Sixth Assessment

- Modern applications of mathematics and statistics in science, technology and business.
- The development and influence of computers on mathematics.
- The social implications of mathematics.
- Imagine you are teaching next year. A parent comes in to talk to you about your use of historical material in the class and criticises the "time you have been wasting when their child could have being doing proper mathematics". How would you justify the time so spent, and where do you think the weak points of your argument lie?
- Paulus Gerdes, one of the main writers on ethnomathematics has written
"The artisan who initiates a known production technique is generally not doing mathematics. But the artisan(s) who discovered the technique did mathematics, was thinking mathematically. When pupils are stimulated to reinvent such a production technique they are doing and learning mathematics".

Discuss this claim in relation both to cultural manifestations of mathematics and in terms of school mathematics classrooms. How will you decide when a pupil is doing mathematics and when are they doing something else?

- The presentation should last 15 minutes with 5 minutes for questions.

- The presentation should preferably involve all members of the group.

- The document should present the same material as the presentation.

- At the end of the document should be an indication of the contribution of each member of the group.

- An individual mark will be allocated to each member of the group according to their contribution.

- The criteria on which the presentation will be marked are as follows:
a) Use of visual aids

b) Coherence

c) Relevancy of content

d) Timing

e) Confidence of listener

f) Coping with questions

g) Enthusiasm

h) Accuracy or mathematics

i) Comprehensiveness

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