What is Mathematics Paper 3 for

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What is Mathematics Paper 3 for?

• Presented by Dr Belinda Huntley
• School of Mathematics
• University of the Witwatersrand

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Paper 3 Content and distribution of marks
(Adapted from Subject Assessment Guidelines
Mathematics-January 2007, Table 3.6, p12)
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The purpose of Mathematics paper 3

• Conceptual skills
• Problem solving
• Exploration of 2 and 3-dimensional space
• Introduction of logic
• Proof
• Investigative/deductive thinking
• Analytical/abstract thinking
• Spatial perception and reasoning
• Reading and interpreting word problems(modelling)

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Should all /some learners and schools be
encouraged to offer paper 3

• If the
• If the conceptual skills/concepts taught in Paper
  3 are not taught to learners at a young age, then
  they may never be acquired.

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Should universities make Mathematics Paper 3 a
requirement for entry to mathematics-related
degrees?

• Engineering Faculties have expressed the view
  that Paper 3 should be compulsory for entrance.
  The problem is that while the paper is optional,
  schools are not offering it. Thus many learners
  would be disqualified from the Engineering
  Faculty.
• This is not the learners fault!

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Record high enrolments in 2009 at Tertiary
Institutions!!!

• Keeping Paper 3 optional resulted in a sudden
  spike in the matric results.
• This in turn resulted in more students qualifying
  for University entrance-
• 63 000 (2009) compared to 25 000 (2008).
• This has placed enormous strain on the quality of
  teaching at universities.

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2009 cohort of students at universities

• 3 characteristics
• First group to have been subjected to the OBE
  approach for their entire school career
• First group for whom some form of mathematics was
  compulsory up to grade 12 level in the form of
  mathematics or mathematical literacy
• Mathematics marks for grade 12 were exceptionally
  high and many more students qualified for
  university entrance.

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Feedback from universities on 2009-intake with
respect to mathematically related disciplines

• Performance
• General attributes
• Mathematical attributes
• Content related attributes
• (Engelbrecht Harding (2009), University of
  Pretoria )
• University of the Witwatersrand, University of
  Pretoria, University of Stellenbosch, University
  of Cape Town, University of KwaZulu Natal, North
  West University, Nelson Mandela Metropolitan
  University.

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2009 first year tertiary results disturbing!
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Observations

• Students lack spatial reasoning
• Students cannot visualise in 2 and 3-dimensional
  space
• Students cannot read and interpret word problems
  
• Students believe that there are algorithms and
  rules that will solve every problem
• Students lack the ability to see and prove
  complex connections
• Students have an unrealistic expectation of
  their mathematical abilities

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Conclusion

• Achievements in mathematics and the
  mathematically-related disciplines are not on par
  with those of first-year students in previous
  years.
• However, anecdotal evidence suggests that the
  2009 cohort takes to reading tasks more easily
  and more readily, have more self-confidence, are
  resourceful and seem to engage more competently
  in group work tasks and self-study.

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RecommendationA National Solution

• It is clear that current assessment practices
  need to be revised.
• The new school system necessitates change from
  both schools as well as universities in order to
  ensure a transition from secondary to tertiary
  level that is surmountable.