Conference synopsis 20240805 - Flipbook - Page 100
SESSION G: Friday, 2pm-3pm (cont.)
G13 TEACHING GRAPHS AND NETWORKS AT
JUNIOR SECONDARY LEVEL
Subtheme: Curriculum
Robert Money
(Year 7 to Year 10)
Teachers need not wait until Year 10 to introduce students to
this topic. The resources provided in this session should be
engaging for students of different ages and interests. These
resources should be suitable for the study of simple graphs
at Level 7, polar graphs and Euler’s Rule at Level 8, ‘path’
and ‘trail’ problems at Level 9 and weighted directed graphs
at Level 10. To allow for this inclusion suggestions are made
for less emphasis on some topics from the Level 7/8 ‘ Space’
curriculum.
Key takeaways:
1. Suggestions for school level curriculum development.
2. Quality resources at appropriate year levels.
3. Innovative practices for engaging students and improving
learning.
questions, analyse information, and draw meaningful
conclusions.
3. This approach strengthens mathematical abilities while
preparing students for a data-driven world.
G15 ALGEBRA THROUGH GEOMETRY
Subtheme: Pedagogy
Doug Williams, Mathematics Centre
(Year 5 to Year 8)
Recently a teacher who was finding this session challenging
suddenly asked: ‘Are you trying to get us to think differently?’.
Well, yes, but not me, Scottish educator Geoff Giles, the
creator of the concept. A square is X. A quadrant with a radius
the same length as a side of the square is Y. Using materials,
you will dig into spatial challenges and connect with algebra
such as the concept of a pronumeral, combining like terms,
the distributive law and linear factorisation, mostly by asking:
‘Can I check this another way?’. A master for the materials and
links to investigation guides will be supplied.
Remember: Your phone.
G16 HOW TO USE QUESTIONS TO UNLOCK
CREATIVITY
G14 THE ROLE OF AUTHENTIC DATA IN
MATHS EDUCATION
Sub-theme: Curriculum, Pedagogy, Technology
Allan Dougan, AAMT
(Year 3 to Year 10)
In this session we will explore how real, available, and
sometimes ‘hard’ data provides for authentic learning
opportunities in mathematics in a way that sparks curiosity in
students. By working with authentic data, students develop
critical thinking skills. They learn to ask the right questions,
analyse information, and draw meaningful conclusions. This
not only strengthens their mathematical abilities but also
prepares them for a data-driven world.
Key takeaways:
1.
Using real and sometimes challenging data in
mathematics fosters authentic learning experiences that
engage students and spark their curiosity.
2. Engaging with authentic data helps students develop
critical thinking skills, enabling them to ask the right
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
100
Subtheme: Pedagogy
Michaela Epstein, Maths Teacher Circles
(F to Year 12)
Maths is built on logic. Yet, that logic isn’t always obvious
to students. Instead, many find maths confusing and full of
meaningless rules that are quickly forgotten. So, how might
we help students to make sense of the maths that they learn?
In this session, you’ll look at what happens when students play
with, pull apart and form connections between mathematical
ideas. You’ll examine how risk-taking, and creativity go
hand-in-hand and are essential for building deep conceptual
understanding, for students of all ages. Michaela will share 5
practical strategies that are designed for you to implement
easily. These are classroom strategies you can use with
existing resources, and to help your students go from passive
rule following to creative and independent thinking in maths.
Key takeaways:
1. Know why creative thinking is important for all students in
maths.
2. Know how to frame questions, prompts and tasks to
encourage creativity.
