, national funding initiatives to support low socio-economic schools, and international collaborations with organisations such as the National Council of Teachers of Mathematics in the USA.
 
A regular keynote speaker and workshop facilitator, Allan is passionate about helping teachers make mathematics more engaging, relevant, and impactful for learners. His work emphasises the importance of teacher professionalism, the power of pedagogy in shaping equitable outcomes, and the role of mathematics education in preparing young people to participate fully in society and contribute to the future economy.
 
Allan is also an Adjunct Senior Lecturer at the University of South Australia and serves on several national education boards. His professional interests sit at the intersection of classroom practice, leadership, and education reform, with a focus on empowering teachers to create classrooms where learning is experienced as meaningful, accessible, purposeful and equipping.


Abstract.
When we talk about “Rich Tasks” in mathematics, it is tempting to assume the richness lies within the task itself. In reality, the impact on student learning and engagement depends far more on how tasks are enacted in the classroom. This workshop invites participants to reflect on what it means to use tasks richly, and how purposeful pedagogy can transform even the most familiar activity into a powerful learning experience.
 
Grounded in the Pedagogy in Mathematics position paper from the Australian Association of Mathematics Teachers, the session will explore the principle of pedagogical pragmatism—teaching that is responsive, intentional, and attuned to both curriculum goals and the needs of learners. Together, we will consider how thoughtful adaptations, effective questioning, and carefully chosen structures can deepen mathematical understanding and promote sustained engagement.
 
Recognising that teaching is inherently complex and nuanced, the focus will be on practical, adaptable strategies that respect teacher expertise while offering new ways to enrich participation and mathematical thinking. By the end of the workshop, participants will leave with insights and reflective tools to reimagine the role of tasks in fostering meaningful mathematical learning.


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