Papers by Alberto Pérez Alonso
Students undertaking mathematics courses in their final year of secondary education in Victoria a... more Students undertaking mathematics courses in their final year of secondary education in Victoria are assessed using a combination of school based coursework assessment and examinations. Over the last decade, students have used technology such as graphics calculators, statistical software, spreadsheets, and computer algebra systems (CAS) extensively in tackling extended investigative, problem solving, and modeling tasks as part of their school based assessment. The use of graphics calculators has been permitted in calculator neutral mathematics examinations since 1997, while from 2000, these examinations will be set with assumed student access to an approved graphics, calculator and will also include some calculator active questions. This development has been supported by the implementation in 2000 of a revised senior mathematics study that includes a technology active learning outcome for all mathematics courses. The University of Melbourne, in partnership with Board of Studies, Victoria, and three calculator companies, has received a major Commonwealth government 3-year research grant 2000-2 to undertake a pilot study (http://www.edfac.unimelb.edu.au/DSME/CAS-CAT) for a CAS active mathematics course and corresponding CAS active examinations, and to plan for its possible accreditation within a revised mathematics study. Congruence between* curriculum, pedagogy, assessment, and values is a key issue for the related discourse. Some important connections between these elements and associated issues for systems and policymakers are discussed. (Contains 18 references.) (Author/ASK) Points of view or opinions stated in this document do not necessarily represent official OERI position or policy.
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Papers by Alberto Pérez Alonso