Conference synopsis_FINAL_20260815 - Flipbook - Page 67
and improve learning outcomes? This interactive session
will explore practical ways to increase engagement through
authentic, purposeful learning experiences that place
students at the centre of the mathematics. Participants
will generate and analyse their own data throughout the
session, experiencing how meaningful learning contexts
can capture curiosity, increase participation, and strengthen
understanding. Through classroom examples and handson activities, the session will demonstrate how small but
intentional changes to lesson design can transform student
engagement. Practical strategies will focus on designing
tasks, refining questioning techniques, and using authentic
problems that support deeper mathematical understanding
while improving learning outcomes. Participants will leave
with practical, classroom-ready strategies that can be
implemented immediately, along with a clear understanding
of how authentic learning can enhance both student
engagement and mathematical achievement.
Key takeaways:
1. Student engagement grows and outcomes improve when
students feel connected to their learning
2. Practical strategies for designing engaging and meaningful
mathematics lessons
3. Simple adjustments to lesson structure and task design to
deepen student understanding
B21 CAPTIVATING AND CAPTURING
OPTIMISATION PROBLEMS USING CAS
Sub-category: Mathematical content and concepts
Raymond Rozen, Yeshivah College, Shane Dempsey,
Hamilton College
Y11 - Y12
Optimisation problems provide a wonderful opportunity to
set up a visual on the CAS to enhance student understanding.
The Data Capture feature will be used to look at a number
of examples involving circles, rectangles, ellipses and various
curves to find the optimum area/distance. We’ll even try to
get a ladder around a corner. Of course, further analysis using
graphs and calculus is easily performed on your CAS. Bring
your CAS handheld and/or CAS teacher software.
Key takeaways:
1. Enhancing learning of optimisation problems.
2. Using CAS Data Capture to visualise, investigate and solve
optimisation problems.
Remember:
Please bring a TI-Nspire CAS calculator or laptop with TINspire CAS Software
B22 FROM TASK TO UNDERSTANDING:
SEQUENCING LEARNING EXPERIENCES
WITH PURPOSE
Sub-category: Leadership and teachers as learners
Peter Sullivan, Monash University
Y3 - Y10
Rich mathematical learning can emerge from thoughtfully
sequenced tasks that engage students in problem solving,
foster agency, and encourage deep thinking. In this session,
participants will explore a lesson sequence that uses a
meaningful context to strengthen students’ confidence
and understanding in number. Through experiencing and
analysing the tasks, teachers will consider how mathematical
ideas can develop through investigation, discussion, and
reasoning rather than direct instruction alone. The session
will highlight the professional judgments involved in selecting
and sequencing learning experiences, supporting teachers
to make responsive decisions that reflect their students,
curriculum goals, and local context. Participants will leave with
practical insights into designing purposeful learning pathways
that build understanding from task to understanding.
Key takeaways:
1. Explore how a carefully sequenced measurement lesson can
strengthen students’ number understanding and confidence.
2. Identify the features of rich tasks that promote
mathematical thinking, problem solving, and student agency.
3. Develop confidence in making professional judgements
about selecting, adapting, and sequencing tasks to suit your
students and context
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