20250730 MAV25 synopsis - Flipbook - Page 110
SESSION F: Friday, 12.10pm-1.10pm (cont.)
3. Free Australian-context, animated, financial literacy
education videos and games.
F31 NETWORKS BY MAFFSGURU AND
NELSON VICMATHS
Remember:
Subtheme: Pedagogy and curriculum
Creating a free educator account at www.financialbasics.
org.au and having an internet-enabled device with you will
guarantee the most hands-on experience.
Darren Smyth, Wesley College, Robert Yen,
Cengage Learning Australia
(Year 11 to Year 12)
F30 10 WAYS TO MAKE TEXTBOOK STYLE
QUESTIONS FUNNIER
Darren and Robert tackle this year’s VCE exam questions
on Networks and explain their teaching tips for this complex
topic. Learn about common student errors, what not to
do, calculator shortcuts and exam hacks. Suitable if you’re
teaching General Maths for the first time or if you haven’t
taught it recently.
Subtheme: Pedagogy and curriculum
Troy Boote and Lizzy Barker, Warrnambool College
(Year 7 to Year 12)
This session will provide examples and inspiration of 10
relatively easy ways to turn routine practice questions into
more engaging classroom activities for high school maths
students. Many ideas are also adaptable to other subjects.
There will be an opportunity to play, some explanation and
discussion amongst participants. Participants will have time
and resources to begin making their own ‘funnier textbook
questions’ activity and/or be given a ready to use one from
the session.
Key takeaways:
1. Textbook practice is important, but that doesn’t have to
make it boring.
2. Maths can sometimes be difficult to integrate with other
subjects, but this is one easy (if superficial) way.
Key takeaways:
1. Teaching tips for this complex VCE General Maths topic.
2. Learn about common student errors and what not to do as
a teacher.
3. Learn calculator shortcuts and exam hacks.
F32 ENHANCING CALCULUS OPTIMIZATION
THROUGH TI-GDC
Subtheme: Pedagogy and curriculum
Rama Velidanda, Indus International School Bangalore
(Year 11 to Year 12)
Remember:
The TI-GDC transforms abstract optimization problems
into concrete, investigable scenarios. This approach not
only deepens conceptual understanding but also develops
students’ technological fluency in applying calculus to
authentic design challenges.
Please bring a collaborative spirit a pen or pencil and a
calculator (any kind).
This activity employs Inquiry-Based Learning (Pedagogy)
along with Differentiated Instruction.
3. Self marking activities are the best.
1. Visualising mathematical relationships:
•
Students plot cost functions against tank dimensions,
observing how derivatives identify optimal solutions.
•
Dynamic graphing illustrates the connection between
critical points and real-world design constraints.
2. Bridging calculation and conceptual understanding:
•
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
110
The fMin function verifies analytical solutions, reinforcing
the optimisation process.
