Mr Conic and the National CriteriaAuthor(s): Michael CorneliusSource: Mathematics in School, Vol. 15, No. 2 (Mar., 1986), p. 9Published by: The Mathematical AssociationStable URL: http://www.jstor.org/stable/30214049 .

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MR CONIC and the NATIONAL CRITERIA

by Michael Cornelius University of Durham

It had been a long day. Mr Conic slumped into his usual armchair in the corner of the staffroom. Now the school day was over he must find time to look through these new criteria for the GCSE. "A lot of fuss about nothing, I expect", he thought to himself, "We'll probably go on teaching the same old things in the same old way". He read through the "Aims" and "Objectives" ("Never really un- derstood the difference", he chuckled to himself) and was about to skip on to "Content" when his eye caught: ... respond orally to questions ... discuss mathematical ideas ... carry out mental calculations ... carry out practical and investigational work ... extended pieces of work ... he yawned aloud, "Must be reading about some odd CSE Mode 3 exam", and he fell into his usual snooze ...

"Mr Conic, the head would like a word with you", called the young secretary as she peered around the staffroom door. He followed her along the dimly lit corridor and tapped lightly on the head's door. Inside, to his surprise, were two distinguished, dark-suited men.

"Ah, Conic, let me introduce Mr Logarithm our new mathematics adviser and Dr Division from the GCSE advisory service".

"We are interested", said Dr Division, "In the way you have implemented the new GCSE criteria. Do you mind if we ask you some questions?".

"Not at all", said a smiling, confident Mr Conic, "I am sure you willfind our school to be as forward and progressive as any".

"First, can you tell us how you assess pupils' oral response to questions?"

"Easy", said Mr Conic, leaning forward and wonder- ing at the naivety of the request, "I ask them some- thing like 27 + 12 and note the answer".

"But that's mental calculation", laughed Mr Logarithm.

Mr Conic was a little taken aback but, feeling particularly sharp and remembering some of his recent work was quick to reply, "Well I might ask them to talk about a train timetable".

"Surely that's discussion of mathematical ideas" retorted Dr Division.

"Or, really it would be practical work if you had an actual timetable" sneered Mr Logarithm, "We want some examples of responding orally to questions".

"When I go into the classroom", Mr Conic tried "I ask a pupil what page we had got to in the textbook last lesson".

"Excellent! What a good, original idea" beamed the two visitors. "You clearly run a good department. Now what about 'extended pieces of work'?"

Mr Conic felt he was now getting the feel of things and with some confidence replied, "Well, I often write lots and lots of notes on the board and get the pupils to copy them - usually takes a whole lesson". Dr Division and Mr Logarithm exchanged encouraging glances, "Now that really is a superb idea", said the former, "I have never come across it before but we must do what we can to ensure all pupils do it".

"I suppose we could get pupils to turn to a given page in the book and then copy it out - that would be combining these two excellent ideas together", added Mr Logarithm.

But then a thoughtful look appeared on Dr Division's face, "I'm surprised", he said, "that you have textbooks in your school. Where do they come from? I thought that the latest DES guideline was not more than one text per hundred pupils"

The head wriggled uneasily in his chair, "Er, yes, we do keep to the DES norm but we did have a bring and buy sale recently and parents contributed lots of old books. And anyway," he added, "Our pupils can't actually read them, they just copy".

The two visitors seemed reassured. "Just one more point we would like to raise. The issue of practical work. You do realise, I hope, that it is to be done without any equipment or apparatus and I do note that you put in a request for money to cover the cost of cardboard, scissors, glue and other similar items. You do realise I hope that the DES insists that no extra money is spent and practical work should be done in a theoretical way".

Mr Conic felt suddenly guilty about the small quantity of cardboard he had stored in his cupboard, he must get rid of it before it was discovered - and all those illegal textbooks ...

"Could you tell us what you consider the most important aim in GCSE mathematics, Mr Conic?"

"Er ... Um ...", spluttered Mr Conic, "Er ... perhaps, learning by rote, learning by rote?'"

A hand hit him sharply on the shoulder, "Learning by rote", repeated Mr Conic. "Come on Conic", said Mr Ellipse, "Wake up! You've been snoring and shouting for the last 10 minutes ... and here's a note for you from our adviser asking you to send him details of our plans for GCSE mathematics ...

Mathematics in School, March 19869 19869

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