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NEW ZEALAND ASSOCIATION OF MATHEMATICS TEACHERS INC.

NEW ZEALAND ASSOCIATION OF MATHEMATICS TEACHERS INC. 1. NEW ZEALAND ASSOCIATION OF MATHEMATICS TEACHERS INC. About NZAMT. Originated from meetings in early 70’s Has involved most of the significant teachers of the time over the years Has involved representation from all regions

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NEW ZEALAND ASSOCIATION OF MATHEMATICS TEACHERS INC.

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  1. NEW ZEALAND ASSOCIATION OF MATHEMATICS TEACHERS INC. 1

  2. NEW ZEALAND ASSOCIATION OF MATHEMATICS TEACHERS INC. About NZAMT • Originated from meetings in early 70’s • Has involved most of the significant teachers of the time over the years • Has involved representation from all regions • Has grown in activities and budget over time • Is administered by an Executive which moves around the country • A sub group was formed at Council mtg in 2007 • The sub group recommended regional visits 2

  3. NEW ZEALAND ASSOCIATION OF MATHEMATICS TEACHERS INC. Activities for students • January camp and assignments leading to the invitation to this camp + enrichment activities • Senior competition for year 12 & 13 students (coordinating group assisted by regional ‘markers’) • Monthly web based competitions • Maths Week – 2nd full week in August – fun, challenges and competitions, auction, prizes (contractor and translators) 3

  4. NEW ZEALAND ASSOCIATION OF MATHEMATICS TEACHERS INC. Activities for Teachers • Secure assessment tasks • Links to cool sites • Data Projector activities • Comprehensive (and growing) web based resources • MAP course information • Development band material and certificates 4

  5. NEW ZEALAND ASSOCIATION OF MATHEMATICS TEACHERS INC. Conferences • Held every odd year in 1 of the 6 University cities • NZAMT underwrites • Local organising committee • Conference organiser (usually a University person) • Profit share between Region and NZAMT 5

  6. NEW ZEALAND ASSOCIATION OF MATHEMATICS TEACHERS INC. We pause to Advertise: • Maths Week August 11-15 www.mathsweek.org.nz • Ernest Duncan award for Teaching (usually for producing some resources) Closes end of term 3 • NZAMT11 Conference – Palmerston North September 25 – 27, 2009 • Jim Campbell award for Teaching Excellence presented at conference – closes end of term 1 • NZAMT AGM – November 8 – Wellington (travel covered) 6

  7. NEW ZEALAND ASSOCIATION OF MATHEMATICS TEACHERS INC. NZAMT Structure • Small elected Executive (elected for 2 years) • Executive: Pres, Sec, Treas, Certificates Coordinator Webmaster, Past Pres, co-opted members • Monthly Executive meetings • Council = Executive + 1 Rep from each region • Council meeting once a year (twice in conf. years) • Minutes of both sent to members and regions • Office worker based in Auckland for about 20 hours per week 7

  8. NEW ZEALAND ASSOCIATION OF MATHEMATICS TEACHERS INC. NZAMT Structure 8

  9. NEW ZEALAND ASSOCIATION OF MATHEMATICS TEACHERS INC. Election of Executive • Term of office = 2 years. The current term ends next year. (total = 8 years) • Elected in Conference year, begin January the next year. • Major projects are the web resources, senior competition, maths week, January workshops, liaison with regions, central agencies etc. • The role involves much negotiation as well as historical knowledge • The operation has become much bigger now with 6 figure budgets • The size of the task would mean that it would be difficult for a completely new team to take over the running of the whole operation • 1993 motion to the effect that Exec should not reside in the one place for more than 6 years. • CMA motion – May 2007 • “That the current Executive be nominated for a further two years but by • September 2008 the Executive will have submitted a proposal for a nationally representative Executive structure” 9

  10. NEW ZEALAND ASSOCIATION OF MATHEMATICS TEACHERS INC. NZAMT Structure – into the future … • Size of the operation is significant and daunting for a new Executive • Looking at more regular meetings with regional representatives (with video or Skype or equivalent) • Looking to involve more people in a “phase in” process so that there are knowledgeable people who can confidently continue the work • How do we make the transition to the next Executive? 10

  11. NEW ZEALAND ASSOCIATION OF MATHEMATICS TEACHERS INC. 11

  12. Alignment of Mathematics and Statistics Standardsto the New CurriculumUpdate August/September 2008 NEW ZEALAND ASSOCIATION OF MATHEMATICS TEACHERS INC. 12

  13. NEW ZEALAND ASSOCIATION OF MATHEMATICS TEACHERS INC. At this stage the most we can do is … • Inform you of the process and some of the issues • Alert you the importance of responding to the consultation when it does occur • Get some feedback on some specific issues which will help the writing group at this stage 13

  14. NEW ZEALAND ASSOCIATION OF MATHEMATICS TEACHERS INC. We were optimistic to think that the draft matrix would be ready in time for these NZAMT Forums. Some of the reasons why this material is not ready include: • Our concerns about the timeline delayed signing the contract • Our statistics expert has been overseas for 6 weeks • We thought we would consult on the Achievement Standards first and then do the Unit Standards, but we have to do both together, and this is a much bigger task • There are unresolved issues about the unit standards 14

  15. NEW ZEALAND ASSOCIATION OF MATHEMATICS TEACHERS INC. The story so far … • First proposed in February • NZAMT’s first proposal in Early May • Training for 2 of the writers in May • Writing group met for 3 days in June • Contract signed in July • Draft matrix submitted in July – now the subject of discussion 15

  16. NEW ZEALAND ASSOCIATION OF MATHEMATICS TEACHERS INC. Those who have been involved so far … A number of people were suggested for this but there were specific requirements to be met and after discussion the list below was agreed. • Rhona Lever (Lead) Christchurch • Angela Jones Wellington • Andrew Wright Hawkes Bay • Pip Arnold Auckland • Vince Wright Waikato • Dave Phillipps Christchurch • Alan Parris, Derek Glover NZAMT 16

  17. NEW ZEALAND ASSOCIATION OF MATHEMATICS TEACHERS INC. The Principles Resolved Friday August 22 • Standards must be derived from curriculum or established body of knowledge Level 1 may relate to AO’s from below Level 6 • A standard must have a clear purpose  Clear and achievable outcomes • Credit Parity Credits allocated to a standard should reflect the learning time required to meet the outcomes • Where more than one credit bearing grade is • available, grade distinctions must be based on • qualitative differences in achievement 17

  18. NEW ZEALAND ASSOCIATION OF MATHEMATICS TEACHERS INC. The Principles • A standard must allow valid and reliable assessment  Each assessment task must be at least 1 hr long Limit of 3 standards externally assessed • We will be looking for ways of combining curriculum objectives into bigger standards rather than increase the number of internal standards • This will provide opportunities for questions which link across topics. • Although the external standards may be “bigger” and worth more credits, the increase in assessment time should make them just as accessible, since there will be more opportunities to give evidence for credit. • Standards should not duplicate one another Duplication occurs where 2 standards have significant overlap in outcomes. 18

  19. NEW ZEALAND ASSOCIATION OF MATHEMATICS TEACHERS INC. The current Timeline set by the Ministry and NZQA : The re-writing of standards is to be completed by July 2009 The new standards at all 3 levels are to be implemented in schools in 2010 along with the new curriculum 19

  20. NEW ZEALAND ASSOCIATION OF MATHEMATICS TEACHERS INC. NZAMT has made strong representations to get a longer timeline for the implementation of the Mathematics and Statistics standards. We are optimistic that this unreasonable timeline will be modified. 20

  21. NEW ZEALAND ASSOCIATION OF MATHEMATICS TEACHERS INC. The Technology Issue • Currently we have a list of “banned” calculators • Currently we have parallel standards for CAS • Graphic calculators are allowed but not all students have access to one • From 2010 NZQA had indicated no restrictions on calculators but they are willing to take advice on this • From 2010 NZQA have indicated there will not be parallel standards for CAS Possible change in rules for calculators Equity of student access to technology Removal of parallel standards 21

  22. NEW ZEALAND ASSOCIATION OF MATHEMATICS TEACHERS INC. Progress and Course Implications • The lower level unit standards will remain on the NQF and be available for schools to use and will gain credit for Level 1 NCEA. • There will be flexibility for different courses at level 1 for students not yet ready to operate at Curriculum Level 6. • Do we need as much flexibility as we go up to levels 2 and 3? • If Calculus is a level 2 external then do we need to also have Unit Standards at level 2 which assess aspects of Calculus? • How common is it for schools to use level 1 internals for Year 12 courses? or level 2 internals for Year 13 courses? • The writing group needs to know what rationales can be used to support this type of duplication in the Maths and Stats matrix if the sector needs it. • There is room on the feedback form for schools to give plenty of feedback on this. 24

  23. NEW ZEALAND ASSOCIATION OF MATHEMATICS TEACHERS INC. The Externals • According to the Principles there can be no more than 3 external standards at each level. • It is expected that these would be no more than 12 credits in total • The rules for technology need to be the same for all 3 external standards at a particular level. • Which aspects of the curriculum would you prefer to be assessed externally at level 1? • Why? • What level of technology do you think should be allowed in the externally assessed standards? 23

  24. NEW ZEALAND ASSOCIATION OF MATHEMATICS TEACHERS INC. The next steps … NZAMT and MoE/NZQA work together to resolve outstanding issues Writing group meeting Mid September A draft matrix of all standards is made available on the website early next term Consultation on Matrix after seniors leave – this year Your feedback will inform the writers and level 1 standard writing can begin Draft level 1 standards will be made available on the website – early next year Ongoing consultation on these along with writing and trialling assessment tasks Level 1 standards finalised after considering feedback Steps 6 to 8 will be repeated for levels 2 and 3. 25

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