: Introduction
Loading Images

 

The assessments included seventeen tasks investigating students’ understandings, processes and skills in the areas of mathematics called algebra and statistics. Because of limited numbers of tasks in these two areas, and space constraints in this report, these two strands of the curriculum are presented in one chapter.

Algebra involves patterns and relationships in mathematics in the real world, the use of symbols, notation and graphs and diagrams to represent mathematical relationships and ideas, and the use of algebraic expressions for solving problems. Statistics is concerned with the collection, organisation and analysis of data, and the estimation of probabilities and use of probabilities for prediction.

Four tasks were identical for both year 4 and year 8. Seven tasks had overlapping versions for year 4 and year 8 students, with some parts common to both levels. One task was attempted by year 4 students only, and five by year 8 only. Seven are trend tasks (fully described with data for both 1997 and 2001), three are released tasks (fully described with data for 2001 only), and seven are link tasks (to be used again in 2005, so only partially described here).

The tasks are presented in the three sections: trend tasks, then released tasks and finally link tasks. Within each section, tasks attempted (in whole or part) by both year 4 and year 8 students are presented first, followed by tasks attempted only by year 4 students and then tasks attempted only by year 8 students.

Averaged across 36 task components administered to both year 4 and year 8 students, 28 percent more year 8 than year 4 students succeeded with these components. Year 8 students performed better on 35 of the 36 components.

There was evidence of substantial improvement between 1997 and 2001 for year 4 students, but little change over the same period for year 8 students. Averaged across 15 trend task components attempted by year 4 students in both years, 9 percent more students succeeded in 2001 than in 1997. Gains occurred on 14 of the 15 components. At year 8 level, with 28 trend task components included, 1 percent more students succeeded in 2001 than in 1997. Gains occurred on 16 of the 28 components.
 
Chapter Graphic
Loading Images