20250730 MAV25 synopsis - Flipbook - Page 77
with the Victorian Curriculum’s commitment to learning
diversity and inclusion. By designing tasks with multiple entry
points, we can cater to varied abilities and learning styles
without requiring individually modified versions, a key aspect
of efficient and equitable teaching. This strategy supports
the Victorian Teaching and Learning Model (VTLM 2.0),
particularly the “Enabling Learning” element and the HighImpact Teaching Strategy (HITS) of Differentiated Teaching.
It fosters critical and creative thinking (a Victorian Curriculum
Capability) by allowing students to engage at the level of
challenge that caters for them, promoting deeper conceptual
understanding.
Key takeaways:
1. Simplify differentiation to allow the learners to engage with
a single task at multiple levels.
2. Tasks aligned with the Victorian Curriculum’s diversity
goals, VTLM 2.0, and HITS for differentiated teaching.
3. Encourage critical and creative thinking to allow students to
demonstrate conceptual understanding at different levels.
C14 ON YOUR L-PLATES - USING THE
TI-NSPIRE GRAPHING CALCULATOR
Subtheme: Innovation and inspiration
2. I can use the notes page and enter text, diagrams and
mathematical formulas.
3. I can store and share the files that I have created.
Remember:
TI Nspire CAS Calculator
C15 NUMERACY ACROSS THE CURRICULUM
- SUPPORTING GRAPHING IN SECONDARY
SCHOOLS
Subtheme: Pedagogy and curriculum
Lauren Jackson, Sunbury Downs College
(Year 7 to Year 12)
Graphs are everywhere, but students often struggle to
interpret or create them meaningfully—especially when
key elements like scale, axes, labels, and titles (SALT) are
missing or misunderstood. This presentation draws on crosscurricular findings from the Victorian Academy of Teaching
and Leadership’s Numeracy Across the Curriculum Applied
Learning Project, showcasing how graphing skills can be
strengthened across secondary school subjects through
intentional teaching strategies.
If you are brand new to using the TI-nspire calculator then this
session is designed for you. All you need to do is bring your
TI-Nspire Calculator to this session and make sure you ask
plenty of questions as we learn together how to:
Using simple checklists, graph analysis using open prompts
like “What do you notice?”, the session shows how to
develop students’ descriptive and critical thinking skills when
interpreting and constructing graphs. Emphasis is placed
on identifying and addressing common graphing errors and
misconceptions, helping students in Years 7–12 become more
confident in reading and producing data visuals in context—
from Science reports and Humanities projects to Health and
PE.
•
Enter data to produce graphs - dot plots, histograms, box
plots, pie charts.
Key takeaways:
•
Enter data to produce scatterplots and lines of best fit.
1. Learn how to use the SALT framework and checklists to
support consistent graphing expectations.
•
Using the Notes Page to enter text, diagrams and
formulas using ‘math boxes’.
2. Explore strategies to build student confidence in
interpreting and critiquing graphs across subjects.
•
Storing your completed masterpieces on the calculator.
•
Sharing your calculator files with students.
3. Identify and address common graphing misconceptions
using cross-curricular, student-centred approaches
Mark Ljubic and Andrew Greville, St. Joseph’s Secondary
College
(Year 7 to Year 12)
Key takeaways:
1. I can enter data into a spreadsheet and produce a variety of
graphical displays.
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
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