20250730 MAV25 synopsis - Flipbook - Page 55
A23 MONTE CARLO IN CLASSROOMS:
ENGAGING PROBABILITY LESSONS WITH
PYTHON SIMULATIONS
Subtheme: Innovation and inspiration
Robin Wang, Centre for Higher Education Studies
(Year 7 to Year 12)
Probability is one of the most conceptually rich yet
challenging topics to teach. Many students feel uncertain
— not just about the answers, but about how to approach
the problem. This is why it’s essential to make probability
engaging, interactive, and accessible.
In this session, I will demonstrate how Monte Carlo simulation
can bring probability to life through Python. By running
repeated random experiments, students can observe
patterns, estimate probabilities, and uncover insights – all
without needing to master advanced techniques beforehand.
These simulations offer more than just compelling visuals;
they open the door to computational thinking, allowing
students to model problems, interpret results, and refine their
understanding through code.
Beyond the presented examples, this talk will introduce
a wide range of tasks and ideas to help students think
probabilistically, computationally, and creatively, leaving you
with adaptable simulations, practical classroom strategies, and
a fresh perspective on making randomness both rigorous and
rewarding.
Key takeaways:
1. Teachers will learn how to use Monte Carlo simulations in
Python to make probability more engaging, interactive and
computationally meaningful for students. This approach
empowers students to explore probability and randomness
beyond the traditional classroom setup.
A24 MISSION IMPOSSIBLE – CREATING
MATHEMATICAL ESCAPE ROOMS
This is a commercial presentation
Subtheme: Innovation and inspiration
Peter Fox, Texas Instruments Australia
(Year 7 to Year 12)
just like your students would, solving puzzles that require
mathematical reasoning, collaboration and creative thinking
in order to escape. Come prepared to solve, create and
escape!
Key takeaways:
1. Revision can be fun, challenging and interactive.
2. Spaced retrieval and novelty help students remember.
3. It’s time to get creative - you too can build your own escape
room.
Remember:
Bring a phone / laptop as you will be required to access the
internet or you will never escape!
A25 USING MODELLING AND BIG IDEAS FOR
TEACHING LINEAR RELATIONSHIPS.
Subtheme: Innovation and inspiration
Shaska Martin and Mark Stacey, Montmorency Secondary
College
(Year 7 to Year 12)
The understanding and application of linear relationships to
problem-solve persists as a struggle for students throughout
years 8-12. We used a Big Ideas framework to clarify the
conceptual understanding required for students to analyse
linear relationships in a range of problem-solving contexts
across years 7-10.
We examined the curriculum descriptors related to linear
relationships and mapped these to our Big Ideas. We
analysed NAPLAN data to identify areas where our students
performed above/below expectations, then mapped
these to our Big Ideas, to prioritise and guide our teaching
improvements.
We then developed a backwards-by-design differentiated
learning sequence that provided multiple entry points for
students. This sequence, based on VTLM 2.0, focused on
bivariate data modelling to engage students in the learning
and develop their understanding of real-world applications.
The integration of multiple representations and technology,
together with the Big Ideas, supported students to engage
with, and thrive, in this unit.
Are you ready to unlock student engagement? In this
hands-on workshop, mathematics is your key to freedom.
You’ll experience an immersive problem solving adventure
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
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