Conference synopsis_FINAL_20260815 - Flipbook - Page 114
SESSION F: Friday, 12.10pm-1.10pm (cont.)
F20 HANDS-ON GAME ANALYSIS:
FROM SNAKES & LADDERS TO
BLACKJACK
Sub-category: Digital technologies
Brian Lannen, Murray Mathematics Curriculum Services
Y9 - Y12
Our snakes & ladders game has no snakes or ladders, but
players must roll the exact number to finish on a board
numbered from 1 to 20. How many faces should your die
have to maximise your chance of winning? Participants will
investigate this question through experimentation, simulation,
and probabilistic reasoning.
In our blackjack variation, a random number generator
replaces traditional cards, and players “bust” by exceeding a
total of just 1. This playful context provides a rich entry point
into formal probability concepts.
Through hands-on exploration, this session explicitly targets
mathematics learning outcomes, including:
•
designing and conducting simulations to model chance
events and estimate probabilities
•
analysing the effect of changing parameters (e.g.,
number of die faces) on theoretical and experimental
probability
Sub-category: Mathematical content and concepts
Kim Walker, Victorian Academy of Teaching and
Leadership
Y3 - Y12
The Victorian Curriculum 2.0 for Mathematics aims to
ensure that students become confident, proficient, effective,
and adaptive users of mathematics; that they develop a
positive disposition towards mathematics, recognising it
as an accessible and useful discipline to study. This session
explores the mathematical wellbeing (MWB) framework
developed by Dr Julia Hill, and pedagogical approaches that
may enhance students’ mathematical wellbeing, supporting
the development of positive dispositions in mathematics.
Drawing on Kim’s research and practical experience, she will
demonstrate how the MWB framework can guide reflection
on pedagogy so that there is value alignment between what
research shows students value in mathematics and classroom
pedagogy. Through modelled activities, participants will
explore the interconnected relationship between pedagogy
to intentionally facilitate collaboration in mathematics
classrooms and strategies that promote positive dispositions
towards the learning of mathematics.
Key takeaways:
•
investigating probability distributions and interpreting
expected values in simple contexts
1. Strategies for supporting students to experience positive
feelings in mathematics
•
using digital tools to generate random numbers and
analyse data sets.
2. Classroom routines and norms that enhance mathematical
thinking alongside mathematical wellbeing.
Key takeaways:
1. Two ready-to-play games that could be used from year 7
onwards.
2. Instructions and analysis worksheets for the games that
could extend the analysis up to VCE level.
Remember:
Bring any calculator that has a random number generator, or
alternatively you could use one from your phone.
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F21 PEDAGOGY TO ENHANCE
MATHEMATICAL WELLBEING
