20250730 MAV25 synopsis - Flipbook - Page 58
SESSION A: Thursday, 11am-12pm (cont.)
Remember:
Please bring along a copy of the recent Specialist Maths exam
2. The presenter will provide handouts for you.
A32 INNOVATIVE APPROACHES TO
MATHEMATICAL INDUCTION IN SPECIALIST
MATHEMATICS
Subtheme: Pedagogy and curriculum
A31 SUPPORTING STUDENTS TO MAKE THE
TRANSITION FROM SENIOR SECONDARY TO
UNDERGRADUATE STUDY
This is a commercial presentation
Subtheme: Contemporary challenges and successes
Rosie Mackay and Liz Cahir, Monash University, David
Leigh-Lancaster, Leigh-Lancaster Consulting
(Year 11 to Year 12)
Each year, Monash University enrols around 20 000
new Australian and international students into various
undergraduate courses across its faculties. Many of these
have General Mathematics, Mathematical Methods, or
similar mathematics subjects from other jurisdictions and
countries as prerequisites.
To support these students from a diverse global cohort in their
preparation for their undergraduate courses, Monash has
developed two mathematics programs and resources:
•
Monash Learn HQ Mathematics Revision (available to
anyone)
•
Monash Mathematics Skills Analysis (for students
enrolled at Monash)
In this session we will look at each of these programs,
their structure and nature, and how they were developed.
Participants will also have the opportunity to try out some of
the Learn HQ Mathematics self-access resources.
These resources may be of interest to teachers of VCE
Mathematics, and students undertaking review and
consolidation work for their VCE Mathematics studies.
Key takeaways:
1. Familiarity with the publicly available, free revision
resources on Learn HQ.
2. Identify the complexities in assumed knowledge and
prerequisites for students transitioning to tertiary studies
requiring mathematics.
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
58
Narcisa Corcaci and Tran Trinh, Suzanne Cory High
School
(Year 11 to Year 12)
Are we providing our students with the best opportunities to
learn and apply mathematical induction as a proof technique?
Are we encouraging them to make independent decisions
and choose the most appropriate method for completing a
proof? Are we challenging them to discover or construct new
identities that can be proved using mathematical induction?
In this workshop, we will explore how both numerical and
algebraic identities can be proved using mathematical
induction, and, in some cases, through alternative proof
methods. We will also examine how class discussions can be
structured to support the creation of new identities. These
identities will span a range of mathematical topics, including
algebra, complex numbers, vectors, and calculus.
This session is intended for teachers who are looking to
expand their instructional strategies, rather than those
seeking an introduction to mathematical induction. The
content covered aligns with the study design for Specialist
Mathematics Units 1–4.
Key takeaways:
1. Suggesting strategies teachers can use to teach
mathematical induction successfully.
2. Providing contexts and resources that will enhance
students’ understanding of mathematical induction.
Remember:
A pen will be needed for this session.
