Cambridge Foundation Mathematics VCE provides new opportunities for teaching and learning maths in an accessible and relevant way. The team of authors have a strong understanding of the needs of Foundation Mathematics students and the value of drawing on real-world contexts to help them to identify and connect maths to their lives.
- The context-first approach gives students a new insight into how to identify maths in everyday situations and use it to solve problems. The wide range of real-world contexts reflects the diverse interests of Victorian students.
- Investigations, practical hands-on activities and the wide variety of applied tasks explicitly draw on the problem-solving cycle, helping students see maths as a tool that can be used to solve problems in life and work.
- Spreadsheets, phone apps, physical and online calculators, and graphing tools are introduced and used as they would be in life or the workplace, and students are encouraged to use the internet to find appropriate tools to solve problems.
- ‘Spotlight’ interviews illuminate how the maths in the course is applied every day in a huge variety of vocations, including the technology and tools they use on the job.
- Topics are carefully sequenced with explicit demonstration (and repetition) of maths skills and students can check they have mastered the topic through the bookending of learning intentions and success criteria (with example questions).
- This careful scaffolding of learning to achieve the best maths literacy outcomes for all students is supported by a range of literacy activities, a glossary of mathematics terms and visual representations of maths concepts wherever possible.
- Teachers are given flexible options for introducing concepts, allowing them to work with the interests of their students.
- Teachers are supported by the inclusion of diagnostic starting activities at the beginning of each chapter that help them identify gaps in prerequisite knowledge, and by detailed notes and lesson plans that outline what the Study Design is asking of students and how to achieve that for each topic. A powerful Learning Management System is also available with the Online Teaching Suite featuring a Test Generator, Task Manager and reporting tools.
Learn more at cambridge.edu.au/vcefoundationmaths
1 Working with maths in the real world: a review
2 Brushing up: number operations. estimations and representations
3 Brushing up: proportions, ratios and percentages
4 Getting to the bottom of investigations
5 Using and applying algebraic thinking
6 Collecting data
7 Representing data
8 Analysing and interpreting data
9 Connecting chance and data
10 Understanding interest, loans, debt and risk
11 Running a business
12 The consumer and citizen in the 21st century
13 Understanding the world of 2D and 3D
14 Using measurement skills
We want to give you the opportunity to view sample pages of our titles so it's easier for you to make decisions.
A new edition of the most trusted VCE maths resources for students and teachers
This new edition of the leading VCE Mathematics series combines authoritative coverage of the new Study Design with a proven teaching and learning formula and innovative digital resources to support ALL students to achieve VCE success. Our highly respected author team now draws on the expertise of additional experienced educators who bring their own classroom experience to interpret the new Study Design and provide logical topic development and rigorous questions that most effectively build student skills. Enhanced digital features including an Exam Generator, student workspaces and self-assessment tools, videos for all worked examples, auto-marked quizzes, Desmos interactives, and a range of downloadable activities, will give students the best assessment preparation available.
Learn more at cambridge.edu.au/vcemaths
ALL TITLES IN SERIES:
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Justine Sakurai
Justine Sakurai has extensive experience teaching in Victorian secondary schools, and more recently has been teaching in tertiary teacher education. She conducts professional development in numeracy and mathematics. She is deeply passionate about mathematics education being accessible for everyone, and for all students to have an opportunity to succeed.
Dave Tout
Dave Tout is an experienced numeracy and maths educator who is particularly interested in making maths relevant, interesting and fun for all students especially those students who are disengaged from mathematics. He has 50 years' educational experience, mainly in the VET sector, working in schools, TAFEs, community providers, universities and workplaces. Dave has written numerous teaching resources and numeracy and maths curriculum including for the VCE and VCAL (and its successor).
Megan Blanch
Megan Blanch is an experienced secondary mathematics and science teacher of over 12 years. She has worked in a range of education settings including Government, Independent and Catholic secondary schools as well as a support and development role with an educational software company. She has presented at numerous conferences including MAV, MASA and Primary Mathematics Teacher Conferences. She is passionate about making mathematics engaging, relevant and accessible for all students.
Mal Hand
Mal started teaching in 1975, and quickly found that she had a knack for engaging reluctant students with maths. She has taught maths in secondary schools, RTOs and TAFEs. Having taught VCAL since its inception, Mal is a committed advocate of applied learning and has presented many professional development sessions for the Victorian Applied Learning Association. She believes students can metaphorically fold up what they have learnt in her maths classes, put it in their pockets, and take it out into their real worlds.
Jim Spithill
Jim worked as a maths teacher for 30 years in schools across Melbourne and greatly enjoyed watching his students gain confidence with mathematics. He also served as President of MAV (The Mathematical Association of Victoria) during his teaching years. Jim joined ACER as test developer in 2010 and until his retirement in 2020 worked on a wide range of assessment. He believes that good resources inform good teaching, which then enables improved student learning.
Pamela McGillivray
Pamela has been a Mathematics teacher for 10 years, first in Western Australia, and now in Victoria. Prior to teaching, she worked in computers and computer operations before joining her partner in his consulting business. Pamela was responsible for the administration side of the company, as well as consulting with and developing software for clients. During this time she became involved in the Australian Quality movement, and spent some time as a volunteer Quality Award Evaluator, evaluating organisations all over Australia.
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