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| | Paper presented at the Australasian Association of Research in Education, 2000 Sydney |
 | | In the original VCE, fully implemented in 1992, there were two distinct school-based common assessment tasks, a challenging problem and an investigative project which included in their aims the development of students' writing, research and communication skills, areas too often neglected in mathematics classrooms (Forgasz, Tobias and Jones, 1997). |
 | | In 1997 an investigation of mathematics teachers' views on the VCE (n=490 teachers) found widespread support for the greater emphasis on problem solving and project based studies (83%) and this was apparent across all school sectors and regions (Rowley, Brew and Leder 1997; Brew, Leder and Rowley, 1999). |
 | | Furthermore, while the original VCE was aimed to draw together a diversity of courses under the one certificate, the 1997 survey found evidence to suggest that the pre-VCE mathematics curriculum may well have catered better for those students who traditionally would be labeled lower achievers academically (Brew, Rowley and Leder, 1999). |
| www.aare.edu.au /00pap/bre00396.htm (3687 words) |
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