Many months ago, and many months too late, we submitted an FOI application, seeking documents from ACARA. We were interested in the origins of the statement Why Maths Must Change, signed onto by five prominent mathematics and mathematics education organisations in support of ACARA’s draft mathematics curriculum. We had previously written of our sea-bed low opinion of the statement, but we had also been puzzled by aspects of the statement. In particular, although WMMC has no declared link to ACARA, and although ACARA has to our knowledge never made any public reference to the statement, we had suspected that ACARA was involved in the production of WMMC.
Indeed, this appears to have been the case. Continue reading “The Origins of “Why Maths Must Change””
Are we trying to stir up trouble? No and, of course, yes. And yes. If we were really stirring up trouble, we’d be asking for the worst Aboriginal and Torres Strait Islander elaboration. But yes, as with our previous competitions,1 the intention is to damn an aspect of the draft mathematics curriculum by making evident the faintness of the possible praise. Moreover, given that there is essentially no tradition of Aboriginal or Torres Strait Islander mathematics, something has to be said about this aspect of the curriculum. We do so.2
Continue reading “Which is the Best ATSI Elaboration?”
Yep, ACARA hates algorithms. That may come as a surprise, since ACARA evidently loves the word “algorithm”; it appears fifty-seven times in the draft curriculum. They love something. But it’s not algorithms.
Continue reading “ACARA Hates Algorithms”
This is our final excerpt from Teaching Mathematics at Secondary Level Tony Gardiner’s 2016 commentary and guide to the English Mathematics Curriculum. (The first two excerpts are here and here.) It is a long and beautifully clear discussion of the nature of problem-solving, and its proper place in a mathematics curriculum (pp 63-73). (For Australia’s demonstration of improper placement, see here, here and here.)
Continue reading “Tony Gardiner on Problem Solving”
Our first excerpt from Tony Gardiner’s Teaching Mathematics at Secondary Level is here. Our second excerpt is a short remark on “financial mathematics” in a mathematics curriculum (p 75). The relevance to Australia’s draft curriculum is obvious.
Continue reading “Tony Gardiner on Financial Mathematics”
Does anybody ever properly read Terms of Reference? Probably not, and in the case of ACARA’s Terms of Reference for their curriculum review, this was a fatal error. The Education Minsters who approved ACARA’s ToR screwed up. Royally.
Below, we work through the ACARA’s Terms of Reference, section by section, highlighting critical aspects to the review of the mathematics curriculum. We’ll indicate how the ToR gave, and continues to give, ACARA license to consciously and to thoroughly ignore mathematicians, as well as education ministers. We shall also indicate how, nonetheless, ACARA have violated their own Terms of Reference whenever and however it suited ACARA’s real agenda.
Continue reading “ACARA’s Terms of Reference”
We’re working on a long ACARA post, which, hopefully, will be up in a day or so. In the meantime and as a bit of background for the coming post, readers may wish to have a wander through the Singaporean Primary Mathematics Syllabus.* (The syllabus begins with explanatory chapters, and the content description begins on page 34.)(Added 12/10/21 – The Secondary Syllabus 1-4 is here.)
Continue reading “The Singapore Mathematics Syllabus”
(The preamble for this post is now a post-amble, at the end.)
(12/01/22) The VCAA’s Blunt Implement post has been updated (again), with some information for Specialist 12 teachers.
(11/01/22) The Another Fraction Question post has been updated.
Continue reading “The Update Post”
Dear mathematicians, if you don’t really know about the draft mathematics curriculum, and if you are somehow unaware that the inclusion of new content that you happen to like necessitates the dilution or elimination of other content – content that is more important for everyone, and for a coherent curriculum, and which is already woefully underrepresented – then perhaps you should look beyond your own self interest, shut the hell up and listen to people who have been paying attention. Thank you.