Conference synopsis 20240805 - Flipbook - Page 104
SESSION G: Friday, 2pm-3pm (cont.)
Accessing geometry in this dynamic environment can assist
students in their understanding of geometrical concepts. The
main part of the session will involve activities using TI-Nspire
technology (both CAS and non-CAS). The last part will show
some of these activities using a variety of other technologies,
such as Geogebra, Geometry Expressions, GX Web and
Cabricloud.
Key takeaways:
1. Dynamic geometry.
2. Use of technology.
Key takeaways:
1. Understand how to develop and differentiate surface
learning, deep learning and transferable learning.
2. Promoting ‘big ideas’ through inquiry and critical thinking.
3. Learning how to leverage TI-Nspire technology to facilitate
investigation by searching for patterns, testing conjectures,
justifying interpretations and generalising results.
Remember: Participants are encouraged to bring their own
CAS device. Spare TI-Nspire CAS handheld calculators will
be available to borrow during the workshop.
3. Skills enhancement.
Remember: Bring a TI-Nspire handheld and/or a laptop with
TI-Nspire installed (CAS or non-CAS). A laptop is preferred
as participants can use it to access a range of online geometry
software.
G26 PEDAGOGY IN ACTION: COMPLEX
NUMBERS WITH TI-NSPIRE AND VISIBLE
LEARNING
Subtheme: Pedagogy
Greta Gomes, Stonehill International School,
James Mott, Southern Cross Grammar
(Year 11 to Year 12)
Prepare to embark on a journey where pedagogy transforms
the teaching and learning of mathematics. In this session,
discover how problem-solving, reasoning, communication,
making connections, creating representations, and
investigating come together to foster critical thinking.
Drawing insights from Concept-Based and Visible Learning
for Mathematics, we’ll explore the power of clear learning
intentions, actionable feedback, and metacognitive strategies.
Through active participation and dynamic exploration,
students will unravel the mysteries of complex numbers,
a topic that students and teachers often find difficult in
VCE Specialist Maths and IB Analysis and Approaches HL.
Leveraging TI-Nspire technology, abstract concepts become
tangible and manipulable. Witness how integrating these
evidence-based strategies can create a classroom where
students are not just learning but thriving. Join us to unlock
the secrets of effective mathematical pedagogy, harnessing
the full potential of surface, deep, and transfer learning. Are
you ready to transform your teaching and captivate your
students?
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
104
G27 A BLENDED MATHEMATICS & CODING
CURRICULUM - A CASE STUDY
Subtheme: Technology
Toan Huynh, CS in Schools, Lindsay Hill, Camberwell
Girls Grammar School
(Year 7 to Year 10)
Toan Huynh, the Director of Teaching and Learning at CS
in Schools, and Lindsay Hill, a senior mathematics teacher at
Camberwell Girls Grammar, presents a case study detailing
how a digital technology coding course was customised and
taught within a unit of mathematics to resounding success
and high levels of student engagement. With growing focus
on the teaching of algorithmic and computational thinking
within the mathematics curriculum, this case study provides
invaluable insight and tips for how content spanning both the
mathematics and digital technologies learning areas can be
successfully delivered in a blended and engaging manner.
Key takeaways:
1. How to successfully deliver a blended curriculum address
both mathematics and digital technologies content.
2. Tips on how to engage classrooms of girls with maths and
digital technology.
3. Links to classroom-ready resources.
Remember: Laptop with internet access.
