20 years on
As we embed the changes to 91027 and prepare for a changed format in 91028 I wondered how things used to be...
From the 1996 School Certificate chief markers report.
In the first paragraph it was noted that there was a "continued requirement for candidates to interpret information, to explain, describe and justify their mathematics clearly and concisely"
I discovered investigation tasks in exams are not new -
In 1996 candidates had to carry out an investigation to discover what length and width of a box would give the greatest base area.
To find a solution they could chose their method and were offered a table or grid as a guide.
These investigative type questions first appeared in 1995 and these was one in each paper up to the introduction of NCEA.
I have scanned the questions and put them in the shared 91028 folder
You will see there is a folder called GIVE ONE GET ONE that all teachers can add a question to - this is the quickest way we will build a useful resource. Please be careful to not delete any of the files in this folder
It seems we are singing the same song as our 1996 colleagues when it comes to algebra. The report noted basic algebra techniques were poor - these included
All was not doom and gloom, the chief marker reported there were many "excellent examination papers and a large number of candidates were well taught and had a rich range of mathematical experiences throughout the year"
From the 1996 School Certificate chief markers report.
In the first paragraph it was noted that there was a "continued requirement for candidates to interpret information, to explain, describe and justify their mathematics clearly and concisely"
I discovered investigation tasks in exams are not new -
In 1996 candidates had to carry out an investigation to discover what length and width of a box would give the greatest base area.
To find a solution they could chose their method and were offered a table or grid as a guide.
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| School Certificate 1996 |
These investigative type questions first appeared in 1995 and these was one in each paper up to the introduction of NCEA.
I have scanned the questions and put them in the shared 91028 folder
You will see there is a folder called GIVE ONE GET ONE that all teachers can add a question to - this is the quickest way we will build a useful resource. Please be careful to not delete any of the files in this folder
It seems we are singing the same song as our 1996 colleagues when it comes to algebra. The report noted basic algebra techniques were poor - these included
- expanding
- factorising
- changing the subject and
- solving equations
All was not doom and gloom, the chief marker reported there were many "excellent examination papers and a large number of candidates were well taught and had a rich range of mathematical experiences throughout the year"
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