RAKESS PYP Mathematics

1. RAKESS PYP Mathematics Parents’ Evening February 1st, 2010

2. Directions • Please group yourselves at the tables according to the colour of your cube. • You have ten minutes to explore the problems at your tables. • Please display the green triangle when you’re done. • A member of each group will be expected to present some of your findings. • Please note that most of these problems are harder than the problems we would give to your children.

3. Presentations Briefly: • Explain your problem. • Present your findings.

4. investigate conjecture explore develop discover construct What were you doing? use describe solve justify represent explain formulate predict verify

5. When did you use math today? This week? This month? • Make a list on your paper. • Share with a friend, and build your list. • How many of these required precise calculations?

6. What is the danger of mathematics? http://video.google.com/videoplay?docid=7106559846794044495#

7. What are Mathematics, anyway? • “a science of pattern and order,” – Mathematical Sciences Education Board (1989)

8. RAKESS PYP Mathematics Philosophy Excerpts: “The power of mathematics for describing and analyzing the world around us is such that it has become a highly effective tool for solving problems.” “In the same way that students describe themselves as ‘authors’ or ‘artists’, a school’s programme should also provide students with the opportunity to see themselves as ‘mathematicians.’” “It is intended that students become competent users of the language of mathematics, and can begin to use it as a way of thinking, as opposed to seeing it as a series of facts and equations to be memorized.” “…there are occasions when it is preferable for students to be given a series of strategies for learning mathematical skills in order to progress in their mathematical understanding rather than struggling to proceed.” “Whenever possible, mathematics should be taught through the relevant, realistic context of the units of inquiry.”

9. How are Mathematical Teaching Practices Changing? Increased emphasis on Decreased emphasis on Treating mathematics as isolated concepts and facts Word problems as problem solving One answer, one method – emphasis on answer The teacher as the sole authority for right answers A primary emphasis on pencil and paper computations Textbook as the context for learning Teacher telling about mathematics • Connecting mathematical concepts and applications to learning • Real-life problem-solving using mathematics • A variety of strategies for possible multiple solutions – emphasis on process • Students being encouraged to speculate and pursue hunches • The use of calculators and computers for appropriate purposes • Programme of inquiry as the context for learning • Students and teachers engaged in mathematical discourse

10. Data Handling Data handling allows us to make a summary of what we know about the world and to make inferences about what we do not know. Statistics and Probability allow us to make predictions about future event. As children move towards secondary school, it explores: Collecting, displaying, and interpreting data. Using electronic databases Range, median, mode, mean Theoretical probabilities In the early years, it looks like:

11. Shape and Space Exploring the regions, paths, and boundaries of natural space. Interpretation, understanding, and appreciation of 2-dimensional and 3-dimensional world. As children move towards secondary school, it explores: Shapesand angles Scale and ratio Reading and plotting co-ordinates • In the early years, it looks like:

12. Measurement To measure is to attach a number to a quantity using a chosen unit. We can measure length, area, volume, perimeter, temperature, and mass. As children move towards secondary school, it explores: Area, perimeter, and volume Accuracy and scale of measurment Worldwide times • In the early years, it looks like:

13. Numeracy The discovery of the number system is a language for describing quantities and the relationships between quantities. We use numbers to interpret information, make decisions, and solve problems. As children move towards secondary school, it looks like: Computational fluency using all operations Fractions, decimals, percentages Complex problem solving • In the early years, it looks like:

14. Pattern and Function An exploration of how mathematics applies to the world in which we live. The repetitive feature of patterns can be identified and described as generalized rules called ‘functions.’ As children move towards secondary school, it explores: Relationship between operations It is a foundation for the later study of algebra. In the early years, it looks like:

15. Summary Inquiry into Mathematics Inquiry using Mathematics Data Handling Shape and Space Measurement • Numeracy • Pattern and Function

16. Inquiry Using Mathematics • Rob’s video

17. Investigations • Our school uses the Investigations in Mathematics textbook series, published by Pearson. • We use it as a supplement and as a source of ideas. • Some grades require that parents purchase a consumable book, and others do not. This is because not all of the activities proposed by Pearson make full contextual use of our school’s environment and population. • Wherever possible, we do strive to use them to teach numeracy and pattern and function content in a cohesive, coherent way. We are currently in the process of integrating them as much as possible into the school’s curriculum.

18. Goals for Mathematics Co-ordinator • Short-term goals • Finish rationalization of numeracy curriculum at all grade levels • Gather evidence of comprehension of different strands at all year levels • Medium-term goal • Analyze the collected evidence and situate it on a continuum • Implement an enrichment programme • Implement a “Mathematics Recovery” programme at the early years level. • Long-term goals • Complete the development of the RAKESS mathematics scope and sequence, using the PYP’s new scope and sequence format

19. The End