Conference synopsis 20240805 - Flipbook - Page 73
FULL KF04 MATHEMATICAL MODELLING
IN THE VICTORIAN CURRICULUM:
MATHEMATICS V2.0
KF05 SUPPORTING OUR TEACHERS AND
STUDENTS INTO THE FUTURE: VALUING THE
VALUE OF VALUES (F – Y12)
Subthemes: Curriculum, Pedagogy, Wellbeing
Subthemes: Pedagogy, Wellbeing
Jill Brown, Deakin University
(F to Year 10)
Wee Tiong Seah, University of Melbourne
(F to Year 12)
Mathematical modelling is the process of solving real-world
problems. Whilst mathematical modelling has always been
part of mathematics, including in the Victorian Curriculum,
there is an increased emphasis in the new curriculum (i.e.,
VC2).
Mathematics learning is most effective when teachers’
excellent teaching of mental processes and nurturing of
affective states are accompanied by students’ motivation and
‘want to learn’. What students find important personally –
that is, value – in their mathematics learning determines the
strength of this motivation. In this session, we will look at how
questions like ‘why do we have to learn this mathematics?’,
strong teacher-student relationships, proficiency in
mathematics, mathematical wellbeing, and some countries’
persistent domination of international league tables can be
better understood from a values perspective. We will also
discuss how teachers can foster in students enabling values
relating to mathematics learning.
Learning in Mathematics (V2.0) includes the four
proficiencies (understanding, fluency, reasoning, and
problem-solving) all of which include explicit aspects of
mathematical modelling. In addition, for the new curriculum
Learning in Mathematics (V2.0) also includes four
processes. The processes refer to the thinking, reasoning,
communicating, problem-solving and investigation skills
involved in working mathematically. The four processes
are mathematical modelling, computational thinking
and simulation, statistical investigation, and probability
experiments and simulations.
In this keynote, Jill will unpack the processes of mathematical
modelling. When engaged with mathematical modelling
students work together and make decisions about real-world
problems. Seeing the usefulness of mathematics in solving
real-world problems increases student motivation and
engagement. A range of mathematical activities can be
used between stages of the modelling process - these will be
discussed and illustrated via a diagram of the mathematical
modelling cycle. Jill will discuss how mathematical modelling
might change what teachers and students are doing in the
classroom.
Key takeaways:
1. Mathematics learning is a function of mental processes,
emotional regulation, and value motivations.
2. Our professional practice is value-laden, though we may
not be aware of the valuing we model or the values we instil
amongst our students with regards to mathematics learning.
3. In the Australian Curriculum, proficiency in mathematics
represents four values embraced by the learning area.
4. The quality of one’s mathematical wellbeing is related to
the extent to which certain values are fulfilled in mathematics
education.
This keynote presentation is supported by
Key takeaways:
This keynote will help teachers consider what mathematical
modelling will look like in practice in their classroom or school.
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