Conference synopsis_FINAL_20260815 - Flipbook - Page 85
C31 A REAL WORLD PROJECT FOR
TEACHING PATTERNS AND RULES IN
THE MIDDLE YEARS
Sub-category: Mathematical content and concepts
Mark Ljubic and Amy Johnson, St. Joseph’s Secondary
College Mildura
Y7 - Y10
If you want a short project to introduce Patterns and Rules
to your students you have picked the correct session. Amy
and Mark will provide a series of hands on activities that will
engage students and promote productive group work. The
project centers on Bill and Ben and their investigation into
some features of their backyard which include a wall and
a pond. During this project students will learn how to use
isometric dot paper to represent three dimensional cubes
(blocks). From these designs tables and graphs will be drawn
and also rules will be developed. But beware as things aren’t
always as linear as you think! Careful you might bust a couple
of brains (including the teacher’s) in class to fully complete
this project. Are you ready for the challenge?
Key takeaways:
1. Teaching materials and resources for developing a
mathematical investigation.
2. Practical strategies for differentiating teaching and learning
through a mathematical investigation.
3. Inspiration to adopt this approach in your school.
Remember:
All participants will receive a hard copy of the project. Within
the project there will be a QR code which will directly link to a
digital copy of the project and all other resources.
C32 EXPLORING FIRST NATIONS
STRING-MAKING TRADITIONS THROUGH
MATHEMATICAL THINKING
Sub-category: Engaging and including every learner
Gabrielle Quakawoot and Zelda Quakawoot, The Art of
String Theory
F - Y12
This interactive presentation and workshop introduces
Kamut, a Torres Strait Islander tradition of finger weaving
a looped piece of string into moving geometric symbols.
Participants will explore Kamut as a First Nations knowledge
system that connects mathematical thinking, sacred
geometry, cognition, storytelling, symbolic representation
and cultural practice. Through a combination of presentation,
demonstration and hands-on participation, teachers will
experience selected Kamut string figures and investigate the
mathematical ideas embedded within them. Participants will
explore connections to pattern, geometry, symmetry, spatial
reasoning and problem-solving, while considering how Kamut
can support engagement across curriculum areas. Grounded
in First Nations knowledge systems and Tjukurpa, the session
provides practical classroom strategies, ready-to-use activities
and curriculum connections that enable teachers to bring
hands, hearts and minds into mathematics learning. No prior
experience with Kamut is required.
Key takeaways:
1. Learn a selection of Kamut string figures and explore the
mathematical concepts they reveal.
2. Understand how Kamut can be used as a foundation
for teaching mathematical concepts through First Nations
knowledge systems.
3. Explore connections between sacred geometry, cultural
knowledge and mathematical thinking.
4. Discover practical ways to map Kamut activities to
Australian Curriculum mathematics outcomes, including
pattern, geometry, symmetry, spatial reasoning and problemsolving.
5. Take away ready-to-use classroom activities that support
cross-curricular learning, student engagement and cultural
understanding.
Supported by
C33 DISCERNING AND EFFICIENT USE
OF THE CLASSPAD IN MATHEMATICAL
METHODS
This is a commercial presentation
Sub-category: Digital technologies
Alastair Lupton, Adelaide Botanic High School/Casio
Education
Y11 - Y12
As part of Casio Education’s ongoing commitment to
supporting students (and their teachers) in the discerning and
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