From the Editor
By now, you likely will have had time to read, digest and discuss the recommendations of the Blue Ribbon Panel.
Initially, the panel was set up to look at the results of the Mathematics 30 diploma exam for the past three years and to recommend changes to improve student achievement. It soon became evident to panel members that the problem was not specific to Mathematics 30 but covered a whole spectrum of stakeholders from the students themselves to postsecondary institutions. In some instances, students, for whatever reason, are unable to make a serious commitment to the demanding course. Teachers lack necessary teaching materials and express a desire for professional upgrading. Alberta Education realizes that the course is not designed for 60 percent of the students taking it, that, in some cases, the necessary resources aren’t available, and that the examination may be too long. It is felt that postsecondary institutions, in at least some cases, are requiring Mathematics 30 as a prerequisite for programs that in fact have little complex mathematics in them.
The panel members hope that each of the stakeholders will consider the recommendations seriously and take appropriate action.
The ATA and Alberta Education have already taken some positive action.
Students who write the exam in June will receive an additional 30 minutes if they require it.
We who teach students mathematics should take a serious look at the recommendations directed at us as professionals. Along with our heavy teaching assignments and other commitments, are we making a sincere effort to keep abreast of changes taking place in mathematics education? Are we familiar with the role of modem technology in mathematics education? Are we encouraging school boards, Alberta Education and postsecondary institutions to provide courses, time and funds for teachers to upgrade their knowledge and skills? Are we active members of MCATA and/or NCTM, organizations that provide good resource materials and conferences?
I am likely preaching to the converted because you are already a member of MCATA and therefore have indicated a commitment. How about approaching other mathematics teachers and telling them about the benefits of a MCATA membership and encourage them to join. Our membership number has remained stagnant for years. It would be great to have it reach 1,000 by year’s end. Let’s do our part to help reach this goal.
The MCATA executive is always looking for input from its members as to how it can better meet their needs. MCATA would like to take an active part in responding to the recommendations of the panel and is seeking your help in determining how this can best be done. Please get involved. The challenge is before us!
Have a good summer.
Art Jorgensen
From the Editor
Art Jorgensen
Outstanding Mathematics Educator Award
1994 NCTM Annual Meeting
Thought for the Day
Education is what people get from reading the fine print. Experience is what they get if they don’t read it.
Summer Course
From the President’s Pen
Bob Hart
Summer Workshops
Mathematics Council Annual Conference
Bob Michie
Measuring Up
The Mathematical Sciences Education Board
Challenges
International Mathematical Olympiad
What’s New
Summer Institute on Student Assessment in the Classroom
Yvonne Johnson
71st Annual NCTM Meeting
Marie Hauk
The Right Angle
Notice to All Mathematics 30 Teachers: June and August 1993 Mathematics 30 Diploma Examinations
Change to the Mathematics 30 Formula Sheet
News from Curriculum—Secondary Mathematics
Florence Glanfield
MCATA Executive 1992-93
CMASTE
Junior High School Mathematics Teaching Workshop
New Senior High School Mathematics Program (focus Math 30)
MANAGING DATA: MATHEMATICS &SCIENCE CONNECTIONS
PROPOSED – MATHEMATICS 30 FORMULA SHEET 1994 EXAMINATIONS
Areas under the Standard Normal Curve
RECHARGE YOUR TEACHING!
Addenda Books K – 8
Math Power For All
Chaos, Fractals, and Infinity: Introductory Ideas for the Secondary Classroom
CMASTE
