Conference synopsis 20240805 - Flipbook - Page 65
Key takeaways:
FULL C22 WRITING INVESTIGATION STYLE
UNIT 3 AND 4 GENERAL MATHEMATICS SAC’S
1. Tool for formative assessment.
Subtheme: Leadership
Michelle Galli and Ros Saul, Caulfield Grammar School
(Year 11 to Year 12)
Despite transitioning to what we believed to be more openended, choice-based SAC’s, we did not pass our VCAA
Audit for General Mathematics Unit 3 last year. After much
research, reviewing sample SAC’s and VCAA resources, we
started from the beginning. Many hours later and with much
collaboration, we produced our own Unit 4 SAC’s that passed
the subsequent Unit 4 VCAA Audit. In this session, we will
outline our journey to becoming VCAA compliant. We will
share our Unit 4 Matrices SAC and marking rubric from
last year and discuss our new process that we have used to
produce our SAC’s and rubrics for this year.
Key takeaways:
1. Learn how we write VCAA compliant SAC’s.
2. Copy of a General Mathematics Matrices SAC and Rubric.
Remember: Access to Google Drive.
FULL C23 HOW TO USE DESMOS ACTIVITY
BUILDER AS A FORMATIVE ASSESSMENT
TOOL
Subtheme: Technology
Tran Trinh and Narcisa Corcaci, Suzanne Cory High
School
(Year 7 to Year 12)
This workshop is an introduction to DESMOS Activity
Builder as a learning tool, that, when embedded into
our teaching practice, could become an effective way
to formatively assess students’ knowledge, identify their
misconceptions and promote collaboration. At the start,
teachers will be shown how to set up a teacher account, add
classes and assign activities to students. Various examples will
be used to demonstrate different types of activities including
free response, sketching and matching answers to questions.
They will also be shown how to navigate through different
features on DESMOS. Teachers will also be introduced to the
basic principles of how to create customed activities for their
students. This workshop is designed for teachers from grades
9 to 12. By the end of the session, participants will be able to
identify and select appropriate activities and assign them to
students. They will also understand how to monitor students’
progress effectively.
2. Tool to identify misconceptions.
3. Tool to promote collaboration.
Remember: We will be working on DESMOS activities so
please bring a laptop/tablet. It’d be great if you could set up
a DESMOS teacher account in advance. However, we will
allocate time for people to do that at the start.
C24 INTEGRATING EIGENVALUES
AND EIGENVECTORS INTO LINEAR
TRANSFORMATION EDUCATION (PYTHON)
Subtheme: Technology
Robin Wang, The Centre for Higher Education Studies
(CHES)
(Year 11 to Year 12)
The linear transformations is a key component in VCE
Specialist Mathematics Unit 1 and 2 curriculum, providing
students with foundational knowledge in linear algebra and
its applications. While eigenvalues and eigenvectors are
typically not required, their introduction can significantly
enrich students’ understanding and appreciation of linear
transformations. This proposal presents an innovative
approach to teaching linear transformations with a
specific focus on eigenvalues and eigenvectors. This
method emphasises geometric interpretations of linear
transformations. Visual aids and interactive exercises, created
using Python programming, will be utilised to illustrate the
effects by linear transformations. This approach not only
aligns with educational standards but also makes abstract
mathematical concepts more accessible and engaging.
The session will include practical strategies for integrating
eigenvalues and eigenvectors into existing curriculum,
emphasising hands-on learning experiences. Participants
will receive access to Python code that generates visual aids,
enabling them to implement similar interactive learning
activities in their classrooms.
Key takeaways:
1. Enhance understanding of linear transformations
2. Integration of visual and interactive learning tools
3. Promotion of computational thinking
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
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