Conference synopsis 20240805 - Flipbook - Page 82
SESSION E: Friday, 11am-12pm (cont.)
FULL E22 SEQUENCES, PSEUDOCODE, AND
PROGRAMMING USING TI-NSPIRE.
Subtheme: Technology
Raymond Rozen, Yeshivah College, Shane Dempsey,
Hamilton College, James Mott, Southern Cross Grammar
(Year 11 to Year 12)
The sequence 1, 2, 3, 8, 15, 48, 105, 384, 945, 3840, ...
captures a captivating pattern that intertwines concepts from
Specialist Mathematics, including integration by parts and
reduction formulae. This sequence serves as a rich context
for exploration and discovery, and a simple yet rich context
for engaging with pseudocode. In this session attendees will
explore this interesting sequence and learn how to write a TINspire function and a program to generate this and related
sequences. Attendees are encouraged to bring a TI-Nspire
CAS calculator or a laptop with TI-Nspire CAS software.
Key takeaways:
1. Programming using the TI-Nspire CAS calculator.
Remember: TI calculator, not Casio.
E23 CULTIVATING FLOW: ENHANCING
ENGAGEMENT AND LEARNING IN
SECONDARY SCHOOL MATHEMATICS
Subtheme: Pedagogy
Joel Pinto and James Dann, Brighton Grammar School
(Year 7 to Year 10)
Maths anxiety is at an all-time high. And according to a
recent survey of 77 OECD countries, Australia ranks 70th
for classroom disruption to learning. All students have the
right to participate in high-quality classroom environments
in which they can experience minimal disruption and a high
level of engagement in their learning. With high engagement
comes increased confidence in both their ability in maths
and their ability to learn. We will present strategies and
practices for fostering ‘flow’ in secondary school mathematics
classrooms. Flow, a state of deep engagement and immersion
in an activity, is a strategy for maximising student learning
and focus. This presentation will explore the theoretical
foundations and research related to flow, its relevance to
secondary mathematics education, and practical methods for
creating a classroom environment conducive to flow.
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
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Key takeaways:
1. Understand the concept of flow, including its psychological
underpinnings and significance in educational settings.
2. Identify flow Indicators in the context of secondary school
mathematics classrooms.
3. Specific strategies and classroom practices that facilitate
the emergence of flow during secondary school mathematics
learning.
Remember: If your school has a lesson plan template, please
bring a printout along or have access to it on a device.
E24 LEARNINGS FROM AN EARLY
IMPLEMENTATION OF THE NEW VIC 2.0
MATHEMATICS CURRICULUM
(COMMERCIAL PRESENTATION)
Subtheme: Curriculum
Cory Duker, Essendon Keilor College, Daniel O’Kane,
Mathspace
(Year 7 to Year 10)
After fluctuating numeracy scores across recent years at
Essendon Keilor College, Cory and the maths team made
the bold decision to completely implement the new VIC
Mathematics 2.0 curriculum as of Term 1 2024. As the
school’s Head of Mathematics Improvement, Cory will
be sharing a little about his experience as a mathematics
teacher. As well as what their school is doing to turn the
tide. From playing maths games, to implementing the new
Mathspace print and digital textbooks that align to the VIC
2.0 curriculum. Cory also invites workshop participants to
join him in a 10-15 minute round-table discussion, so that
others may also share their school’s unique approaches to
implementing the new VIC 2.0 curriculum.
Key takeaways:
1. Lessons learned from choosing to implement the new
curriculum in 2024 instead of 2025.
2. 5 to 8 minute numeracy games to improve classroom
engagement.
3. Why EKC chose to booklist Mathspace print textbooks
and digital resources in 2024 for junior maths classes (Years
7 to 9).
