20250730 MAV25 synopsis - Flipbook - Page 122
SESSION G: Friday, 2pm-3pm (cont.)
Key takeaways:
Key takeaways:
1. Define and distinguish between interleaving and retrieval
practice.
1. Understand the seven dimensions of mathematical
wellbeing (MWB)
2. Understand the cognitive mechanisms that make these
strategies effective.
2. Understand the MWB data for secondary mathematics,
and the student stories behind this data
3. Explore research supporting their use in secondary
mathematics.
3. Explore teaching strategies that promote mathematical
wellbeing for secondary students
4. Learn practical strategies to embed these into lessons,
assessments, and revision.
5. Reflect on challenges and approaches to implementation
in a typical classroom setting.
G27 PROGRAMMING THE ROVER
USING PYTHON VIA THE TI-NSPIRE CAS
CALCULATOR.
Remember:
This is a commercial presentation
Note taking materials. This session will combine brief
presentations with practical, hands-on activities. Participants
will analyse and adapt existing mathematics tasks, design
retrieval routines, and consider how to sequence topics to
enable interleaving. Group discussion and reflection will
support shared learning.
Subtheme: Innovation and inspiration
G26 TEACHING FOR MATHEMATICAL
WELLBEING IN SECONDARY MATHS
CLASSROOMS.
Subtheme: Pedagogy and curriculum
Colin Shnier, Victorian Academy of Teaching and
Leadership
(Year 7 to Year 12)
Emerging research shows that students’ mathematical
outcomes are related to their mathematical wellbeing
(MWB). Many students find secondary maths classrooms
places where MWB is hard to find, leading to lower levels of
engagement, perseverance, confidence and achievement.
This presentation demonstrates how to use the TI-Nspire
CAS calculator to program the TI-Innovator Rover using
Python. Key programming concepts such as pseudocode,
block design, and logic will be introduced to support
structured problem-solving. Coding tasks will be designed to
reinforce mathematical concepts, including measurement,
coordinates, angles, and algebraic reasoning. By integrating
mathematics and coding, students gain practical experience
in applying abstract ideas through real-world tasks. The use
of the Rover promotes hands-on learning and encourages
engagement with mathematical thinking in a dynamic,
interactive way. The session highlights how coding enhances
understanding by linking logic and computation to curriculum
content. Attendees will see how technology can be effectively
integrated into mathematics education to build confidence,
encourage experimentation, and support deeper learning
through meaningful connections between coding and
mathematics.
In this workshop, teachers will share the research and findings
around mathematical wellbeing. They will consider the stories
behind the data, through looking at student experience
and prevailing pedagogical practices. Finally they will
identify, model and share teaching practices that promote
mathematical wellbeing.
Key takeaways:
Teachers will leave with a research-informed understanding
of mathematical wellbeing and a set of teaching strategies to
adapt to their own classroom settings.
3. Explore strategies for integrating coding into the classroom
to boost engagement, problem-solving, and logical thinking.
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
122
Steve De Domenico, Melbourne Grammar School
(Year 9 to Year 10)
1. Learn how to use Python with the TI-Nspire CAS to
program the TI-Rover.
2. Understand how coding reinforces key mathematical
concepts through real-world applications.
