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Mathematics 2006-2009

Frequently Asked Questions

As published in the VCAA Bulletin, December 05, pp.11-12 (PDF - 541KB)

The following FAQs have been prepared in response to questions raised at the VCE Mathematics implementation workshop held during 2005.

 

1. Has the structure and relationships between the Mathematics studies changed?
2. Response:
   The structure and relationships between the Mathematics studies remain the same with some refinement of content in individual studies. Mathematical Methods (CAS), Units 1-4, a pilot program from 2001-2005, was offered by all schools in 2006. Students can complete units in either Mathematical Methods or Mathematical Methods (CAS) but not units at the same level in both studies. The current restrictions and relationships between the studies relating to permissible combinations and credit towards the VCE certificate remain.  
3. What are the differences between Mathematical Methods and Mathematical Methods (CAS)?
4. Response:
   The two studies have common areas of study with very similar content. Students in Mathematical Methods (CAS) use an approved Computer Algebra System (CAS) calculator or software. CAS supports wider enquiry in some topics and the provision of exact solutions for problems in calculus. Students in Mathematical Methods use an approved graphics calculator. The two studies will share a common technology-free Examination 1 from 2006.  
5. Can any other students use a CAS?
6. Response:
   Either one approved graphics calculator or one approved CAS calculator may be used in Further Mathematics Examination 1 and 2 and in Specialist Mathematics Examination 2. This enables students undertaking these studies in conjunction with Mathematical Methods (CAS) to require only one piece of technology (calculator).  
7. What is the intended direction for the two studies MM and MM (CAS)?
8. Response:
   The VCAA has foreshadowed that Mathematical Methods and Mathematical Methods (CAS) will be merged into a single CAS enabled (that is, a technology with integrated numerical, graphical and symbolic functionality) study for the next accreditation period from 2010. Thus, from 2010, an approved CAS would be the required technology for this study and also the corresponding advanced mathematics study. It is envisaged that there would continue to be a technology-free and technology-active examination structure, with examiners assuming student access to an approved CAS for the technology active component for both of these studies. The development of these studies would take place in accordance with the usual VCE review and reaccreditation processes. The VCAA also foreshadowed, in the VCAA Bulletin, March 2005 (PDF - 509KB) that it would direct examiners to assume student access to an approved CAS for Examination 2 in Mathematical Methods and Specialist Mathematics examinations in 2009. As with the introduction of graphics calculators into VCE Mathematics examinations in the late 1990s, the intention was to introduce the technology at the end of an existing accreditation period when teachers were familiar with the current studies, rather than at the beginning of a new Study Design. Following further advice, the VCAA has decided to modify this approach by asking schools to prepare for the changes in 2010 by implementing Mathematical Methods (CAS) Units 1 and 2 in 2009; the VCAA will extend the current arrangements for Mathematical Methods Examination 2 into 2009. This will give schools an additional year for planning and implementation purposes, while ensuring that students receive a suitable preparation for the CAS enabled Unit 3 and 4 mathematics studies in 2010. If schools, based on the VCAA’s earlier announcement, have asked students to purchase an approved CAS at Year 9 in 2006, the VCAA recommends that they enrol these students in Mathematical Methods (CAS) Units 3 and 4 for 2009. This will enable these students to make full use of CAS with respect to the study specifically designed for this purpose. The VCAA will continue to carefully monitor developments in technology, and publish the list of approved technology for mathematics examinations on an annual basis.  
9. How else will examinations change?
10. Response:
    The technology-free Specialist Mathematics Examination 1, and Mathematical Methods and Mathematical Methods (CAS) Common Examination 1 will consist of short answer and extended response type questions and will be one hour in duration. Examination 2 for these studies will contain multiple choice and extended response questions and will be of two hours duration. Further Mathematics examinations will maintain the existing duration and structure. Students will be permitted to bring reference material into the examination for Further Mathematics Examination 1 and 2, Mathematical Methods Examination 2, Mathematical Methods (CAS) Examination 2 and Specialist Mathematics Examination 2. The specifications and conditions relating to this reference material are detailed in the VCAA Bulletin, November 2005, No. 32, p.7 (PDF - 379KB)  
11. How can the nature of by hand (technology free) skills be determined?
12. Response:
    The sample examination questions will provide guidance and examples. Because of the cumulative nature of mathematical knowledge and skills, teachers of Specialist Mathematics Units 1-4, Mathematical Methods Units 3 and 4, and Mathematical Methods (CAS) Units 3 and 4, should also refer to the key knowledge and skills for the outcomes in Mathematical Methods Units 1 and 2.  
13. How extensive are revisions to the current studies?
14. Response:
    All Mathematics studies Units 1-4 have revisions in content and organisation. Changes vary from re-alignment of content within areas of study (for example, Foundation Mathematics); inclusion of new topics (for example, 'Kinematics' in General Mathematics); refinement of topic content (for example, 'Rates of change and calculus' in Mathematical Methods Units 1 and 2). A summary of changes is available.  
15. Are there any changes to School-assessed Coursework in Unit 3-4 studies?
16. Response:
    Mathematics retains the requirements for application tasks, analysis tasks and tests. To replace the annual provision of themes and starting points for application tasks, the VCAA provided schools with a CD containing all relevant previously published VCAA advice.  
17. Will there be further professional development activities?
18. Response:
    The VCAA will continue to provide resources, such as the Mathematical Methods (CAS) CD, information sessions and workshops to support curriculum developments. The focus for 2006-2009 will continue to be on the use of technology. The Mathematical Association of Victoria (MAV) (www.mav.vic.edu.au) will also continue its workshops on design and development of application tasks in 2006. Note: The above link takes you outside the VCAA website to a website not maintained or funded by the VCAA.

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