RAKESS PYP Mathematics

Parents’ EveningFebruary 1st, 2010

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.

Presentations

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

explore

predict

investigate

solve justifyrepresent

conjecture

explain

formulate

discover developconstruct

describe

verify

use

What were you doing?

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?

What is the danger of mathematics?

http://video.google.com/videoplay?docid=7106559846794044495#

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

RAKESS PYP Mathematics PhilosophyExcerpts:

“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.”

How are Mathematical Teaching Practices Changing?

Increased emphasis on• 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

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

Data HandlingData 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.

In the early years, it looks like: As children move towards secondary school, it explores:

• Collecting, displaying, and interpreting data.

• Using electronic databases• Range, median, mode, mean• Theoretical probabilities

Shape and SpaceExploring the regions, paths, and boundaries of natural space. Interpretation, understanding, and appreciation of 2-dimensional and 3-dimensional world.• In the early years, it looks like: • As children move towards secondary

school, it explores:• Shapes and angles• Scale and ratio• Reading and plotting co-ordinates

MeasurementTo measure is to attach a number to a quantity using a chosen unit. We can measure length, area, volume, perimeter, temperature, and mass.• In the early years, it looks like: • As children move towards secondary

school, it explores:• Area, perimeter, and volume• Accuracy and scale of measurment• Worldwide times

NumeracyThe 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.

• In the early years, it looks like: • As children move towards secondary school, it looks like:

• Computational fluency using all operations• Fractions, decimals, percentages• Complex problem solving

Pattern and FunctionAn 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.’

In the early years, it looks like: As children move towards secondary school, it explores:

• Relationship between operations• It is a foundation for the later study of

algebra.

Summary

Inquiry into Mathematics• Numeracy• Pattern and Function

Inquiry using Mathematics• Data Handling• Shape and Space• Measurement

Inquiry Using Mathematics

• Rob’s video

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.

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

The End