Australia

Melbourne

Sydney

Brisbane

Adelaide

Perth

Darwin

Canberra

Hobart

Neale Woods• Married while at Washington State University in

1971• Graduated from WSU in 1971• Accepted a two year contact with the Victorian

Education Department in August 1971• Celebrated 40 years of teaching in 2014• Currently employed three days a week at the

Distance Education Centre Victoria

• Celebrated 44th wedding anniversary in 2015• Daughter and two grandchildren living in

Adelaide• Son living in Melbourne• Derive Consultant from 1994• Accredited T3 Australia National Trainer

Australian Curriculum

• Different curriculum for each state but working towards a National Curriculum

• University entry based on Year 12 results• The majority of assessment is based on end-

of-year state assessed examinations

In Victoria, the equivalent of the High School Diploma is the Year 11 and 12 Victorian Certificate of Education (VCE)

Year 11 subjects are at the Units 1 and 2 levelYear 12 subjects are at the Units 3 and 4 level

Victorian Curriculum and Assessment Authority (VCAA)

• Specialist Mathematics – primarily vectors, complex numbers, advanced calculus applications and mechanics

• Mathematical Methods – primarily graphing, calculus methods and probability

• Further Mathematics − primarily statistics and business related mathematics

Victoria has three levels ofYear 12 Mathematics

Study Design from 2002 to 2005

• Specialist Mathematics, Mathematical Methods and Further Mathematics all had two end of year examinations of 1.5 hours duration.

• Graphic and scientific calculators were allowed for both examinations.

Computer Algebra Systems (CAS)

With the introduction of Computer Algebra Systems (CAS), the Victorian Curriculum Assessment Authority (VCAA) ran pilot courses to assess the impact that this technology had on student learning.

Pilot CAS courses from 2002 to 2005

• During these years, pilot Mathematical Methods (CAS) courses were run using various CAS technologies.

• During the pilot period and the transition period, there were two Mathematical Methods courses for students to select from:• Mathematical Methods• Mathematical Methods (CAS)

Mathematical Methods

For the MM course, the assumed technology was an approved non-CAS graphics calculator.

Mathematical Methods (CAS)

For the MMCAS course, the assumed technology was initially an approved CAS calculator (2002) then an approved CAS calculator or software (2003 to 2005). Various CAS options were trialled in different schools.

Transition to CAS2006 to 2009

The transition to CAS years were originally set for 2006 to 2008 but this was extended for one year to enable teachers additional time to learn about CAS.

The introduction of the subsequent technology free and technology assumed examination structure followed the release of a major directions/discussion paper and extended consultation.

Transition to CAS2006 to 2009

During this period, the three subjects had the following restrictions on use of technology during the examinations.

Transition to CAS2006 to 2009

Specialist Mathematics

• A one hour technology free exam and a two hour approved graphics calculator or CAS assumed exam.

• Questions on the technology assumed exam were set so that where technology was applicable they were graphics calculator/CAS functionality neutral.

Mathematical Methods

• Two equivalent subjects were offered during this period: Mathematical Methods and Mathematical Methods (CAS).

• The courses were very similar but Mathematical Methods (CAS) included additional content such as functional equations and matrices.

Mathematical Methods

• MM and MMCAS − A 1 hour common technology free exam

• MM – a 2 hour technology assumed but non-CAS exam (i.e. graphics calculators)

• MMCAS – a 2 hour approved CAS assumed exam

Around 80% of the questions were common to the MM and MMCAS exams.

Further Mathematics

• Two 1.5 hour CAS permitted exams• Technology questions were CAS neutral.

i.e. capable of being completed using either a graphics or a CAS calculator.

School Assessed Coursework

• All three courses have 34% of internal School Assessed Coursework (SAC).

• Students complete five assignments/tests during the year that are corrected and moderated by the teachers in each school.

• The results from each school are standardised and aligned with the end of year examination results.

The non-CAS Mathematical Methods subject is no longer offered so Mathematical Methods(CAS) is now referred to as Mathematical Methods.

Study Designs from 2010 to 2015

Study Designs from 2010 to 2015

• Specialist Mathematics – a 1 hour technology free exam and a 2 hour approved CAS assumed exam

• Mathematical Methods – a 1 hour technology free exam and a 2 hour approved CAS assumed exam

• Further Mathematics – two 1.5 approved CAS assumed exams

Other States

Western Australia• Changed over to CAS at the start of

2009.• One 3 hour exam. First 1 hour is

technology free. Remaining 2 hours are CAS assumed.

New South Wales

Scientific calculators only permitted on the exams

TasmaniaCAS calculators permitted on the exams

Queensland

• A technology component in mathematics is assumed but the school can select either CAS or non-CAS

• Assessment is not externally assessed

South Australia andthe Northern Territory

• CAS technology not permitted on examinations, only graphics calculators

• Awaiting the arrival of the National Curriculum

ACARA

• Australian Curriculum, Assessment and Reporting Authority (ACARA) is responsible for a national curriculum from kindergarten to Year 12.

• ACARA have been informed of the 2010 to 2012 review of the VCE mathematics study.

National Curriculum

Four Mathematics subjects at both Year 11 and Year 12. • Specialist Mathematics• Mathematical Methods• General Mathematics• Essential MathematicsThis is the goal but states still have their own separate curricula.

Successful Transition to CAS in Victoria

• Separate technology free and technology permitted examinations for higher level mathematics has been the key to this success.

• Encouraging the use of CAS technology for the lower level mathematics has empowered students with the tools to achieve success.