Conference synopsis_FINAL_20260815 - Flipbook - Page 102
SESSION E: Friday, 11am-12pm (cont.)
how teachers can help students use CAS technology
intelligently — not merely as a calculator, but as a powerful
mathematical thinking tool. Participants will explore efficient
workflows, visualisation techniques, graphing strategies,
algebraic applications, and problem-solving approaches that
strengthen both conceptual understanding and examination
confidence.
This session will equip you with immediately usable ideas,
techniques, and teaching strategies to support stronger
student outcomes in VCE Mathematics.
This is an essential session for teachers wanting to feel
confident, resourced, and ready for teaching VCE
Mathematical Methods in 2027 and beyond.
Suitable material and approaches for Years 7 & 8, will be
presented in this session and participants will be able to
experience working through some tasks.
Key takeaways:
1. Catering for high achieving students
2. Use of maths extension materials
3. Exploring metacognition and mathematics
Remember:
As this is a practical hands-on session, please bring something
to write with and a simple calculator – your phone might be
enough. A handout, with writing space will be supplied.
Key takeaways:
1. Essential TI-Nspire CX II CAS techniques every VCE
Methods teacher should know for solving VCAA-style Exam
2 questions.
2. Strategies for improving student engagement through
technology-rich learning and Common student errors and
address misconceptions.
3. CAS to strengthen conceptual understanding graphing,
algebraic, statistical, and numerical applications for VCE
Methods.
Sub-category: Mathematical content and concepts
Damian Howison, RPlus Education Services
Y9 - Y12
This is a commercial presentation
In the 2000s, the late Professor Malcolm Swan proposed a
well-researched, extensively-trialled, and documented model
for learning that would move learners from being ‘passive’
to being ‘active’ and would shift the dynamic of teaching
from being ‘transmissive’ to being ‘challenging’ in ways that
learners could be supported in small, collaborative groups.
Not least, this model is rich fertiliser for classrooms that aim
to be impactful, inclusive and foster creativity. I will share my
success with this model within a Year 10 unit of work around
trigonometry. Participants will experience these lessons and
go away with an understanding that is transferable across a
broad range of topics.
Sub-category: Mathematical content and concepts
Key takeaways:
Ian Bull
Y7 - Y8
1. Rich resources for addressing trigonometry and bearings.
Remember:
TI Nspire CX-II- CAS handheld unit with latest OS (V 6.4)
or Laptop with TI Nspire CX-II teacher software.
E26 EXTENSION METHODS AND
MATERIALS: YEARS 7 & 8
Research from The Victorian Association of Gifted and
Talented Children (VAGTC) indicates that about 10% of
students in our classes could be classified as being Gifted
and Talented/High Achieving. As educators, we can
identify these students in our classes and encourage them
to take on the challenge of completing tasks that require
higher-order thinking. This encourages students to broaden
their understanding by explaining their reasoning and
demonstrating their knowledge on different levels.
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E27 ENCOUNTERING NAVIGATION
AND TRIGONOMETRY THROUGH
COLLABORATIVE ACTIVITY.
2. Collaborative lesson types that transfer to other topics.
3. Discussion around the value of collaborative activity for
learners.
