20250730 MAV25 synopsis - Flipbook - Page 80
SESSION C: Thursday, 2pm-3pm (cont.)
C21 LEVERAGING AI TO GENERATE
CONTEXTUAL DATA FOR GENERAL MATHS
C22 DESIGNING INVESTIGATIONS FOR VCE
METHODS AND SPECIALIST
Subtheme: Innovation and inspiration
Subtheme: Pedagogy and curriculum
Fatima Farooqui, Point Cook Senior Secondary College
(Year 10 to Year 12)
James Mott, Centre for Higher Education Studies,
Greta Gomes
(Year 11 to Year 12)
Artificial Intelligence can be used to generate synthetic data
that mirrors real-world patterns, making it highly suitable for
various types of data analysis. For example, AI can simulate
categorical data for exploring frequency distributions,
segmented bar charts, or two-way tables. It can also produce
numerical data to support investigations into data spread,
central tendency, and outlier detection using boxplots
and histograms. In studying associations, AI can generate
datasets to analyse relationships between response and
explanatory variables using scatterplots. AI models can mimic
linear and non-linear associations for practicing regression
analysis, calculating Pearson correlation coefficients, and
performing residual analysis. In time series contexts, AI can
simulate trends, seasonality, and irregular fluctuations to
support smoothing techniques and forecasting models. By
transforming or generating data using logarithmic, square, or
reciprocal methods, AI enables students to test a wide range
of statistical techniques, supporting deeper understanding,
experimentation, and effective modelling of complex data
scenarios.
Key takeaways:
1. Understand how to formulate effective prompts for AI to
generate realistic data for SACs.
2. Learn methods for creating real-life scenarios that give
meaning and relevance to the generated data.
3. Develop practice worksheets using various types of data to
reinforce analytical skills through targeted exercises.
Remember:
Delegates can bring laptops.
The VCE Mathematics study design for the 20232027 accreditation period stipulates that mathematical
investigations are to be incorporated within Unit 1 and
2 Mathematical Methods and Specialist Maths, which
will require students to utilise technology to engage in
exploration, conjecture and generalise results. In this session,
attendees will be exposed to strategies for designing
mathematical investigations to support generalisation within
Unit 1 and 2 Mathematical Methods and Specialist Maths.
Attendees will explore sample ‘starting points’ and discuss
how such tasks could be adapted to suit their school context.
Collaboration amongst attendees will occur in this session,
and attendees are encouraged to come with ideas to share.
TI-Nspire will be used in the workshop. Attendees are
encouraged to bring their own CAS device.
Key takeaways:
1. Ideas for designing and implementing a mathematical
investigation.
2. Learning how TI-Nspire CAS can be leveraged to facilitate
investigation.
C23 CONNECTING AND CONSOLIDATING
LEARNING SO STUDENTS DON’T QUICKLY
FORGET
Subtheme: Pedagogy and curriculum
Ellie Drayton, Victorian Mathematics Ambassador, Hume
Central Secondary College
(Year 7 to Year 12)
Remember that amazing lesson you taught when every
student demonstrated excellent understanding? Remember
the next lesson when many had no recall of the content?
In secondary maths classrooms, students often appear to
understand concepts during lessons, only to forget them soon
after.
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
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