So #MathSky #iTeachMath, submissions for workshops for my local maths teacher association conference are due shortly, so I am making my yearly request for what things you would have me run a 50-minute session on. (Even if you can’t come, you can imagine what you’d love to be part of if you could.)
Two follow up questions.
Is there a reason you prefer using a test point than sketching a quick graph?
Do you use the same method for inequalities of higher degree polynomials and other non linear inequalities (such as 1/x + 1 > 0)?
No, it's the next step I'm curious on. How are you deciding which set of values: between or outside?
What was the thought process going from getting the boundary points to representing the inequality?
I decided to do a little digging and see what else was different between different subjects and what the Mathematics study design can learn from the others.
open.substack.com/pub/vmnalex/...
While taking a quick look at the Psychology study design to check what they did with independent/dependent variables compared to General using explanatory/response variables, I noticed a number of differences in what was included.
Reached the end of blogging through Data Analysis for General Maths with time series analysis. Looking at the processes we use and don’t use for smoothing and seasonal adjustment.
open.substack.com/pub/vmnalex/...
Four units are now complete and available for FREE with no sign up needed (for now!)
Pass on to any students preparing for the IB Maths AA (SL or HL) exams in May.
tutor.interactive-maths.com/aahl
#ibmath #ibmaths #AASL #AAHL
It could have honestly have been "oh the CAS can do that quite easily, chuck it in" and now it's stuck around as legacy
Today’s post diving into all things data transformations. What is and isn’t included. And some considerations of whether we should be including it at all for General Mathematics.
open.substack.com/pub/vmnalex/...
I've been blogging my way through Data Analysis for VCE General Mathematics and am finally getting up to the meaty parts where I have *opinions*. Check out the latest one here (links inside to go back to the start).
open.substack.com/pub/vmnalex/...
An A Level mechanics question on inclined planes, with the answers in two different coloured pens. The students had 60 seconds each before passing the paper to their partner to continue. I think with a regular group I may have given them 90 seconds, but these were further maths students so 60 was enough.
An A Level mechanics question on inclined planes, with the answers in two different coloured pens. The students had 60 seconds each before passing the paper to their partner to continue. I think with a regular group I may have given them 90 seconds, but these were further maths students so 60 was enough.
In #MathsToday I tried @theteacherwins.bsky.social's idea of getting the students to take turns answering an #ALevelMaths question, to focus on clearly setting out their steps, so that the other person could pick up from where they got up to. It went really well, and they seemed to enjoy it!
ICYMI and a reminder there’s still a couple days to put in a response to the VCAA’s survey on UDF use for 2027
I didn't look into them enough when I was looking around, but fairly similar to the power transformations used in General.
Another fun related thing (you have to be careful reading and saying) is Tukey and Mosteller’s Bulging Rule and the ladder of powers.
"Trigonometry is circles not triangles?" Person behind them says: "Always has been"
Made this for year 12 to practice discernment with differentiation. Took far longer to plan and write than it did for them to do it, but hopefully it helps consolidate and make meaning between sentences and expressions/equations! #MathsToday #ALevelMaths
Casio calculator: "Well, looks like another person is trying to take us down a notch." TI calculator: "I don't think it's going to go well for them"
With the VCAA surveying opinions about UDF use with CAS calculators, what better time to also discuss whether the CAS calculator still has a place for senior mathematics.
open.substack.com/pub/vmnalex/...
Had to take a beat to organise my thoughts on grades after reading another post.
open.substack.com/pub/vmnalex/...
My year 13s are struggling with reverse chain rule, so wrote these as a bridging task before we look at adjusting to get a reverse chain rule result. #MathsToday #ALevelMaths
Multiply by the exponent/index and reduce it by 1 is fine?
Here’s what was meant to be a quick take aways blog on researchED Ballarat but turned into something a bit longer #rEDBall26
open.substack.com/pub/vmnalex/...
It is helpful to consider the quadratic formula as: x=−b/2a±√(b^2−4ac)/2a=axis of symmetry±1/2 distance between solutions
It falls straight out of the quadratic formula. You can make it more obvious by splitting the fraction.
Or the other way "the nth power of a".
But both run into the issues outside of natural exponents. "the thirdth power of 8" "the negative second power of 5"
Alt text
Opportunities to Respond
· Instructional questions, gestures or cues, explicitly designed to
elicit a student response
· Platform for providing practice (in a target skill or piece of
knowledge)
. Platform for feedback and praise
Alt text
. High quality instruction from phonics and beyond
· What does it mean to know a word
· Lexical quality
· The five principles of English spelling
· A spelling / word study routine
bsky.app/profile/davi...
Alt text 2
Instructional Hierarchy - Applied to × tables
Acquisition
Build accurate but slow recall of the tables.
Fluency
Maintain high accuracy with fast recall.
Generalisation
Same facts seen in new ways.
Adaptation
Tables are now a tool for novel problems
Alt text 1
Instructional Hierarchy
Acquisition
New skill or concept. Slow & inaccurate
Fluency
Once accurate, shift to increasing speed.
Generalisation
Apply the learned skill in different contexts
Adaptation
Adapt to solve novel problems
Alt text of David Didau’s two rules of great teaching from @vmnalex.bsky.social’s photo:
1: Know what your students know.
2: Teach every child as if the curriculum, not innate ability, determines success.
Thanks for the alt text David. Keeping up with sessions and posting during them is already distracting enough before trying to add more!