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      <title>NZ Maths Society Panel Debating Technology by Cami Sawyer</title>
      <link>https://padlet.com/cami_sawyer/lxc7ow8mzdtz</link>
      <description>Moderator: Cami, Panel: Julia, Stephen, Dan</description>
      <language>en-us</language>
      <pubDate>2017-09-19 23:53:15 UTC</pubDate>
      <lastBuildDate>2017-10-03 03:46:52 UTC</lastBuildDate>
      <webMaster>hello@padlet.com</webMaster>
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      <item>
         <title>Post your questions or comments</title>
         <author>cami_sawyer</author>
         <link>https://padlet.com/cami_sawyer/lxc7ow8mzdtz/wish/189150299</link>
         <description><![CDATA[]]></description>
         <enclosure url="" />
         <pubDate>2017-09-20 02:20:41 UTC</pubDate>
         <guid>https://padlet.com/cami_sawyer/lxc7ow8mzdtz/wish/189150299</guid>
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      <item>
         <title></title>
         <author></author>
         <link>https://padlet.com/cami_sawyer/lxc7ow8mzdtz/wish/189158100</link>
         <description><![CDATA[]]></description>
         <enclosure url="" />
         <pubDate>2017-09-20 03:11:11 UTC</pubDate>
         <guid>https://padlet.com/cami_sawyer/lxc7ow8mzdtz/wish/189158100</guid>
      </item>
      <item>
         <title>Prohibition on Calculators (JULIA)</title>
         <author></author>
         <link>https://padlet.com/cami_sawyer/lxc7ow8mzdtz/wish/193256555</link>
         <description><![CDATA[<div>How far does the “calculator ban” apply to the courses? Do graphics calculators “come back” for higher maths courses, o</div>]]></description>
         <enclosure url="" />
         <pubDate>2017-10-03 02:51:21 UTC</pubDate>
         <guid>https://padlet.com/cami_sawyer/lxc7ow8mzdtz/wish/193256555</guid>
      </item>
      <item>
         <title>Tech at University</title>
         <author></author>
         <link>https://padlet.com/cami_sawyer/lxc7ow8mzdtz/wish/193256815</link>
         <description><![CDATA[<div>I understand the roadblocks but philosophically is this the continued direction of assessment at university or is there a movement for change?</div>]]></description>
         <enclosure url="" />
         <pubDate>2017-10-03 02:54:21 UTC</pubDate>
         <guid>https://padlet.com/cami_sawyer/lxc7ow8mzdtz/wish/193256815</guid>
      </item>
      <item>
         <title>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?</title>
         <author></author>
         <link>https://padlet.com/cami_sawyer/lxc7ow8mzdtz/wish/193257032</link>
         <description><![CDATA[]]></description>
         <enclosure url="" />
         <pubDate>2017-10-03 02:56:53 UTC</pubDate>
         <guid>https://padlet.com/cami_sawyer/lxc7ow8mzdtz/wish/193257032</guid>
      </item>
      <item>
         <title>Secondary Micro-Management (STEVEN)</title>
         <author></author>
         <link>https://padlet.com/cami_sawyer/lxc7ow8mzdtz/wish/193257409</link>
         <description><![CDATA[<div>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</div>]]></description>
         <enclosure url="" />
         <pubDate>2017-10-03 03:00:47 UTC</pubDate>
         <guid>https://padlet.com/cami_sawyer/lxc7ow8mzdtz/wish/193257409</guid>
      </item>
      <item>
         <title>Can we get someone from Casio in the debate?</title>
         <author></author>
         <link>https://padlet.com/cami_sawyer/lxc7ow8mzdtz/wish/193257526</link>
         <description><![CDATA[]]></description>
         <enclosure url="" />
         <pubDate>2017-10-03 03:02:02 UTC</pubDate>
         <guid>https://padlet.com/cami_sawyer/lxc7ow8mzdtz/wish/193257526</guid>
      </item>
      <item>
         <title>Isnt teaching with high tech and then assessing with low tech a bit at odds? Isn&#39;t that a bit like learning how to use a car but being tested on a push bike?</title>
         <author>angelajones5</author>
         <link>https://padlet.com/cami_sawyer/lxc7ow8mzdtz/wish/193257692</link>
         <description><![CDATA[]]></description>
         <enclosure url="" />
         <pubDate>2017-10-03 03:03:29 UTC</pubDate>
         <guid>https://padlet.com/cami_sawyer/lxc7ow8mzdtz/wish/193257692</guid>
      </item>
      <item>
         <title>Assessment at University</title>
         <author></author>
         <link>https://padlet.com/cami_sawyer/lxc7ow8mzdtz/wish/193258863</link>
         <description><![CDATA[<div>Are any courses at Uni looking at different forms of assessment (eg. less focus on end of course exams)?</div>]]></description>
         <enclosure url="" />
         <pubDate>2017-10-03 03:13:04 UTC</pubDate>
         <guid>https://padlet.com/cami_sawyer/lxc7ow8mzdtz/wish/193258863</guid>
      </item>
      <item>
         <title>Calculator use</title>
         <author></author>
         <link>https://padlet.com/cami_sawyer/lxc7ow8mzdtz/wish/193258951</link>
         <description><![CDATA[<div>What about statistics based exams? Are they expected to calculate statistics with a basic calculator or given them and focus is&nbsp;on interpretations?</div>]]></description>
         <enclosure url="" />
         <pubDate>2017-10-03 03:13:56 UTC</pubDate>
         <guid>https://padlet.com/cami_sawyer/lxc7ow8mzdtz/wish/193258951</guid>
      </item>
      <item>
         <title>Technology Proof Writing (STEVEN)</title>
         <author></author>
         <link>https://padlet.com/cami_sawyer/lxc7ow8mzdtz/wish/193259031</link>
         <description><![CDATA[<div>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)</div>]]></description>
         <enclosure url="" />
         <pubDate>2017-10-03 03:14:36 UTC</pubDate>
         <guid>https://padlet.com/cami_sawyer/lxc7ow8mzdtz/wish/193259031</guid>
      </item>
      <item>
         <title>I am also interested in the assessment at university questions.</title>
         <author>angelajones5</author>
         <link>https://padlet.com/cami_sawyer/lxc7ow8mzdtz/wish/193260077</link>
         <description><![CDATA[]]></description>
         <enclosure url="" />
         <pubDate>2017-10-03 03:23:00 UTC</pubDate>
         <guid>https://padlet.com/cami_sawyer/lxc7ow8mzdtz/wish/193260077</guid>
      </item>
      <item>
         <title>Are scientists and mathematicians in the field using the same tools or do they use more sophisticated tools and models</title>
         <author>angelajones5</author>
         <link>https://padlet.com/cami_sawyer/lxc7ow8mzdtz/wish/193260332</link>
         <description><![CDATA[]]></description>
         <enclosure url="" />
         <pubDate>2017-10-03 03:25:25 UTC</pubDate>
         <guid>https://padlet.com/cami_sawyer/lxc7ow8mzdtz/wish/193260332</guid>
      </item>
      <item>
         <title>Stats vs Maths</title>
         <author></author>
         <link>https://padlet.com/cami_sawyer/lxc7ow8mzdtz/wish/193260355</link>
         <description><![CDATA[<div>Was Dan's presentation this morning stats or maths?&nbsp;</div>]]></description>
         <enclosure url="" />
         <pubDate>2017-10-03 03:25:42 UTC</pubDate>
         <guid>https://padlet.com/cami_sawyer/lxc7ow8mzdtz/wish/193260355</guid>
      </item>
      <item>
         <title>I wonder what Eric Mazur would think about this debate? http://harvardmagazine.com/2012/03/twilight-of-the-lecture </title>
         <author>angelajones5</author>
         <link>https://padlet.com/cami_sawyer/lxc7ow8mzdtz/wish/193260618</link>
         <description><![CDATA[]]></description>
         <enclosure url="" />
         <pubDate>2017-10-03 03:28:16 UTC</pubDate>
         <guid>https://padlet.com/cami_sawyer/lxc7ow8mzdtz/wish/193260618</guid>
      </item>
      <item>
         <title>Expected Student Profiling from Secondary -&gt; Tertiary (JULIA)</title>
         <author></author>
         <link>https://padlet.com/cami_sawyer/lxc7ow8mzdtz/wish/193261052</link>
         <description><![CDATA[<div>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?</div>]]></description>
         <enclosure url="" />
         <pubDate>2017-10-03 03:33:03 UTC</pubDate>
         <guid>https://padlet.com/cami_sawyer/lxc7ow8mzdtz/wish/193261052</guid>
      </item>
      <item>
         <title>How many students who do maths stage 1 continue on all the way with pure maths</title>
         <author>angelajones5</author>
         <link>https://padlet.com/cami_sawyer/lxc7ow8mzdtz/wish/193261100</link>
         <description><![CDATA[]]></description>
         <enclosure url="" />
         <pubDate>2017-10-03 03:33:35 UTC</pubDate>
         <guid>https://padlet.com/cami_sawyer/lxc7ow8mzdtz/wish/193261100</guid>
      </item>
      <item>
         <title>Designing Desmos Programming (DAN)</title>
         <author></author>
         <link>https://padlet.com/cami_sawyer/lxc7ow8mzdtz/wish/193261351</link>
         <description><![CDATA[<div>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?</div>]]></description>
         <enclosure url="" />
         <pubDate>2017-10-03 03:36:03 UTC</pubDate>
         <guid>https://padlet.com/cami_sawyer/lxc7ow8mzdtz/wish/193261351</guid>
      </item>
      <item>
         <title>Designing Desmos Programming (</title>
         <author></author>
         <link>https://padlet.com/cami_sawyer/lxc7ow8mzdtz/wish/193261359</link>
         <description><![CDATA[]]></description>
         <enclosure url="" />
         <pubDate>2017-10-03 03:36:04 UTC</pubDate>
         <guid>https://padlet.com/cami_sawyer/lxc7ow8mzdtz/wish/193261359</guid>
      </item>
      <item>
         <title>Do lecturers receive teaching training at all?</title>
         <author>angelajones5</author>
         <link>https://padlet.com/cami_sawyer/lxc7ow8mzdtz/wish/193261630</link>
         <description><![CDATA[]]></description>
         <enclosure url="" />
         <pubDate>2017-10-03 03:38:19 UTC</pubDate>
         <guid>https://padlet.com/cami_sawyer/lxc7ow8mzdtz/wish/193261630</guid>
      </item>
      <item>
         <title>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?</title>
         <author>angelajones5</author>
         <link>https://padlet.com/cami_sawyer/lxc7ow8mzdtz/wish/193262489</link>
         <description><![CDATA[]]></description>
         <enclosure url="" />
         <pubDate>2017-10-03 03:46:03 UTC</pubDate>
         <guid>https://padlet.com/cami_sawyer/lxc7ow8mzdtz/wish/193262489</guid>
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