NZIMA Survey - A Profile of Senior Secondary and Beginning Undergraduate Mathematical Sciences

Ideals and Possibilities

Outline

NZIMA has established a two-year programme to bring teachers and lecturers together to create a vision for senior secondary and undergraduate mathematical science. The project is supported by the New Zealand Association of Mathematics Teachers, the New Zealand Mathematical Society, the Royal Society of New Zealand and other stakeholders.

This survey is to gather baseline data on Year 12 & 13 mathematics and statistics teachers' views about barriers to students taking senior mathematics and statistics in schools. We would be grateful for your participation, and results will be widely distributed. If you wish to receive a personal copy of the results, please add your contact details to the questionnaire (otherwise you are welcome to remain anonymous).

This questionnaire is designed for individual mathematics/statistics teachers to complete.

(From this point forward when the question specifies mathematics, please consider this as mathematics and/or statistics.)

Section A

It has been suggested that there is a decline in the number of students taking Year 12 & 13 advancing courses in mathematics (i.e. courses that would enable them to take mathematical sciences at undergraduate level).
Do you agree with this suggestion? yes no
Comment:
 
Now please think of a hypothetical student who has decided not to continue in mathematics at Year 12 even though they are capable of it. For each of the areas A1-A6, please indicate ONE of the given reasons that is the MOST likely reason why that student is not continuing.
A1. Curriculum
Students are not taking senior mathematics because?
a. the school mathematics curriculum is not seen as relevant to their future aspirations
b. the school mathematics curriculum is too difficult in comparison with other subjects
c. the school mathematics curriculum is too theoretical
d. there are non-advancing mathematics courses available that are seen as acceptable
e. Other, please state
 
A2. Assessment & Qualification
Students are not taking senior mathematics because?
a. it is possible to enter university without a mathematics qualification.
b. mathematics standards are believed to be more difficult to achieve than other subjects.
c. assessments in mathematics are different in style from other subjects.
d. Other, please state
 
A3. Subjects at University
Students are not taking senior mathematics because?
a. they are more interested in non-mathematical university courses and careers (e.g. Law or Humanities).
b. they are interested in the same courses, but some of these courses no longer require explicit university mathematics papers (e.g. Medicine or Architecture).
c. they are not as interested in tertiary education as in past years.
d. Other, please state
 
A4. Public Perceptions of Mathematics
Students are not taking senior mathematics because?
a. mathematics is not perceived as such an important subject in the community.
b. mathematics is seen as just as important, but there are more competing areas of importance.
c. mathematics is perceived as important, but is also perceived as increasingly inaccessible.
d. Other, please state
 
 
A5. Teaching
Students are not taking senior mathematics because?
a. the quality of teaching is mathematically poor (i.e. teachers do not have enough mathematical knowledge).
b. the quality of teaching is pedagogically poor (i.e. the teachers are not good teachers).
c. the quality of teaching is fine, students are turned away for other reasons.
d. Other, please state
 
A6. School Environment
Students are not taking senior mathematics because?
a. there are large classes in senior mathematics
b. the desired type of mathematics course is not available
c. the classes in senior mathematics are too small (i.e. not enough to form a community).
d. there are clashes with preferred subjects in the timetable
e. Other, please state
 
Section B
 
Now consider all of these areas.
 
B1.Which areas do you regard as the most important area that a student will consider when choosing Year 12 and 13 courses?
Please choose TWO
a.Curriculum
b.Assessment & Qualifications
c.Subjects at University
d.Public Perceptions of Mathematics
e.Teaching
f.School Environment
g.Other Please state
   
B2. During the last ten years, has there been a change in the level of mathematical ability of Year 13 students?
(Please place a tick to indicate how students ability has changed.)
a.Mathematics with Calculus
Much Worse  No change  Much Better
b.Mathematics with Statistics
Much Worse  No change  Much Better
 
B3.Please list any areas within mathematics where you consider students are now of higher standard
 
B4.Please list any areas within mathematics where you consider students are now of lower standard
 
 
Section C
What single change do you feel is most important in order to increase the numbers of senior secondary students taking advancing mathematics?
 
Section D
Any other comments you would like to make:
 
 
Thank you for participating in our survey.
 
This questionnaire is anonymous, however, if you wish to receive a copy of the results, please enter your contact details below:
Name:
E-mail:
Address:
 
Our contact details:

Louise Sheryn
l.sheryn@math.auckland.ac.nz
Department of Mathematics
University of Auckland
Private Bag 92019
Auckland

Last updated on 26 August 2009 by webmaster@nzima.auckland.ac.nz

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