Assignment 1- MASA conference

Mathematical Methods: “What I learnt from the exam”- Jim Potter

Jim Potter’s session, “What I learnt from the exam”- Mathematical Methods, gave
insight to some common questions that students struggled with in the 2018
mathematical methods exam. The 2018 mathematical methods exam comprised of
40% statistics and 60% calculus, where Jim Potter proposed that the percentage of
statistics was too low. Areas that students had difficulty in were outlined to be:

- Distinguishing between the sample mean and sample sum formulae

- The process of differentiating and hence integrating
- Given a graph of a function and having to go from one diagram to another
- Continuous random variables
- Translations and dilations within log functions

Such information is valuable for teachers as they can plan effective learning
activities which can address these common weaknesses and therefore better
prepare students for the final exam.

As well as identifying where students struggle, this session was valuable for teachers
of Mathematics as Potter provided examples which could be implemented in
teaching and learning plans of mathematical methods. Potter handed out worked
examples of selected questions within the exam and sheets to help explain
concepts such transformations.

Potter also gave an example of a table that can help students describe what
happens to a graph of a function when it is derived, as shown below in table 1.

𝒇(𝒙) 𝒇′(𝒙)
Stationary points x-intercept
inflection Stationary points
Convex Increasing
Concave Decreasing
Increasing Above x-axis
Decreasing Below x-axis

As well as referring to questions included within the 2018 exam and examples of how
to unpack these questions, Potter also often referred to Victorian exams. Where he
gave more examples of questions which could be implemented in teaching and
learning plans of mathematical methods. Overall the information presented within
this session was very valuable for Mathematical Methods teachers as it drew
attention to weaknesses which might need to be further considered when
developing teaching and learning plans. Possible implications include pre-assessing
these weaknesses, formative assessments, drawing on the recourses provided by
Potter and collecting further resources.

Mathematical methods: The non- SAT SAT How can we judge performance
differently? – Jo Kellaway
Jo Kellaway’s session, The non-SAT SAT, How can we judge performance differently-
Mathematical Methods, presented mathematical methods teachers examples of
STATS which are preformed in the traditional sit down test method.

Kellaway outlined how for some students, traditional tests can be stressful and that
as teachers we need to allow students to complete SATs in ways which allow them
to best communicate their skills and understandings. A valuable take-away point
made by Kellaway for teachers to consider is that SACE itself does not specify that
SATs must be sit-down written tests, instead all that is stated that skills and application
tasks are to be completed by the supervision of the teacher.

An alternative SAT present was an oral presentation. Within this SAT, students are
given an oral presentation and time to organise a response. They then present their
response to their teacher, who records the presentation for possible moderation
purposes. This format of a SAT allows students to decide on what topic they want to
look at and when. For example, a student might choose the topic ‘applications of
differential calculus’. The teacher will then have several different questions prepared
for this topic, which they can choose one to give to the student.

Kellaway opened this idea up for a long discussion, this allowed a valuable
experience for teachers attending as ideas were able to be drawn upon
collaboratively, with many varied responses, questions and implications. For
example, some teachers were unsure how they could possibly implement this type
of SAT. A teacher in the room suggested that perhaps it was slowly introduced by
allowing students to orally draw upon a question given in a written test. Other
teachers raised concerns of how shy students might struggle with being filmed or this
type of SAT. This is where Kellaway suggested audio recordings rather than filmed
and creating more of a conversational type of assessment.

Attending such conference gave insight to possible SATs my future students might
complete. Therefore, when teaching middle years maths and senior maths I can
introduce assessments which have oral components

Within this session Kellaway also presented two other possible SATS which had a
practical component which required them to collect data to use for a binomial test.

One where students created their own game and used the statistics to do a
binomial test Another type of SAT Kellaway discussed was where students designed
their own game and used the statistics to do a binomial test, which the whole test
was based off of their individual data. This practical component did have some
benefit and some students indicated that they found it more engaging, however
some believed all the data could have been made artificially and didn’t see the
point- you can never win.

Lastly Kellaway touched on their plans in the future to introduced a Maths as a

Human Endeavour (MHE) task.

Specialist Mathematics: Specialist Investigations- Deb Woodard-Knight

Deb Woodard-Knight presented and discussed examples of modelling investigations

with stage 2 specialist mathematics. The first example was the mosquito
investigation. Where Woodard-Knight highlighted some points which high achieving
students covered within this investigation. Some key points that students should
include where outlined to be:

- Getting independent research

- Graphing in 3D
- Limitations and reasonableness discussion
- Students can be very creative within this activity

Another example given was the wine glass modelling investigation. Where
Woodard-Knight suggested that if you feel it is too directed at the begging then
alter it. One of the objectives for this task is for students to realise that if the same
volume of liquid is to be in both types of glasses the champagne glass is not sensible,
hence this allows discussion of limitations. Woodard-Knight also suggested that
perhaps the Shell method for volume could be considered within this investigation. A
consequence of this investigation highlighted by Woodard-Knight was that it often
lacks the extension when it comes through to moderation.

Lastly Woodard-Knight discussed the parametric investigation, which is really open-

ended and requires students to select what they want to model with parametric
equations. Woodard-Knight gave an example of a student who chose to model a
whirlpool and outlined the detailed steps this particular student took to model a
whirlpool in three-dimensions. Woodard-Knight then discussed how this particular
investigation allowed students to discuss limitations and issues with their model in real
life scenarios. For example, a student modelled a ride and then when they tested it
for real life they calculated that this model was not plausible as it would kill the
people on the ride.

Specialist Mathematics: Reflections and Hot Spots- Vanessa Gorman

Vanessa Gorman identified the following weaknesses for students studying stage 2,
specialist mathematics:

- poor graphing skills

- strong algebraic skills are lacking
- students struggling to make connections
- students struggle knowing when to choose correct mathematical techniques
- complex numbers

Some tips Gorman gave were:

- Pushing students out of their comfort zone

- Take calculators away to allow students to be able to work on their own as
well
- Not just using textbooks

Gorman then proceed to give some examples of resources which can be used to
help students. These resources included:

- A work book which had examples and worked example to give students
- Mathematical induction publication by MASA
- Suggested IB resources
- Using OneNote to annotate notes and give to students
 - Looking at exam papers from other states and counties like New Zealand
- MathCentre
- Desmos

Some other important take always from Gorman’s presentation were:

- It is important to do questions yourself to make sure your skills are nice and
strong and also to identify where students might make mistakes
- The aim is to encourage student to not just memorise content
- We want to create resilience by challenging students