20250730 MAV25 synopsis - Flipbook - Page 91
E12 USING AI CRITICALLY TO IMPROVE THE
QUALITY OF MATHEMATICS TEACHING
spatial reasoning challenges, culminating in a modelled realworld navigation task.
Subtheme: Contemporary challenges and successes
Through experiential learning, students develop algorithmic
thinking, logical reasoning, and a deeper understanding of
mathematical concepts. They are encouraged to reflect on
their experiences, observe outcomes, and iteratively refine
their code — promoting critical and adaptive thinking.
Creativity is also nurtured as students explore multiple
strategies to solve navigation challenges.
Max Stephens, University of Melbourne,
Sebastian Sardina, RMIT University
(Year 5 to Year 8)
This session will introduce teachers to strategies for
productive and critical use of AI-based chats to develop
questions, teaching approaches, as well as different kinds of
assessments and quizzes for specific areas of mathematics.
A fundamentally important skill for teachers is being able to
write productive prompts, including follow-up prompts. At
the same time, teachers need to remain critical users of these
tools. While an AI-based chat can be an excellent source of
teaching ideas, it can be too “eager” to help and may generate
content that contains serious factual or logical errors,
requiring teachers to be aware of its workings and limitations.
This session will be relevant to upper primary and junior
secondary teachers who wish to deepen their understanding
of AI-based language models and learn how to effectively
integrate these tools into their teaching practice to enhance
content creation and classroom engagement.
Key takeaways:
1. the importance of effective prompts in accessing AI-based
chats
2. utilising follow-up prompts to improve and extend AIbased responses
3. deciding what makes sense mathematically and what is
suitable for your students
Designed for upper primary and lower secondary
learners, this workshop offers an engaging platform for
applying mathematics in a purposeful and enjoyable way.
Educators will be inspired to design technology-enhanced
learning experiences that deepen student engagement,
foster computational thinking, and build 21st-century
competencies. Post-session reflections showed increased
confidence and stronger conceptual understanding among
students.
Key takeaways:
1. Learn how to integrate coding and robotics into math
teaching.
2. Explore strategies to develop computational and 21st
century competencies (critical, adaptive and inventive
thinking).
3. Discover how real-world contexts enhance mathematical
understanding and student engagement
Remember:
Best if participants can bring their TI-Nspire™ CX II graphing
calculators, but not necessary for the presentation.
Remember:
If possible have ChatGPT on your laptop.
E13 THINK, CODE, MOVE: EXPLORING
MATHEMATICS THROUGH ROBOTICS
E14 MATHS HUB: ADVANCING NUMERACY
THROUGH FAMILY AND COMMUNITY
ENGAGEMENT
Subtheme: Innovation and inspiration
Subtheme: Innovation and inspiration
Alex Lim Tze Ming , Yishun Town Secondary School
(Singapore)
(Year 5 to Year 8)
Joshua Salter, Tasmania Counts
(F to Year 10)
This hands-on session demonstrates how mathematics,
science, and STEM concepts can be meaningfully
integrated into mathematics classrooms through the use of
programmable rovers. Students will apply angle properties,
scaling, and sequencing to program a rover and complete
This session explores the impact of community-driven
initiatives in advancing numeracy outcomes, including the
transition from primary to secondary school. By fostering
collaboration across school clusters, families, and local
communities, we demonstrate how collective efforts can
improve maths achievement.
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
91
