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Mathematics in Australia and the International Baccalaureate. Roger Brown Head of Research Support and Development, International Baccalaureate Organization. Outline of presentation. Australian Education 14 to 16 mathematics education End of high school (18 to 19) mathematics education

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Mathematics in Australia and the International Baccalaureate

Roger Brown

Head of Research Support and Development, International Baccalaureate Organization.


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Outline of presentation

  • Australian Education

    • 14 to 16 mathematics education

    • End of high school (18 to 19) mathematics education

  • International Baccalaureate

    • Middle Years Programme (MYP)

    • Diploma Programme


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Australian Education

  • Each state responsible for education, governed by National Goals for schooling.

  • No national curriculum, but K to 10 Curriculum framework

  • University entrance determined by rank within entire Australian cohort

  • Integrated mathematics courses

Queensland

New South Wales

Victoria



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Summary of age 14 to 16

  • Secondary school commences at either years 7 (age 12/13) or 8 (age 13/14)

  • All curriculum follow structure of Key learning Areas

  • Victoria and Queensland: No end of Year 10 examinations

  • External examination at end of year 10 (age 16/17) in New South Wales


Issues for 14 to16 l.jpg

Benefits

Breadth of content coverage

Encourages wide participation in mathematics

School testing can emulate 18/19 award

Difficulties

Lacking academic rigour

Lack of setting of classes of concern to some

Comparability between systems

Issues for 14 to16



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Summary of age 18 to 19

  • Three mathematics subjects in each state

  • No external written examinations in Queensland

  • Most popular subject in Victoria; Further Mathematics (Discrete mathematics subject)

  • Technology requirements in examinations vary between states


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Benefits

Wide participation

Statistics based subject of equal value to pure mathematics

Moderated coursework important

Difficulties

Lacking academic rigour

University entrance requirements can be problematic

Authenticity of moderated course work of some concern

Issues for 18/19


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International Baccalaureate

  • Three programmes

    • Primary Years Programme (PYP)

    • Middle Years Programme (MYP)

    • Diploma Programme (IBDP)


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International Baccalaureate Middle Years Programme (age:11 - 16)

  • Offered in more than 230 schools in over 53 countries (3 in UK)

  • Approximately 25 000 students world wide

  • Moderated assessment




Issues for myp l.jpg

Benefits

A curriculum framework not a specification

Breadth of content coverage allows for different national systems

Not examination driven

Criterion referenced

Difficulties

Academic rigour

Dependent on school for assessment

Criterion referenced

No end of programme examination

Issues for MYP


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International Baccalaureate Diploma

  • Offered in more than 1300 schools in over 110 countries (44 in UK of which 21 are state schools)

  • Approximately 100 000 students world wide

  • Two examination session, May and November



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Mathematics in the IB Diploma

  • Mathematical Studies SL

    150 hours over 2 years

  • Mathematical Methods SL

    150 hours over 2 years

  • Mathematics Higher Level

    240 hours over 2 years

  • Further Mathematics SL (extension for Mathematics HL)

    150 hours over 2 years



Issues for ib diploma l.jpg

Benefits

Criterion referenced

Three languages

Caters for all academic levels

Not subject to government intervention

Designed by teachers

Difficulties

Elitism and western centric

Does not match well with some national systems

Criterion referenced

Cultural impact on examinations

Issues for IB Diploma


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Further questions and details

  • Board of Studies New South Wales

    • http://www.boardofstudies.nsw.edu.au/

  • Department of Education Science and Training, Australia

    • http://www.dest.gov.au/noosr/cep/australia/index.htm

  • Education Queensland

    • http://education.qld.gov.au/

  • International Baccalaureate Organization

    • www.ibo.org

  • Victorian Curriculum and Assessment Authority

    • http://www.vcaa.vic.edu.au/

  • Email: rgbrown@onetel.net.uk



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Sample MYP test questions

1. Let the functions f, g, h, and k be defined by the following rules

Give the rules of the functions corresponding to:

2.Using a system of rectangular coordinates illustrate the solution of



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VCE Further Mathematics

  • Question 3 A serious illness affects the island’s dragon population. The number, Tn, of sick dragons in week n obeys the difference equation Tn+1 = 2 Tn– 11, for n = 1, 2, . . . , where T1 = k.

    a. If the number of sick dragons in week 2 is 27, find the value of k, the number of sick dragons in week 1.

    b. How many dragons are sick in week 6?

    c. Is the sequence generated by the rule for Tnarithmetic, geometric or neither of these? Justify your answer.

    (November, 2002)







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VCE Mathematical Methods

3. a. Write down an equation in x, the solutions of which give the x-coordinates of the stationary points of the curve whose equation is

The diagram shows the curve whose equation is and the normal to the curve at A, where x = 1.

b. i. Show that the equation of this normal is y = x – 1.5.

ii. Show that this normal is a tangent to the curve at B. Find the exact values of the coordinates of B.

c. i. Write down a definite integral, the value of which is the area of the shaded region.

ii. Find the area of the shaded region, correct to two decimal places.


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