The Victorian Minister for Education has announced that the state’s senior school curriculum will undergo a review. The stated focus of the review is to consider whether “there should be a more explicit requirement for students to meet minimum standards of literacy and numeracy …“. The review appears to be strongly supported by industry, with a representative of the Australian Industry Group noting that “many companies complained school leavers made mistakes in spelling and grammar, and could not do basic maths“.
Dumb and dumber.
First, let’s note that Victorian schools have 12 years (plus prep) to teach the 3 Rs. That works out to 4 years (plus prep/3) per R, yet somehow it’s not working. Somehow the standards are sufficiently low that senior students can scale an exhausting mountain of assignments and exams, and still too many students come out lacking basic skills.
Secondly, the Minister has determined that the review will be conducted by the VCAA, the body already responsible for Victorian education.
If the definition of insanity is doing the same thing over and over and expecting different results, then the definition of insane governance is expecting the arrogant clown factory responsible for years of educational idiocy to have any willingness or ability to fix it.
No, Burkard’s and my new book has nothing to do with going West. A signed copy of our book is, however, first prize in our new Spot the Exam Error(s) Competition. (Some information on our previous exam competition can be found here.)
We spend a fair amount of our blog time hammering Victoria’s school curriculum authority and their silly exams. Earlier this year, a colleague indicated that there were perhaps similar issues out West. We then had a long email exchange with the semi-anonymous Charlie, who pointed out many issues with the 2017 West Australian Mathematics Applications Exam. (Here is part 1 and part 2. WA’s Applications corresponds to Victoria’s Further Mathematics.)
Following our discussion with Charlie, we sent a short but strong letter to WA’s School Curriculum Standards Authority, criticising one specific question and suggesting our (and some others’) general concerns. Their polite fobbing off indicated that our comments regarding the particular question “will be looked into”. Generally on the exam, they responded: “Feedback from teachers and candidates indicates the examination was well received and that the examination was fair, valid and based on the syllabus.” The reader can make of that what they will.
Determine the errors, ambiguities and sillinesses in the 2017 WA Applications Exam, Part 1 and Part 2. (Here, also, is the Summary Exam Report. Unfortunately, and ridiculously, the full report and the grading scheme are not made public, and so cannot be part of the competition.)
Post any identified issues in the comments below (anonymously, if you wish). You may post more than once, particularly on different questions, but please don’t edit on the run with post updates and comments to your own posts. You may (politely) comment on and seek to clarify others’ comments.
This post will be updated below, as the issues (or lack thereof) with particular questions are sorted out.
- Entry is of course free (though you could always donate to Tenderfeet).
- First prize, a signed copy of A Dingo Ate My Math Book, goes to the person who makes the most original and most valuable contributions.
- Consolation prizes of Burkard’s QED will be awarded as deemed appropriate.
- Rushed and self-appended contributions will be marked down!
- This is obviously subjective as all Hell, and Marty’s decision will be final.
- Charlie, Paul, Burkard, Anthony, Joseph, David and other fellow travellers are ineligible to enter.
- Employees of SCSA are eligible to enter, since there’s no indication they have any chance of winning.
- All correspondence will be entered into.
Mathologer recently posted a long video addressing the “proof” by Numberphile of the “astounding result” that 1 + 2 + 3 + … = -1/12. As well as carefully explaining the underlying mathematical truth, Mathologer tore into Numberphile for their video. Mathologer’s video has been very popular (17K thumbs up), and very unpopular (1K thumbs down).
Many who objected to Mathologer’s video were Numberphile fans or semi-literate physicists who were incapable of contemplating the idea that Numberphile could have gotten it wrong. Many others, however, while begrudgingly accepting there were issues with the Numberphile video, strongly objected to the tone of Mathologer’s critique. And it’s true, Mathologer’s video might have been improved without the snarky jokes from that annoying cameraman. (Although, awarding Numberfile a score of -1/12 for their video is pretty funny.) But whining about Mathologer’s tone was mostly a cheap distraction from the main point. Fundamentally, the objections were to Mathologer’s engaging in strong and public criticism, to his lack of collegiality, and these objections were ridiculous. Mathologer had every right to hammer Numberphile hard.
Numberphile’s video is mathematical crap and it continues to do great damage. The video has been viewed over six million times, with the vast majority of viewers having absolutely no clue that they’ve been sold mathematical snake oil. Numberphile made a bad mistake in posting that video, and they’re making a much worse mistake in not admitting it, apologising for it and taking it down.
The underlying issue, a misguided concern for collegiality, extends far beyond one stupid video. There is so much godawful crap around and there are plenty of people who know it, but not nearly enough people willing to say it.
Which brings us to Australian mathematics education.
There is no shortage of people happy to acknowledge privately their frustration with or contempt for the Australian Curriculum, NAPLAN, VCE, AMSI, AAMT, MAV, teacher training, textbooks, and on and on. Rarely are these people willing to formally or publicly express any such opinions, even if they have a natural platform for doing so. Why?
Many feel that any objection is pointless, that there is no hope that they will be listened to. That may well be true, though it may also be self-fulfilling prophecy. If all those who were pissed off spoke up it would be pretty noisy and pretty difficult to ignore.
More than a few teachers have indicated to us that they are fearful of speaking out. They do not trust the VCAA, for example, to not be vindictive. To us, this seems far-fetched. The VCAA has always struck us as petty and inept and devoid of empathy and plain dumb, but not vengeful. The fear, however, is clearly genuine. Such fear is an argument, though not a clinching argument, for remaining silent.
It is also clear, however, that many teachers and academics believe that complaining, either formally or publicly, is simply not nice, not collegial. This is ridiculous. Collegiality is valuable, and it is obviously rude, pointless and damaging to nitpick over every minor disagreement. But collegiality should be a principle, not a fetish.
At a time when educational authorities and prominent “experts” are arrogantly and systemically screwing things up there is a professional obligation for those with a voice to use it. There is an obligation for professional organisations to encourage dissenting voices, and of course it is reprehensible for such organisations to attempt to diminish or outright censor such voices. (Yes, MAV, we’re talking about you, and not only you.)
If there is ever a time to be quietly respectful of educational authority, it is not now.
No one appears to have a bad word for Eddie Woo. And no, we’re not looking to thump Eddie here; the mathematics videos on Eddie’s WooTube channel are engaging and clear and correct, and his being honoured as Local Australian of the Year and as a Top Ten Teacher is really cool. We do, however, want to comment on Eddie’s celebrity status and what it means.
What do Eddie’s videos exhibit? Simply, Eddie is shown teaching. He is explaining mathematics on a plain old whiteboard, with no gizmos, no techno demos, no classroom flipping, rarely a calculator, none of the familiar crap. There’s nothing at all, except a class of engaged students learning from a knowledgeable and engaging teacher.
Eddie’s classroom is not the slightest bit revolutionary. Indeed, it’s best described as reactionary. Eddie is simply doing what good maths teachers do, and what the majority of maths teachers used to do before they were avalanched with woo, with garbage theories and technological snake oil.
Sure, Eddie tapes his lessons, but Eddie’s charmingly clunky videos are not in any way “changing the face of mathematics teaching“. Eddie’s videos are not examples of teaching, they are evidence of teaching. For actual instruction there are many better videos out there. More importantly, no video will ever compare to having a real-live Eddie to teach you.
There are many real-live Eddies out there, many teachers who know their maths and who are teaching it. And, there would be many, many more real-live Eddies if trainee teachers spent more time learning mathematics properly and much less time in the clutches of Australia’s maths ed professors. That’s the real message of Eddie’s videos.
The ACCC has released guidance on the meaning of “free range eggs”, to come into force in April. There are a number of conditions for hens to be designated free range, but the clear mathematical requirement is that the chickens be subject to “a stocking density of 10,000 hens or less [sic] per hectare.” This compares to the maximum of 1500 hens per hectare recommended by the CSIRO. And by Choice. And by the Humane Society International. And by the RSPCA. And by pretty much everyone except Coles and other industry thugs.
The ACCC is just the messenger here, their guidance mirroring the Australian Consumer Law (Free Range Egg Labelling) Information Standard 2017, passed last April. The legislation was introduced by the Minister for Small Business, Michael McCormack. It was McCormack who took credit for the definition of stocking density:
… my decision takes into consideration the views of consumers, advocacy groups and industry, and provides a sensible balance with a focus on informing consumers – so they can make the choice that’s right for their needs.
The reader can assess whether McCormack’s “consideration” has resulted in anything remotely resembling “sensible balance”, or in the ability of consumers to make an informed choice. Or, rather, whether Minister McCormack is simply another National Party asshole.
Well, sort of. Since 2010, France has already banned mobile phones from classrooms; what is controversial is the French proposal to ban mobiles from schools entirely. So, countries like England and Australia are only actively considering what France has accepted without question for years.
We talk about trying to stimulate STEM education in our schools … it seems quite bizarre that we’re talking about banning the most obvious forms of technology at our disposal.
Dr Joanne Orlando, an “expert on children and technology” at UWS is also against any such ban. Responding to government comments, Dr. Orlando responds that
it takes us a few years back from all the work we are doing in education and training … There are so many new ways that mobile devices can add to the classroom.
Thank God for experts.
Last year, Oxford University extended the length its mathematics exams from 90 to 105 minutes. Why? So that female students would perform better, relative to male students. According to the University, the problem with shorter exams is that “female candidates might be more likely to be adversely affected by time pressure”.
There’s good reason to be unhappy with the low percentage of female mathematics students, particularly at advanced levels. So, Oxford’s decision is in response to a genuine issue and is undoubtedly well-intentioned. Their decision, however also appears to be dumb, and it smells of dishonesty.
There are many suggestions as to why women are underrepresented in mathematics, and there’s plenty of room for thoughtful disagreement. (Of course there is also no shortage of pseudoscientific clowns and feminist nitwits.) Unfortunately, Oxford’s decision appears to be more in the nature of statistical manipulation than meaningful change.
Without more information, and the University has not been particularly forthcoming, it is difficult to know the effects of this decision. Reportedly, the percentage of female first class mathematics degrees awarded by Oxford increased from 21% in 2016 to 39% last year, while male firsts increased marginally to 47%. Oxford is presumably pleased, but without detailed information about score distributions and grade cut-offs it is impossible to understand what is underlying those percentages. Even if otherwise justified, however, Oxford’s decision constitutes deliberate grade inflation, and correspondingly its first class degree has been devalued.
The reported defences of Oxford’s decision tend only to undermine the decision. It seems that when the change was instituted last (Northern) summer, Oxford provided no rationale to the public. It was only last month, after The Times gained access to University documents under FOI, that the true reasons became known publicly. It’s a great way to sell a policy, of course, to be legally hounded into exposing your reasons.
Sarah Hart, a mathematician at the University of London, is quoted by The Times in support of longer exams: “Male students were quicker to answer questions, she said, but were more likely to get the answer wrong”. And, um, so we conclude what, exactly?
John Banzhaf, a prominent public interest lawyer, is reported as doubting Oxford’s decision could be regarded as “sexist”, since the extension of time was identical for male and female candidates. This is hilariously legalistic from such a politically wise fellow (who has some genuine mathematical nous).
The world is full of policies consciously designed to hurt one group or help another, and many of these policies are poorly camouflaged by fatuous “treating all people equally” nonsense. Any such policy can be good or bad, and well-intentioned or otherwise, but such crude attempts at camouflage are never honest or smart. The stated purpose of Oxford’s policy is to disproportionally assist female candidates; there are arguments for Oxford’s decision and one need not agree with the pejorative connotations of the word, but the policy is blatantly sexist.
Finally, there is the fundamental question of whether extending the exams makes them better exams. There is no way that someone unfamiliar with the exams and the students can know for sure, but there’s reasons to be sceptical. It is in the nature of most exams that there is time pressure. That’s not perfect, and there are very good arguments for other forms of assessment in mathematics. But all assessment forms are artificial and/or problematic in some significant way. And an exam is an exam. Presumably the maths exams were previously 90 minutes for some reason, and in the public debate no one has provided any proper consideration or critique of any such reasons.
The Times quotes Oxford’s internal document in support of the policy: “It is thought that this [change in exam length] might mitigate the . . . gender gap that has arisen in recent years, and in any case the exam should be a demonstration of mathematical understanding and not a time trial.”
This quote pretty much settles the question. No one has ever followed “and in any case” with a sincere argument.