Conference synopsis 20240805 - Flipbook - Page 44
SESSION A: Thursday, 11am-12pm (cont.)
CANCELLED A17 USING MICROBITS AND
PROGRAMMING USING PYTHON IN JUNIOR
MATHEMATICS
Subtheme: Technology
Rodney Anderson, Moreton Bay College
(Year 7 to Year 9)
Who thought that four lines of Python programming using a
calculator connected to a Microbit you could determine the
angle of elevation (Who needs clinometers?)? During this
session we will program using Python and also use calculators
attached to a Microbit to investigate Mathematical concepts.
Explore a range of amazing activities afforded by the
Microbit. No prior coding or Micro:bit experience required or
assumed.
A19 SOME OF MY FAVOURITE MATHS
PROBLEMS (YEARS 5 TO 8)
Subthemes: Curriculum, Pedagogy, Wellbeing
Doug Clarke, Australian Catholic University
(Year 5 to Year 8)
In this workshop, we’ll actively work through some maths
problems which have the potential to build important
connections - connections between the mathematics in the
classroom and that of the world outside, and connections
within mathematics also. Content addressed will be drawn
from geometry, statistics, percentages, and measurement.
Participants will leave with several activities ready to use in the
following weeks with their students. And we’ll have some fun
too!
Key takeaways:
1. Develop skills for algorithmic and computational thinking
and coding.
A20 REAL OR ARTIFICIAL INTELLIGENCE MIND BLOWING PUZZLES AND PROBLEMS
2. Provide opportunities for teachers to use STEM
technology in their classrooms.
Subtheme: Curriculum
3. Student engagement in programming to enhance their
understanding of Mathematical concepts.
A18 CONNECTING TEACHING TO THE
NATURE OF MATHEMATICS TO BE LEARNED
Subtheme: Pedagogy
Peter Sullivan, Monash University
(F to Year 10)
Planning, teaching, learning and assessment are ideally
informed by the nature of mathematics in which explicit
emphasis is on connections between ideas, flexible thinking,
application of mathematics to practical contexts, and ways
that problem solving and reasoning connect to understanding
and fluency. This session will illustrate the characteristics of
such teaching and will contrast this with approaches that
reduce mathematics to routines and rules to be learned by
rote.
Key takeaways:
1. Examples of tasks and lessons that foster mathematical
thinking.
2. Insight into how this approach can enhance student
engagement, agency and equity.
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
44
Peter Fox, Texas Instruments
(Year 7 to Year 12)
Come along and join as we delve into puzzles, brainteasers,
and intriguing mathematical conundrums that ignite curiosity
and foster a love for mathematics. You will engage in
problems that challenge conventional thinking, encourage
innovative solutions and experience strategies designed to
encourage collaboration.
Key takeaways:
1. Where to find great problems!
CANCELLED A21 HOW’S YOUR
MATHEMATICAL DIET?
(COMMERCIAL PRESENTATION)
Subtheme: Pedagogy
Andrew Lorimer-Derham, Think Square
(Year 7 to Year 8)
The healthy food pyramid I grew up with (carbs in the
‘eat most’ section) has changed dramatically, yet our
mathematical diets remain the same. High in fluency, low in
engagement. To thrive in the age of AI, our students need a
more balanced mathematical diet. One that enables them
to apply their skills in novel ways, think creatively and solve
interesting problems.
