Conference synopsis_FINAL_20260815 - Flipbook - Page 82
SESSION C: Thursday, 2pm-3pm (cont.)
C23 FROM WHY TO WOW:
REASONING WITH TI-NSPIRE CX II
Sub-category: Mathematical content and concepts
Dhruv Prajapati, MIT Vishwashanti Gurukul World
School, Pune, India
Y9 - Y12
This hands-on session explores how TI-Nspire CX II can
help teachers move students from procedural answers to
mathematical reasoning. Many learners can use formulas,
but struggle to explain why ideas work. Through classroomready examples from trigonometry, calculus, limits and data
representation, participants will investigate how dynamic
graphs, tables, sliders and multiple representations can make
abstract ideas visible. The session will show how students
can explore why radians matter, how a limit can exist when a
function is not defined, and how graphs or data displays can
influence interpretation. The focus is not calculator use for
speed, but technology as a tool for observation, conjecture,
justification and conceptual understanding. Participants will
leave with practical strategies for designing inquiry-based
tasks that activate students’ hearts, hands and minds through
deeper mathematical thinking.
Key takeaways:
1. Use TI-Nspire CX II to make abstract ideas visible.
2. Design inquiry tasks that move learners from observation
to justification.
3. Connect trigonometry, calculus, limits and data
interpretation with conceptual understanding.
C24 VISUALISING AND JUSTIFYING:
DYNAMIC APPROACHES TO GEOMETRIC
REASONING WITH TI-NSPIRE
Sub-category: Digital technologies
Frank Moya,
Y9 - Y12
Participants will explore ways of using TI-Nspire technology
to create dynamic geometric constructions that support the
teaching and learning of key geometric concepts.
Using classroom-ready examples, participants will investigate
how interactive geometric tasks illuminate relationships
among properties of geometric figures, support the
formulation and refinement of conjectures, and offer
visual evidence for geometric theorems. These dynamic
explorations help bridge intuitive insight with formal
deductive proof.
Key takeaways:
1. Develop classroom-ready dynamic geometry activities
using TI-Nspire technology.
2. Use interactive constructions to support conjecturemaking and justification.
3. Strengthen students’ progression from visual reasoning to
formal geometric proof.
Remember:
Bring a TI-Nspire CXII CAS handheld or software with the
latest operating system.
Remember:
Participants may bring a TI-Nspire CX II, TI-Nspire
software, or any graphing calculator/tool available to them.
Demonstrations will use TI-Nspire CX II, but the main
focus will be on mathematical reasoning, visualisation and
classroom application. No prior experience with TI-Nspire is
required.
C25 ACTIVATING MATHEMATICAL
HEARTS, HANDS AND MINDS
THROUGH WELLBEING &
PRODUCTIVE STRUGGLE
Sub-category: Engaging and including every learner
Julia Hill, RMIT University and University of Melbourne,
Sue Ditchfield, RMIT University
Y3 - Y12
Mathematical Wellbeing (MWB) describes what students
need to feel good and function well when learning
mathematics. Perseverance is one of the seven values
central to MWB, and one teachers consistently identify as
challenging to cultivate. This interactive workshop explores
how productive struggle can strengthen students’ MWB,
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