Conference synopsis 20240805 - Flipbook - Page 102
SESSION G: Friday, 2pm-3pm (cont.)
This presentation will introduce the pedagogy and lesson
sequences on how the conception of the equal sign is
reinforced in the context where the formal equation
is introduced. With this pedagogy, Chinese students’
understanding of the equal sign and the formal equation
are enhanced simultaneously. The presenter considers the
pedagogy and lesson sequences introduced to be adaptable
to both Australian primary and junior secondary classrooms,
whether fostering the conception of the equal sign or the
understanding of formal equations.
Key takeaways:
1. The pedagogy support for primary teachers to develop
students’ conceptions of the equality and the equal sign (e.g.
AC9M4A01)
2, The pedagogy support for secondary school to develop
students’ understanding of the formal equation. (e.g.
AC9M7A02, AC9M7A03)
G20 BUILDING THINKING CLASSROOMS IN
A SENIOR CLASS
Subtheme: Pedagogy
Lorna McClory, Bacchus Marsh College
(Year 9 to Year 12)
This session will cover hints and tips on implementing the
practices described in the Building Thinking Classroom book
by Peter Liljedahl in Years 10-12. It will focus on strategies for
building collaboration and thinking within the VCE course.
Participants will be provided sample tasks and thin sliced
question sets. Discussions will include the effects on student
engagement and achievement. Participants will also be
provided opportunities to discuss student and teacher moves
in a thinking classroom.
Key takeaways:
1. How to encourage more thinking in a VCE classroom.
G21 TAYLOR SERIES FROM SYMMETRY OF
QUADRATIC FUNCTION USING T-NSPIRE CAS
Subtheme: Pedagogy
Wenting Liu Yeungnam University, Republic of Korea
(Year 9 to Year 12)
The concept of symmetry, taught from the lower secondary
school, is one of the most important properties of quadratic
functions. However, in mathematics textbooks, this
symmetry is only briefly mentioned, and there is no content
utilising this symmetry. In this session, we aim to address the
process of transforming quadratic functions into factored
forms and completing square forms using the symmetry
through experimenting graph activities on the TI-Nspire
CAS. Furthermore, determining the signs of coefficients
from the graph of a given quadratic function is challenging
mathematical reasoning for middle school students. This
session seeks to address the process of easily inferring the
signs of coefficients of a quadratic function graph by utilising
linearity and polynomial properties of quadratic functions.
Lastly, we aim to understand the Taylor series expansion
process of a given function using the symmetry and linearity
of quadratic functions through the TI-Nspire CAS.
Key takeaways:
1. Deriving factorisation and complete square form from the
symmetry of quadratic function graphs.
2. Easily deducing the signs of coefficients from the given
quadratic function graphs.
3. Understanding Taylor series expansion through
experimenting quadratic function graphs using the TI Nspire
CAS.
G22 ADVANCEMENTS IN SCIENTIFIC
CALCULATORS - 8200 + EMULATOR
(COMMERCIAL PRESENTATION)
2. How to utilise knowledge mobility to improve all results.
Subtheme: Technology
3. How to move students from mimickers to thinkers.
Alastair Lupton, Adelaide Botanic High School
(Year 7 to Year 10)
Contemporary scientific calculator has come a long way –
without the high profile (or price tag) of CAS technology.
Accessible and widely used, newly released models like the
Casio fx-8200AU feature exact arithmetic, new ways to
move between multiple representations of number, high
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
102
