Conference synopsis_FINAL_20260815 - Flipbook - Page 108
SESSION F: Friday, 12.10pm-1.10pm (cont.)
2. Positions mathematical relationships as discoverable rather
than abstract concepts
3.Demonstrates how wearable technology and markerless
motion capture can be used as an educational tool to help
students understand the Pythagorean Theorem
Remember:
You will need access to laptops and a smart phone.
F04 SO, YOU THINK YOU UNDERSTAND
TRIGONOMETRY...?
Sub-category: Planning
John Fitzherbert, Luther College
Y11 - Y12
In the hope of providing some inspiration for the classroom
and for assessment in Specialist Mathematics, I will present a
sequence of trigonometry exam questions from around the
world, some of which are 100 years old.
Starting off with questions that are reasonably easy to solve,
we will move into questions requiring more algebraic rigor
(and more paper!) but nothing will require any knowledge of
content outside the current VCE curriculum.
Key takeaways:
experience. This presentation explores an alternative vision:
mathematics as a discipline that contributes to human
flourishing and growth in virtues. Drawing on the liberal arts
tradition, which is receiving renewed interest, the session will
examine practical ways to incorporate history, discussion,
reasoning, beauty, wonder, and rich problem-solving into
contemporary mathematics classrooms.
The presentation will connect these ideas to current
educational priorities student engagement, integrated
curriculum design and the development of the Personal
and Social Capabilities within the Australian Curriculum.
Examples from secondary mathematics teaching will
demonstrate how mathematical learning can foster
communication, perseverance, collaboration, creativity,
and deeper conceptual understanding. Participants will be
encouraged to reflect on how mathematics education can
contribute to the intellectual and personal development of
students.
Key takeaways:
1. Practical strategies for incorporating reasoning, wonder,
discussion, and history into mathematics classrooms.
2. Ways mathematics teaching can support engagement,
holistic education, and Personal and Social Capabilities.
3. A broader vision of mathematics as contributing to
intellectual formation, human flourishing, and conceptual
understanding.
1. New ideas for Specialist Maths assessment
2. Innovative ways of thinking about trigonometry
F06 OPENING DOORS: OBSERVING
MATHEMATICS LEARNING WITH
COLLEAGUES
3. Ideas for how present trigonometry in a new light to your
specialist maths classroom
Remember:
Sub-category: Leadership and teachers as learners
No calculators needed. Just pencils, paper and an open mind.
Kelli Simmons, Deakin University
F - Y12
F05 MATHEMATICS FOR HUMAN
FLOURISHING - THE LIBERAL ARTS
TRADITION
Sub-category: Engaging and including every learner
John Smyth, Mt Scopus Memorial College, David Treeby,
Scotch College
F - Y10
Mathematics is often taught as a collection of procedures
and techniques, disconnected from the broader human
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This workshop is designed to guide learning teams towards
a deeper understanding of the different observing to learn
possibilities. The focus is on how the team can co-create safe
and trusting environments for themselves, colleagues, and
young people. Key questions will include:
•
What opportunities and possibilities does each approach
offer?
•
What can we do to build trust and create safe conditions
for observation?
