Conference synopsis_FINAL_20260815 - Flipbook - Page 101
Teachers will leave with adaptable strategies, practical
classroom ideas, and discover how small shifts in teaching can
have a lasting impact on student engagement, thinking and
achievement.
Key takeaways:
1. Experience primary mathematics from a student’s
perspective through learning experiences encouraging
curiosity, reasoning, and mathematical thinking.
2. Discover renewed ways to deliver curriculum through
engaging, purposeful tasks.
3. Leave with practical strategies to foster meaningful
mathematical conversations, respond to student thinking and
build confident thinkers.
E23 PUZZLE FOR PIRATES AND THE TWO
GLASS BALLS PROBLEM.
Sub-category: Mathematical content and concepts
Brett Stephenson, Guildford Young College
Y9 - Y12
This presentation will present two problems - firstly a problem
that acts as a good hook to engage students with increasingly
more sophisticated solutions. This problem builds upon
the Puzzle for Pirates article in Scientific American by Ian
Stewart in 1999 with ten pirates. The pirates’ gold problem
considered here is a scenario where there are five smart and
rational pirates who must divide up their treasure of 100
gold coins amongst themselves with particular rules. After
some pirate strategy modelling and discussion with puzzle
development, the patterns that emerge and the parity type
solutions will be investigated further and presented including
some extensions that were proposed in Stewart (1999).
The second problem to be presented will be the 2 glass balls
problem will also be presented in workshop style and involve
square root graphs, the quadratic formula and summing
series.
Key takeaways:
1. Practical example of using quadratic formula and graphs
that are part of Maths Methods courses.
2. Engagement in problems that are understood best by
modelling.
3. Consideration of problems that look intractable but have
unpredictable results.
Remember:
A graphics or scientific calculator would be helpful (Casio
Classpad use will be shown) but laptops running Excel/
Desmos/graphics calculator software would all be effective in
this workshop.
E24 STRUCTURING AN EVIDENCEINFORMED EXPLICITLY TAUGHT
ACQUISITION LESSON
Sub-category: Planning
Steven Goldberg, Department of Education
F - Y12
This session will outline, at a high-level, the ingredients
for an evidence-informed explicitly taught mathematics
lesson, from planning to classroom instruction. Drawing on
an exemplar Victorian Lesson Plan, the session will unpack
the ‘why’ and ‘how’ of each of the stages in the embedded
structure. Teachers will walk away with an understanding of
how to effectively plan, prepare and teach with an explicit
approach and how to use and adapt VLP resources. It will
also provide clarity to leaders on what to look out for during
classroom observations.
Key takeaways:
1. Teachers will walk away with an understanding of how to
effectively plan, prepare and teach with an explicit approach
and how to use and adapt VLP resources. It will also provide
clarity to leaders on what to look out for during classroom
observations.
E25 ESSENTIAL TI-NSPIRE CAS TECHNIQUES
FOR VCE METHODS EXAM SUCCESS
Sub-category: Digital technologies
Sanjeev Meston, Strathcona Girls Grammar
Y9 - Y12
Unlock the full potential of the TI-Nspire™ CX II CAS
in VCE Mathematical Methods. This hands-on and
highly practical workshop focuses on the essential CAS
techniques, applications, and strategies that improve student
engagement, mathematical understanding, efficiency, and
Exam 2 performance.
Using authentic VCAA-style examples and emerging
2026 examination trends, this session will demonstrate
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