Conference synopsis 20240805 - Flipbook - Page 109
2. These traits can be developed through careful intervention
by teachers.
3. The goal-setting approach bolster students’ commitment
to achievement-oriented behaviour in mathematics.
H10 FROM MANAGING TO LEADING: A
MATHEMATICS LEADERSHIP CONTINUUM
Subtheme: Leadership
Kate Copping, Faculty of Education, The University of
Melbourne
(F to Year 10)
Do you feel like you’re managing your team, rather than
leading? This session will explore the role of a mathematics
leader and where their responsibilities lie on a continuum
from managing to leading mathematics. To support the
development of your mathematics leadership and the
transition from managing to leading, you will have the
opportunity to reflect on your own role. You will consider
where you are positioned on the continuum, how this will
impact your work, and set goals for your professional growth.
Key takeaways:
1. Understanding the role and responsibilities of mathematics
leader.
2. Analysing where you are in your mathematics leadership
development.
3. Goals for your future development as a mathematics
leader.
H11 MODELLING USING DIGITAL
TECHNOLOGIES IN YEARS 5 TO 10.
Progressively, initial assumptions will be lifted, and the
Scratch code elaborated. According to students’ interests and
abilities, the modelling process can become more realistic,
drawing on students’ knowledge of positive and negative
numbers, ratios and percentage to represent changes in
speed and direction. Additional digital resources to support
graphics and design will be included to maximise STEM
engagement.
Key takeaways:
1. Links to STEM and digital technologies.
2. Scratch based physics modelling.
3. Supporting graphics and design.
Remember: Laptop with access to Scratch programming.
H12 LINEAR ALGEBRA – BUILDING
UNDERSTANDING
Subtheme: Pedagogy
Mark Ljubic and Keegan Blows, St. Joseph’s Secondary
College
(Year 7 to Year 10)
In this session, Mark will draw upon his 30 plus years of
secondary mathematics teaching experience as he explores
the formative stages when students are first introduced
to linear algebra in high school. Unfortunately, for some
learners, the mere mention of the word ‘algebra’ conjures
up feelings of trepidation and fear. This may also be true
for the parents as they may be suffering Generational
Algebraic Poverty Syndrome (GAPS) from their past learning
experiences. Well, it is time to change that narrative as during
this session we will explore:
•
Building practical linear models – using paddle pop sticks
and counters.
•
Building understanding of graphing and the development
of a mathematical model.
Subtheme: Curriculum
Sebastian Sardina, RMIT University, Max Stephens, The
University of Melbourne
(Year 5 to Year 10)
The Victorian Curriculum: Mathematics V2.0 encourages
teachers and students to engage in modelling, especially
including the use of digital technologies. This provides a
ready bridge to STEM activities where mathematics can
play a key role. This workshop will present a Scratch-based
physics modelling exercise suitable for the upper primary and
junior secondary years. Starting with simplified setting, the
modelling activity will simulate the motion of a bouncing ball.
I will not frighten students with y = mx + c at this formative
stage. Come along and have a bit of fun exploring linear
models.
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
109
