1. Reimagining Level 3 Maths and Calculus
Cami Sawyer Massey University
Rachel Passmore
University of Auckland

2. Groups of 3-4 Ideally Introductions: in your group
at least 2 currently teaching Level 3 maths in each group
Not at the same school
Introductions: in your group
Name
Context of where you teach (rural/city, decile, ),
Do you teach level 3 Calculus? For how many years?
Do you teach scholarship?
Changes you have noticed (in students, exams, )?

3. What is the purpose of your schools’ Level 3 Maths/Stats courses?
Does anyone teach
a mixed calculus/stats course?
only teach statistics?

4. What do you hear back from your students?
Do they tell you about what they learned that was most useful?
Do they tell you about their experiences learning at uni?

5. Why did we start teaching Trigonometry in the 1800’s?
Because it is pure
Because the times required more land surveyors and woodworkers
c) Because it was a predictor of university success
b) of course !

6. Has the nature of mathematics and statistics changed?
In the last 10 Years? 20? 40?
Nature i.e.
the doing?
the teaching?
the learning?
Keith Devlin, Stanford
critical-necessary-changes-of-oecds-pisa-maths-for dedu/

7. What Mathematics do people really need?
(3 min)

8. Map of Mathematics (youtube):

9. Do we teach the curriculum or the assessments?
Do you add things that are missing? What?
What are your extra-curricular goals?
Eg:
Creating a disposition for learning mathematics?
Understanding that maths is a way of thinking and knowing?

10. How do we teach? Making sense of maths or making maths easy?
i.e. Conceptual understanding vs tricks to pass
e.g. understanding composition of function to make sense of
the chain rule or teach many different rules
Universities are wanting students with
good problem solving
good number and algebraic sense
growth mindset
critical thinking
Are those the dispositions that are being developed?

11. Assessments: Level 3 - 15 possible choices
Internal Exams: Which do you teach and why?
Conics (3.1)
Linear Programming (3.2)
Trig Methods (3.3)
Simultaneous Equations (3.15)
Trig Methods (3.3) - Do you teach both modelling and identities?
Critical Path (3.4)
Time series (3.8)
Bivariate (3.9)
Inference (3.10)
Experiment (3.11)

12. Assessments: Level 3 - 15 possible choices
External Exams: Which do you teach and why?
Algebra/Complex (3.5)
Differentiation (3.6)
Integration (3.7)
Stats Reports (3.12)
Probability Concepts (3.13)
Probability Distributions (3.14)
Do your students take all 3 exams?
How do they decide?
Do you help them choose strategies of only answering certain of the equations?

13. What is the purpose of Level 3 Maths with Calculus course?
Does the current Level 3 meet the needs?
What areas need maths?
Which students at your school need maths?
How do they decide or get advice?

14. What could the future of Level 3 Mathematics be?
4 Assessments: 2 Internal, 2 External
Will you teach topics that aren’t in the assessments?
Will the students learn them?
What should be assessed?