Conference synopsis_FINAL_20260815 - Flipbook - Page 51
2. Leave with at least one low-preparation technique to apply
in your next lesson.
3. Develop a lens for reviewing your own practice and
identifying high-leverage shifts.
A12 CALCULUS WITHOUT ALGEBRA:
USING PRIMARY SCHOOL
ARITHMETIC AND EXCEL
Sub-category: Mathematical content and concepts
Enzo Vozzo, Mentone Grammar
Y11 - Y12
The Fundamental Theorem of Calculus is often presented as
an algebra-heavy milestone, leaving many students convinced
that its beauty is out of reach. But what if we strip calculus
back to its essence? In this session, we show that the core
idea behind the theorem: that differentiation and integration
are inverse processes and can be seen and understood using
nothing more than primary-school arithmetic and Excel. By
slicing functions into 100+ rectangles, computing slopes with
simple subtractions and divisions, and approximating areas
with additions and multiplications, participants will watch
familiar functions rebuild themselves after differentiation
and integration. This hands-on experiment exposes the heart
of calculus without a single line of algebra, making one of
mathematics’ greatest insights accessible to every learner.
Key takeaways:
1. A non-algebraic demonstration of the fundamental
theorem of calculus.
2. Use of primary school arithmetic (addition, subtraction,
multiplication and division) to demonstrate the fundamental
theorem of calculus.
3. Use of simple operations in Excel to demonstrate the
fundamental theorem of calculus.
Remember:
Delegates should and be familiar with the fundamental
theorem of calculus and have a basic working knowledge of
Excel. They are invited to bring their laptop computers with
Excel installed so they can implement the demonstration of
this theorem on their computers.
A13 INCLUDING ADVANCED LEARNERS
IN MATHEMATICS: AN EVIDENCE-BASED
APPROACH
Sub-category: Engaging and including every learner
Andrew Tadros, ID STEM Lab
Y7 - Y12
This highly interactive workshop explores how mathematics
teachers (years 7-12) can include and challenge advanced
learners. In one activity, participants play the role of students,
attempting two short tasks that ‘extend’ them. Through
these activities, educators discover pedagogical pitfalls,
including a lack of scaffolding. They also experience the
types of pedagogies that can disengage advanced learners,
as discussed in Tamara Stambaugh’s research. Attendees
therefore learn through discovery and evidence-based
research. Participants then apply these learnings to a previous
lesson or activity of their choice, whilst considering their
educational context. Importantly, they collaborate with peers
to improve their practices. By providing these opportunities to
interact, educators will feel empowered, leading to activation
of their mathematical hearts, hands and minds. Workshop
discussions include (but are not limited to): enrichment versus
acceleration, open-ended versus close-ended tasks, low-floor
high ceiling tasks, catering for advanced learners in mixedability classes and Gagne’s model.
Key takeaways:
1. Understand the research-informed strategies for engaging
advanced learners, including scaffolding, open-ended and
low-floor, high-ceiling tasks.
2. Educators will gain the confidence to design mathematics
lessons that are inclusive of advanced learners and specific to
their educational context.
A14 STUDENT-CENTRED
PERFORMANCE OF THE PLAYSCRIPT
EULER’S VISION.
Sub-category: Engaging and including every learner
Tom Petsinis, Deakin College
Y9 - Y12
As both mathematics lecturer and author of literary works, I
have often combined the two by viewing mathematics and
its history through the lens of literature, thereby offering a
different perspective on the subject.
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