What Should We Write About?

Having fixed maths education and having run out of things to say, we’re open for suggestions.

Yeah, well, not really, or even close. We have, however, said all we plan to say on ACARA and their ridiculous curriculum, at least until whatever happens happens. And, although our to-do list runs to several volumes, with some to-dos kind of pressing, there is now, finally some space for choice. So, if there is something you wish us to write upon, some WitCH you particularly wish to see updated, whatever, suggestions are welcome. They’ll be ignored, but they’re welcome.

ACARA’s Response to AMSI’s Submission

On July 8, AMSI released its submission to ACARA, in which AMSI called for a halt of the mathematics curriculum review. On July 20, ACARA contacted AMSI, requesting a “consultation session” with AMSI, to enable ACARA “to address [AMSI’s] concerns”. That meeting was held on August 17. Prior to the meeting, ACARA forwarded to AMSI an agenda, together with a long document, Elaboration to Agenda Items. This Elaboration document amounted to a written response to AMSI’s submission, effectively a defense of ACARA’s draft mathematics curriculum.

The purpose of this post is to critique ACARA’s defense as presented in the Elaboration document. ACARA’s defense is extensive, and is astonishing in its nothingness. The self-indulgence of the Elaboration, its poverty of argument, its manipulativeness and special pleading, its level of plain falsehood, and its smug, unrelenting certainty, its unwillingness to offer any but the most trivial concession, is phenomenal.

We shall go through the Elaboration section by section. The analysis is necessarily long, since the Elaboration is classic Gish Gallop and demonstrating the Gish requires galloping alongside. Readers are advised to pour themselves a stiff drink and to get comfortable, with the bottle within easy reach; they might be here a while.

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AMT and ACARA

We’ve sat on this one for a long time. We weren’t sure what to make of it, and we’re still not sure. It seems appropriate to write on it, however, and inappropriate not to.

First, some background. Back in June-July, there was some minor but notable social media activity in the maths ed world; there was encouragement for people to make submissions on the draft curriculum to ACARA before the cut-off date. That’s fine, of course, even if they had been advocating to submit in support of (or in opposition to) the draft, which did not appear to be the case. It felt, however, that there was something coordinated about it all, which if true is still fine, but telling. As well, some such encouragement came from people tied to ACARA, which felt significantly closer to the line.

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Alan Tudge Calls for a Rewrite of the Draft Curriculum

Rebecca Urban has a report in The Australian today (Murdoch, paywalled):

‘Warped lessons must be dumped’: Tudge

Education Minister Alan Tudge says the board of the country’s schooling authority must substantially rewrite its draft national curriculum, warning he will not endorse the proposed document amid concern student outcomes would be harmed. …

In the letter, seen by The Australian, Mr Tudge urged the [ACARA] board to seriously consider recent feedback from education experts, who have flagged concerns that the proposed changes amounted to a weakening of learning standards.

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The Dean of All That He Sees

We don’t pay a lot of attention to ITE and education faculties. Our working assumption is that it’s all nonsense. So, unless something specifically Maths Ed-ish arises, or it looks like someone is about to start a promising war, we just leave them in peace to do their silly stuff. Sometimes, however, their stuff is so silly, a response is called for.

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ACARA Crash 18: Errors in the Draft Mathematics Curriculum

The following is a list of errors – and possible/arguable errors – in the draft mathematics curriculum. Commenters are invited and encouraged to suggest additions, and deletions.

By “error” we mean a statement or instruction that is factually wrong or that makes no logical/mathematical/everyday sense. Some of the listed “errors” are clear-cut, while others are less so. Of course the fact that a statement/instruction made no sense to us does not prove that it makes no sense; we’ve attempted to be fair, being tough on the improper use of technical terms while giving weird phrasings a good-faith pondering in context. Nonetheless, there may well be reasonable interpretations that we have missed. (Of course phrasing that is difficult to interpret has no place in a curriculum document, but that is a separate category of sin.) As well, it is not always clear whether to characterise a statement as an error or simply a really dumb idea, but we’ve tried to stick pretty closely to “error”, leaving the noting of really dumb ideas to our other ninety-eight posts.

The list follows. The majority are elaborations. There are a few content descriptors, for which associated elaborations are indicated by a further indentation. Again, commenters are encouraged both to suggest additions to the list, and to argue for deletions from the list.

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Maths Experts Do Not Reaffirm Support For Curriculum Changes

A few weeks ago, the Sydney Morning Herald published a report by Lisa Visentin and Anna Prytz, with the pithy title,

Maths experts reaffirm support for curriculum changes as leading group sounds alarm

The “leading group” refers to AMSI, which indeed sounded the alarm, calling for a halt of ACARA’s review of the mathematics curriculum. The claim, however, that “maths experts” reaffirmed support for the curriculum changes is, in a word, bullshit. Obviously AMSI did not do so, but also, to a reasonable approximation, no one did.

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