20250730 MAV25 synopsis - Flipbook - Page 69
Key takeaways:
1. Utilise student self-assessment to instantly identify
knowledge gaps and spark intrinsic motivation for revision.
B26 SEQUENCES AND EVEN MORE
SEQUENCES
Subtheme: Innovation and inspiration
2. Design diagnostic practice tests that reveal true
understanding and channel emotional responses into
targeted learning.
Brett Stephenson, Guildford Young College,
Leilani Stephenson
(Year 9 to Year 12)
3. Implement real-time data collection for immediate classwide insights, reducing teacher workload and guiding precise
reteaching.
The patterns that can be found in sequences are evidenced
by the substantive resource at the Online Encyclopedia
of Integer Sequences (OEIS oeis.org)., This workshop will
investigate a number of sequences such as the family of Nacci
sequences (Fibonacci, Tribonacci, Infonacci) and recursive
sequences that can lead to cycles or chaos (such as logistic
models). The use of web graphs will be introduced with the
Casio Classpad to assist with these investigations.
Remember:
No special software required. Participants should bring:
A device for accessing digital templates (laptop/tablet
preferred), Calculator (any brand - strategies work across all
calculator types), Notebook for planning implementation.
All templates and resources will be provided digitally during
the session. Examples will cover various mathematical topics
suitable for Years 7-12. Strategies can be adapted for any
mathematics curriculum area. Participants will leave with
ready-to-implement materials and a clear action plan for
introducing the SPARK Method in their own classrooms.
B25 OPEN ENDED ASSESSMENT IN
MATHEMATICS
Subtheme: Innovation and inspiration
Geoffrey Menon, Ursula Parker, Camberwell High School
(Year 9 to Year 12)
We will talk about the experience of students’ work with
open-ended assessment in mathematics at Camberwell
High School and some of the flow-on benefits to students.
We will present some examples of student work as posters
and mathematical paper (with examples mostly drawn from
year 10 mathematics and year 11 specialist mathematics and
mathematical methods)
Key takeaways:
1. Open-ended assessment provides all students in the class
with a level playing field where they can show their skills.
2. Open-ended assessment promotes and encourages
mathematical thinking that benefits students throughout their
schooling.
3. Open-ended assessment is not very hard to set up and run
and is not impossible to assess.
Remember:
No special equipment is needed but you may wish to take
photos of the student work examples.
Key takeaways:
1. Sequences chaos pattern.
Remember:
Bring a graphics calculator or device to assist if you have your
own but Casio Classpads will be available and will be used to
demonstrate the activities.
B27 FINANCE IN FOCUS: VISUALISING
CONCEPTS WITH CAS CALCULATORS
Subtheme: Pedagogy and curriculum
Shelley Pendlebury, Thomas Laverack, John Paul College
(Year 9 to Year 12)
Want to make finance tangible and accessible for your
students? Join us for ‘Finance in Focus: Visualising Concepts
with CAS’, a hands-on workshop designed to enhance
student comprehension and retention. We’ll explore powerful
techniques using dynamic plots and recurrence relations to
illustrate financial growth and decay, seamlessly transitioning
into amortisation tables and the finance solver. While we’ll
primarily use the TI-Nspire CAS, the strategies are easily
adaptable to other graphing technology. This visual approach
will not only solidify your students’ understanding of finance
but also reinforce valuable data analysis skills from your
curriculum. Prepare to empower your students with practical
financial literacy!
Key takeaways:
1. Build teacher confidence in using CAS to teach financial
concepts.
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
69
