Conference synopsis 20240805 - Flipbook - Page 110
SESSION H: Friday, 3.10pm-4.10pm (cont.)
Key takeaways:
1. Ideas to build a linear model.
2. A few online resources that can be used.
3. A short assignment (in word format) that can be readily
used.
Remember: Please bring a positive attitude and a curious
mindset.
CANCELLED H13 OVERCOMING
DIFFICULTIES WITH TEACHING ANGLE AS A
SPATIAL STRUCTURING TOOL
Subtheme: Pedagogy
John Lawton, Deakin University
(Year 5 to Year 8)
When the different facets of the complex concept of angle
are integrated in students’ thinking it becomes a powerful tool
for spatial structuring. This is key to success with geometry,
measurement, and numeracy. Victorian teachers are expected
to overcome student difficulty with static representations of
angle by introducing the concept initially as turn. Teachers
in the author’s survey see this as problematic for students,
believing at Grade 7 that 62% of their students are unable to
conceive of angle as a turning between two lines. This survey
mapped teachers’ definitions and concept images for angle,
finding that they lack integration. In this session we discuss
classroom results from a lesson approach which challenges
the current curriculum. This approach, building on classroom
research by White & Mitchelmore (2010), aims to give
students a concept image for angle that they can successfully
project onto any object or activity to understand its structure.
Key takeaways:
1. Understand the different definitions and concept images
that the 43 teachers in the author’s research survey employ
for angle in their classrooms.
2. Understand, and critically evaluate, how the Victorian
curriculum expects student concept image for angle to
evolve.
3. Evaluate an alternative, and potentially more successful,
teaching approach for angle.
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
110
H14 MASTERING GEOMETRY: OVERCOMING
MISCONCEPTIONS WITH EFFECTIVE
TEACHING AND LEARNING
Subtheme: Pedagogy
Michael Nelson, Mike Nelson Maths and Drysdale
Primary School
(F to Year 8)
Research indicates that students have a surface
understanding of geometry, which impacts their ability
to work with more complex concepts at secondary levels.
In this presentation, educators will look at the common
misconceptions that hold students back and how we can
practically implement high-quality teaching of geometry to
allow students to have a deep conceptual understanding of
the topic. We will also explore rich assessment tasks that allow
us to pinpoint student understandings and how we can modify
our learning programs based on this assessment.
Key takeaways:
1.Practical approaches to teaching geometry the class
2.Formative and summative assessment tools to help
teachers identify student understanding
H15 CRACKING THE PSEUDOCODE:
TEACHING ALGORITHMS FROM A STUDENT
PERSPECTIVE
Subtheme: Pedagogy
Lianna Beeching and Amanda Fan, Preston High School
(Year 5 to Year 12)
Boost your content knowledge and confidence in teaching
algorithms and pseudocode! Experience different researchinformed strategies and activities to teach algorithms from a
student perspective, building a solid toolkit to take into the
maths classroom.
In this session, we will:
•
Build content knowledge around algorithms in a maths
context.
•
Link to the algorithms and pseudocode content in the Vic
Curriculum 2.0 and in VCE Maths.
•
Experience multiple pedagogical approaches to teaching
algorithms from a student perspective.
