20250730 MAV25 synopsis - Flipbook - Page 53
A17 WOULD THE REAL PYTHAGORAS
PLEASE STAND UP?
This is a commercial presentation by a not for profit
museum
Subtheme: Innovation and inspiration
Jo Clyne and Bridget Headlam, Hellenic Museum
(Year 7 to Year 8)
overlooked. As educators, we can identify these students in
our classes and encourage them to take on the challenge of
completing tasks that require higher-order thinking.
Suitable material and approaches that can be used for high
achieving students in Years 7 and 8, will be presented in this
session and participants will be able to experience working
through some tasks.
Key takeaways:
Every maths student has heard of Pythagoras, but there are
few who know the true stories behind this enigmatic and
charismatic ancient Greek figure. Was he the true originator
of the Pythagoras theorem? What was his perspective on the
role of mathematics in everyday life? What was really behind
his alleged phobia of beans?
1. Catering for high achieving students in the classroom
Join Jo and Bridget from the Hellenic Museum’s education
team as they showcase some innovative and Victorian
Curriculum for Mathematics 2.0-aligned approaches for
contextualising mathematical knowledge and skills.
Participants need to bring a pen with a calculator being
accessed via mobile phones when needed.
Key takeaways:
A19 THREE OF MY FAVOURITE
MATHEMATICAL MODELLING TASKS: YEARS
5-8
1. Providing historical context to, and enlivening some
of the concepts covered in the Victorian Curriculum for
Mathematics 2.0 (Level 8: Measurement).
2. Demonstration of hands on activities designed to help
students understand Pythagorean concepts.
3. Learn more about ancient Greece and its influence on
modern day mathematics.
A18 A CLASSROOM APPROACH FOR HIGHER
ACHIEVING STUDENTS YEARS 7 AND 8
This is a commercial presentation
Subtheme: Innovation and inspiration
Ian Bull
(Year 7 to Year 8)
According to the Australian Government Department of
Education, ‘high-achieving students receive insufficient
STEM support with the percentage of high-performing
maths students among Australian 15-year-olds declining
from 20% in 2003 to 10% in 2018’ (Jan 2024).
Every student deserves the opportunity to engage with
mathematical content and challenges appropriate to their
ability, including those that are high achieving who are often
2. Using maths extension materials
3. Locating maths extension materials
Remember:
Subtheme: Contemporary challenges and successes
Jill Brown, Deakin University
(Year 5 to Year 8)
This workshop will focus on the implementation of
Mathematical Modelling as expected by the Victorian
Curriculum Mathematics v2.0. We will discuss: What
modelling is, and how to implement it via a focus on
tasks suitable for students in Years 5-8. Possible student
approaches will be shared as will key ideas for teachers to
consider.
If you have tasks you are willing to share with others, please
email Jill before the workshop, so she can print them for
sharing. Jill.Brown@deakin.edu.au.
Key takeaways:
1. Three classroom ready mathematical modelling tasks.
2. Increased understanding of mathematical modelling.
3. Key ideas related to successful implementation of
mathematical modelling.
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
53
