Here’s a quick but telling nugget of awfulness from Victoria’s 2017 VCE maths exams. Q9 of the first (non-calculator) Methods Exam is concerned with the function

In Part (b) of the question students are asked to show that “*the gradient of the tangent to the graph of f”* equals .

A normal human being would simply have asked for the derivative of f, but not much can go wrong, right? Expanding and differentiating, we have

Easy, and done.

So, how is it that 65% of Methods students scored 0 on this contrived but routine 1-point question? Did they choke on “the gradient of the tangent to the graph of f” and go on to hunt for a question written in English?

The Examiners’ Report pinpoints the issue, noting that the exam question “*required a step-by-step demonstration …*“. And, “*[w]hen answering ‘show that’ questions, students should include all steps to demonstrate exactly what was done*“ (emphasis added). So the Report implies, for example, that our calculation above would have scored 0 because we didn’t explicitly include the step of obtaining a common denominator.

Jesus H. Christ.

Any suggestion that our calculation is an insufficient answer for a student in a senior maths class is pedagogical and mathematical lunacy. This is obvious, even ignoring the fact that Methods questions way too often are flawed and/or require the most fantastic of logical leaps. And, of course, the instruction that “all steps” be included is both meaningless and utterly mad, and the solution in the Examiners’ Report does nothing of the sort. (Exercise: Try to include all steps in the computation and simplification of f’.)

This is just one 1-point question, but such infantilising nonsense is endemic in Methods. The subject is saturated with pointlessly prissy language and infuriating, nano-step nitpicking, none of which bears the remotest resemblance to real mathematical thought or expression.

What is the message of such garbage? For the vast majority of students, who naively presume that an educational authority would have some expertise in education, the message is that mathematics is nothing but soulless bookkeeping, which should be avoided at all costs. For anyone who knows mathematics, however, the message is that Victorian maths education is in the clutches of a heartless and entirely clueless antimathematical institution.