Conference synopsis_FINAL_20260815 - Flipbook - Page 111
Key takeaways:
1. 20 tips and tricks to enhance student understanding of
content
2. ways to improve retention and recall of content and
solution strategies
3. ways to revise and prepare for exams
Remember:
Bring any calculator, however we will be using and displaying
the Casio calculator.
F12 WHAT EXAM ERRORS TELL US
ABOUT STUDENTS’ MATHEMATICAL
UNDERSTANDING
Sub-category: Mathematical content and concepts
Nicholas Lim, University of Queensland
Y11 - Y12
Transitioning from senior secondary mathematics to firstyear university mathematics presents significant challenges
for many students. This presentation reports on an analysis
of common errors observed in first-year mathematics
assessments, with the aim of providing senior secondary
teachers with insights into the areas where students frequently
struggle after leaving school. These findings will support
teachers in refining classroom teaching approaches and
better preparing students for the demands of university-level
mathematics.
Key takeaways:
1. Recognition of recurring conceptual and procedural
challenges students face in first-year university mathematics.
2. Reflection on how assessment evidence informs teaching
practices and mathematical understanding.
F13 FOSTERING INTELLIGENT
PARTNERSHIPS BETWEEN STUDENTS,
CAS AND AI TO SUPPORT LEARNING
Sub-category: Digital technologies
James Mott, Centre for Higher Education Studies
(CHES), Peter Flynn, Texas Instruments, Angel Wong,
St Andrews Christian College
Y9 - Y12
This session explores how students could use AI and TINspire CX II CAS as complementary tools to support,
rather than replace their mathematical thinking. Drawing
on research-informed practice, we present three classroom
case studies from Australia that highlight how teacher
orchestrations could position CAS and AI as tools to foster
valued mathematical thinking and reasoning. Participants will
engage with adaptable strategies to promote productive use
of technology to support learning in mathematics.
Key takeaways:
1. Seeing how AI and TI Nspire CX CAS II, in partnership,
could support mathematical comprehension and
understanding
Remember:
Participants should bring their own TI-Nspire device
(handheld or software) and have access to an AI platform of
their choice.
F14 IMAGINARY PLAY SUPPORTING
CHILDREN’S MATHEMATICAL
TRANSITION TO SCHOOL
Sub-category: Mathematical content and concepts
Hong Chen, School of Education, La Trobe University
Early Childhood - Y2
A growing focus on effective teaching approaches to
support children’s mathematics learning during the transition
from kindergarten to school has been highlighted in recent
literature. This study adapted Li and Disney’s Conceptual
PlayWorld (CPW) in mathematics as an educational
experiment to support a primary school teacher’s practice
during this transition. Video and interview data were collected
in an Australian primary school with 20 children (aged 5–6)
and one focus teacher. Drawing on the cultural-historical
concepts of individual and collective imagination, and
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