2019 MATHS

TALENT QUEST
WHAT IS A MATHS INVESTIGATION?

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MATHSTALENTQUEST
WHAT IS A MATHS INVESTIGATION?
• An investigation may be defined as a situation
originating in mathematics or the real world
which lends itself to inquiry

• A mathematics investigation allows students to

examine situations using various techniques
and in the process of their exploration, develop
skills that can be applied to other problems

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MATHSTALENTQUEST
WHY DO A MATHS INVESTIGATION?
 It caters for student diversity, investigative work being viewed as a
key way to engage and motivate learners

 Students need to formulate their own questions from a given

situation. This process provides teachers with a clear indication of
their level of knowledge and understanding of the topic

 It requires students to use mathematical processes to understand

the situation. It also allows students to generate first hand data

 Students develop a systematic record of their own work rather than

just an end product. Allows teachers to see the process incurred

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MATHSTALENTQUEST
RELEVANCE OF THE VICTORIAN CURRICULUM

 MTQ Projects and Investigations address all

three Victorian Curriculum content stands:

Number & Algebra, Measurement & Geometry, Statistics & Probability

 As well as ensures students work with the

four Victorian Curriculum proficiency stands:

Understanding, Fluency, Problem Solving and Reasoning

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MATHSTALENTQUEST
THE VICTORIAN CURRICULUM

 The four proficiency strands reinforce the significance of working mathematically within the content
and describe how the content is being explored or developed

 The curriculum anticipates that schools will ensure all students benefit from access to the power of
mathematical reasoning and learn to apply their mathematical understanding creatively & efficiently

 Using mathematical skills across the curriculum both enriches the study of other learning areas and
contributes to the development of a broader and deeper understanding of numeracy

 It encourages teachers to help students become self-motivated, confident learners through enquiry
and active participation in challenging and engaging experiences

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MATHSTALENTQUEST
DEVELOPING YOUR INVESTIGATION – FIRST DECIDE
 Who will be completing the investigation?
Class, Group (maximum of 6 students) or an individual.
Those completing their investigation in a group or class setting, consider creating smaller
groups (writers group, research group, calculator group) and assigning specific tasks

 What will the investigation be?

A home investigation, a school investigation or a combination of both

 Which investigations will be entered into the competition?

Each school investigation will be entered or our own school judging will occur to decide.
Please note that a maximum of 8 entries per year level will be accepted for state judging.
Some schools host a school expo to display their students work to parents and students

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MATHSTALENTQUEST
GETTING STARTED
 Use mind mapping, brainstorming and lateral thinking
.
 Brainstorm ideas and inspiration for investigation

 Generate ideas for topic and related mathematical content

 Select a topic and outline investigation content

 Ensure acquisition and management of resources

 Develop a plan/timeline and consider presentation format

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MATHSTALENTQUEST

EXAMPLE OF A
MATHS TALENT
QUEST PLAN

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MATHSTALENTQUEST

EXAMPLE OF A
MATHS TALENT
QUEST TIMELINE

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MATHSTALENTQUEST
INVESTIGATION STEPS A question becomes a
problem if the
procedure or method
of solution is not
immediately known,
but requires you to
apply creativity and
previous knowledge
in new and unfamiliar
situations. If the
procedure or solution
is obvious then it is
not a problem but an
exercise

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MATHSTALENTQUEST

INVESTIGATION STEPS - CONTINUED

1. See – Understanding the problem

2. Plan – Deciding on a strategy or plan

3. Do – Solving the problem

4. Check – Checking your results

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MATHSTALENTQUEST
1. SEE – Understanding the Problem
 Identify the problem you want to answer

 Read the problem carefully QUESTIONS TO CONSIDER

 Pick out various parts of the problem  What is the problem asking me?

 Are there any words I don’t understand?

 What do I already know?

 What am I trying to do?

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MATHSTALENTQUEST
2. PLAN – Deciding on a Strategy or Plan
 Gather together all available information

 Make some predictions or guesses QUESTIONS TO CONSIDER

 Think about the different strategies you may use  How am I going to solve the problem?

 Decide what strategies will suit your problem  Have I seen a similar problem before?

 Write down your plan  How can the known help me

with the unknown?

 Can I restate the problem?

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MATHSTALENTQUEST
STRATEGIES FOR SOLVING UNFAMILIAR PROBLEMS
 Trial and error
 Guessing, checking and improving
 Gathering data
 Drawings, diagrams and graphs
 Working backwards
 Looking for patterns
 Writing an equation
 Using a formula
 Simplifying the problem
 Comparing with similar problems
 Elimination of possibilities
 Using a list, table, materials and models
 Acting it out
 Test conjecture

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MATHSTALENTQUEST
3. DO – Solving the Problem
QUESTIONS TO CONSIDER
 Work through one step at a time
 What do I do next?
 Complete each step carefully
 Have I proved I am correct?
 Explain and show how you reach your answer
 Do I continue with my plan?
 Reflect on where you are at
 Is my plan working?
 Rethink and modify your strategies as needed
 Do I need to change my plan?
 Create a new plan if necessary

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MATHSTALENTQUEST
MATHEMATICAL PROCESSES THAT CAN BE USED

 Questioning
 Comparing
 Generalising
 Classifying
 Exploring
 Justifying
 Collecting Data
 Interpreting
 Analysing
 Proving
 Predicting
 Experimenting
 Reflecting
 Estimating
 Hypothesising

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MATHSTALENTQUEST
4. CHECK – Checking your Results
 Think carefully and examine your answer QUESTIONS TO CONSIDER
 Write your answer in complete sentences  How can I check my result?

 Have I used all the important information?

REFLECTIONS AND SELF ASSESSMENT
 Does the answer make sense?
 How could the problem relate to other problems?
 Does it answer the whole problem?
 I there another strategy I could use to get the answer?

 How can I use this method to solve further problems?

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MATHSTALENTQUEST
REFLECTION QUESTIONS AND STATEMENTS
 I have learnt …
 I have found …
 I have discovered …
 I now need to ….
 Today I/ Tomorrow I …
 Something new …
 Something challenging …
 Further thoughts …
 Can I check this another way?
 What happens if?
 How many solutions?
 What else can I learn from this?

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MATHSTALENTQUEST

GRADE FOUR
REFLECTION OF
LEARNING

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MATHSTALENTQUEST

EXAMPLE OF A SELF
ASSESSMENT/
REFLECTION

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MATHSTALENTQUEST

“Mathematics is not a careful march down a well

cleared highway, but a journey into a strange
wilderness, where the explorers often get lost
and discover more than they thought possible”

W. S. Anglin

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