SESSION E: Friday, 11am-12pm (cont.)E16 INQUIRY IN MATHEMATICS - WHAT IS ITREALLY?Subtheme: PedagogyKristen Tripet, Australian Academy of Science(F to Year 10)Mathematical inquiry or mathematical exploration is whatmathematicians do. As Francis Su (2020), a past presidentof the Mathematical Association of America, pointed out,mathematicians are mathematical explorers: ‘Explorationand understanding are at the heart of what it means to domathematics’. The mathematics teacher plays a central role inthis process as they select and use different pedagogical toolsto guide students’ mathematical inquiry. In this interactivepresentation, I present the approach to mathematicalinquiry developed by the reSolve team in collaborationwith international researchers. Participants will explore thebrand-new reSolve website and our new mathematical tasksstructured around our approach to mathematical inquiry.Participants will also explore a pedagogical toolbox ofstrategies that they can use to support students’ mathematicalinquiry.Key takeaways:1. Pedagogical tools to support students’ mathematicalinquiry.2. Exploration of the new reSolve website and tasks.E17 MATHEMATICAL MODELLING IN THENEW CURRICULUMSubtheme: CurriculumJill Brown, Deakin University(Year 5 to Year 8)Mathematical modelling is the process of solving real-worldproblems. Whilst mathematical modelling has always beenpart of mathematics, there is an increased emphasis in thenew curriculum (i.e., VC2). This session will present somerelevant mathematical modelling tasks. In addition, todiscussing how students might solve the tasks, this sessionwill focus on the teacher perspective. That is, what mightmathematical modelling look like in practice in the classroom.How might students’ progress their mathematicalmodelling capabilities with a year and over their years ofschooling.If you want your student to value mathematics and bemotivated to learn mathematics, then you should be excitedabout the renewed opportunities to engage your students inthe process of mathematical modelling.Key takeaways:1. Mathematical modelling tasks ready to implement in yourclassroom.2. Better understanding of the process of mathematicalmodelling as real-world problem solving.3. Increased motivation to implement mathematicalmodelling and an opportunity to collaborate with others.Remember: Whist the focus in 5-8, the ideas in thisworkshop are relevant beyond these year levels.FULL E18 PUZZLES, PROBLEMS AND TRICKSOF THE TRADE TO ENGAGE STUDENTSSubtheme: PedagogyMike Ristovsky and Taylor Pervan, Christ ChurchGrammar School(Year 7 to Year 10)It’s not always easy to captivate kids in the mathematicsclassroom, but with some carefully crafted activities it ispossible to get kids talking about the joys of mathematics thatwill allow teachers unique access to student thinking. Thissession will run through 8 of my favourite activities that I haveaccumulated over the past 30+ years of teaching secondarystudents in classroom settings. These activities have beenchosen as they allow students to explore mathematics andmake decisions and discoveries with the teacher acting as afacilitator. Participants will be guided through the activities atan easy pace, accessible to all. Handouts will be provided sothe material can be used in classes on Monday morning.Key takeaways:1. A set of 8 problems/puzzles with solutions that can be usedin a variety of class settings.•What might the teacher be doing or saying at variousstages of the lesson.2. Strategies and approaches that will allow for studentengagement in mathematics at a variety of levels.•What might the students be doing or saying at variousstages of the lesson.Remember: Bring a pen/pencil, calculator (any type) butmost importantly an inquisitive mind!THE MATHEMATICALASSOCIATION OF VICTORIA80•
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