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How far does the “calculator ban” apply to the courses? Do graphics calculators “come back” for higher maths courses, o

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I understand the roadblocks but philosophically is this the continued direction of assessment at university or is there a movement for change?

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It is a shame that there is a huge gap between secondary and tertiary. Why are we not working on making this transistion easy? What is the success rate for the first year Math courses at the Uni? Are students mentored if they are coming from huge background of tech ( calculator) use?

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It is a shame that there is a huge gap between secondary and tertiary. Why are we not working on making this transistion easy? What is the success rate for the first year Math courses at the Uni? Are students mentored if they are coming from huge background of tech ( calculator) use?

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With the huge push in the market for apps and programs to make learning available for students, how do you manage checking all of them, or is there a way to find out if something is good for your educational needs without making a personal investigation

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Can we get someone from Casio in the debate?

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Can we get someone from Casio in the debate?

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Isnt teaching with high tech and then assessing with low tech a bit at odds? Isn't that a bit like learning how to use a car but being tested on a push bike?

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Isnt teaching with high tech and then assessing with low tech a bit at odds? Isn't that a bit like learning how to use a car but being tested on a push bike?

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I am also interested in the assessment at university questions.

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I am also interested in the assessment at university questions.

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Are any courses at Uni looking at different forms of assessment (eg. less focus on end of course exams)?

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What about statistics based exams? Are they expected to calculate statistics with a basic calculator or given them and focus is on interpretations?

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What happens when a student is dead set that his/her “proof” is correct because, in every instance they have tested it, the statement is true, but it is not true outside of the scope of the technology (and the teacher in charge does not understand that the claim is false, but trusts the technological crutch)

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Are scientists and mathematicians in the field using the same tools or do they use more sophisticated tools and models

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Are scientists and mathematicians in the field using the same tools or do they use more sophisticated tools and models

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Was Dan's presentation this morning stats or maths?

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I wonder what Eric Mazur would think about this debate? http://harvardmagazine.com/2012/03/twilight-of-the-lecture 

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I wonder what Eric Mazur would think about this debate? http://harvardmagazine.com/2012/03/twilight-of-the-lecture 

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Expected Student Profiling from Secondary -> Tertiary (JULIA)

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Expected Student Profiling from Secondary -> Tertiary (JULIA)

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What is the standard “pathway” of a student who come into university. Do you notice a difference between the different fundamental skill levels of students who come from different standards backgrounds. I.E. does a student who has done well in level 3 differentiation/integration struggle more or less than a student who has done well in level 2 algebra/statistics?

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How many students who do maths stage 1 continue on all the way with pure maths

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How many students who do maths stage 1 continue on all the way with pure maths

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How difficult is it to develop the technology/programming/code for what you are trying to accomplish with the Desmos program. What pushed you to feel the need to develop the program?

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Do lecturers receive teaching training at all?

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Do lecturers receive teaching training at all?

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I understand the difficulty for universities but is it fair if you pay somewhere near $2000 (and thats online) must be more for other courses to be treated like a number?

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I understand the difficulty for universities but is it fair if you pay somewhere near $2000 (and thats online) must be more for other courses to be treated like a number?