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The paper discusses policy and implementation developments, including calculator-permitted examinations and a revised senior mathematics study with technology-active learning outcomes, as well as a funded pilot for CAS-active courses and assessments.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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\nIDENTIFIERS  \nABSTRACT  \nDOCUMENT RESUME  \nLeigh-Lancaster,David  \nCurriculum and Assessment Congruence--Computer AlgebraSystems(CAS)in Victoria.2000-06-08  \n14p.;Paper presented at the T3 World-Wide Conference  \n(Tokyo,Japan,August 6-8,2000).  \nOpinion Papers(120)--Speeches/Meeting Papers(150)MF01/PC01 Plus Postage.  \n*Algebra;Computer Uses in Education;Educational  \nTechnologY;Grade 12;*Graphing Calculators;High Schools;Mathematics Curriculum;*Mathematics Instruction;*Testing*Australia(Victoria)  \nStudents undertaking mathematics courses in their final yearof secondary education in Victoria are assessed using a combination of schoolbased coursework assessment and examinations.Over the last decade,studentshave used technology such as graphics calculators,statistical software,spreadsheets,and computer algebra systems(CAS)extensively in tacklingextended investigative,problem solving,and modeling tasks as part of theirschool based assessment.The use of graphics calculators has been permittedin calculator neutral mathematics examinations since 1997,while from 2000,these examinations will be set with assumed student access to an approvedgraphics calculator and will also include some calculator active questions.This development has been supported by the implementation in 2000 of arevised senior mathematics study that includes a technology active learningoutcome for all mathematics courses.The University of Melbourne,inpartnership with Board of Studies,Victoria,and three calculator companies,has received a major Commonwealth government 3-year research grant 2000 -2to undertake a pilot study(http://www.edfac.unimelb.edu.au/DSME/CAS-CAT)fora CAS active mathematics course and corresponding CAS active examinations,and to plan for its possible accreditation within a revised mathematicsstudy.Congruence between curriculum,pedagogy,assessment,and values is akey issue for the related discourse.Some important connections between theseelements and associated issues for systems and policymakers are discussed.(Contains 18 references.)(Author/ASK)  \n\n| Reproductions supplied by EDRS are the best that can be made  \u003Cbr>from the original document.   |\n| --- |\n\nED 444856  \nb  \n高ERIC  \n(  \n10  \nAThis document has been reproduced asecejved from the person or organizationoriginating it.  \n□ Minor changes have been made toimprove reproduction quality  \n·Points of view or opinions stated in thisdocumentdo not necessarily representoflicial OERI position or policy.  \n# Curriculum and AssessmentCongruence--ComputerAlgebra Systems(CAS)in Victoria\n\nbyDavid Leigh-Lancaster  \nThe views expressed inthis paper are those ofthe author and do not  \nnecessarily represent theviews of the Board ofStudies,Victoria.  \n1另  \n以  \nER°C  \n# Curriculum and assessment congruence -Computer Algebra Systems(CAS)in Victoria\n\nDavid Leigh-Lancaster,Manager,Mathematics Key Learning Area,Board of studies,Victoria,AUSTRALIA  \n## Abstract\n\nStudents undertaking mathematics courses in their final year of secondary education inVictoria are assessed using a combination of school based coursework assessment andexaminations.Over the last decade,students have used technology such as graphicscalculators,statistical software,spreadsheets and computer algebra systems extensively intackling extended investigative,problem solving and modeling tasks as part of their schoolbased assessment.The use of graphics calculators has been permitted in calculator neutralmathematics examinations since 1997,while from 2000,these examinations will be setwith assumed student access to an approved graphics calculator and will also include somecalculator active questions.This development has been supported by the implementation in2000 of a revised senior mathematics study that includes a technology active learningoutcome for all mathematics courses.The University of Melbourne,in partnership withBoard of Studies,Victoria,and three calc","cbCaih8UyXsADsdA","https://ap.wps.com/l/cbCaih8UyXsADsdA","pdf",301777,15,"English","# Abstract\n# Introduction","[{\"question\":\"How are students in Victoria assessed in final-year mathematics courses?\",\"answer\":\"They are assessed using both school-based coursework assessment and examinations.\"},{\"question\":\"Which technologies are described as being used for extended mathematical tasks?\",\"answer\":\"The paper highlights graphics calculators, statistical software, spreadsheets, and computer algebra systems (CAS) for investigations, problem solving, and modeling.\"},{\"question\":\"What change supported graphics calculator access in mathematics examinations?\",\"answer\":\"Graphics calculators have been permitted in calculator-neutral exams since 1997, and from 2000 examinations were set with assumed access to an approved calculator and included calculator-active questions.\"}]","Curriculum and assessment congruence -Computer Algebra Systems(CAS) in Victoria | PDF",1789908665,38]