Who is this workshop for?
Classroom teachers in candidate and authorized schools and non-IB teachers.
• Have attended a category 1 workshop
• Have an in-depth understanding of the philosophy and curriculum framework of the programme
The overall purpose for the workshop:
How is mathematics taught using an inquiry approach? How is mathematics addressed within and outside of the context of the programme of inquiry? How do learners construct and transfer meaning and then apply with understanding? The aim of this workshop is to provide participants with the skills, knowledge and ideas needed to successfully address the teaching and learning of mathematics within the context of their educational setting. Teachers will have an opportunity to discuss the teaching and learning of mathematics, share resources and work on relevant curriculum documentation.
Conceptual Understandings:
By the close of the workshop, participants should be able to discuss / reflect and explain or show examples of the following concepts:
Classroom teachers in candidate and authorized schools and non-IB teachers.
• Have attended a category 1 workshop
• Have an in-depth understanding of the philosophy and curriculum framework of the programme
The overall purpose for the workshop:
How is mathematics taught using an inquiry approach? How is mathematics addressed within and outside of the context of the programme of inquiry? How do learners construct and transfer meaning and then apply with understanding? The aim of this workshop is to provide participants with the skills, knowledge and ideas needed to successfully address the teaching and learning of mathematics within the context of their educational setting. Teachers will have an opportunity to discuss the teaching and learning of mathematics, share resources and work on relevant curriculum documentation.
Conceptual Understandings:
By the close of the workshop, participants should be able to discuss / reflect and explain or show examples of the following concepts:
- Mathematics is a way of thinking and a language for making meaning
- In a balanced programme students learn, learn about and learn through mathematics
- Planning, teaching and assessing in mathematics should reflect all the essential elements and the IB learner profile
- In a transdisciplinary programme students learn and apply subject-specific content as a means to understand the world, themselves and each other
- Students construct their understanding of mathematics through ever increasing levels of abstraction (constructing meaning, transferring meaning into symbols, applying with understanding) 6. In the PYP, skills are learned within a context where students can pose problems, solve problems and understand new ideas through inquiry, reflection and collaboration
- The planning, teaching and assessing of mathematics needs to be differentiated in order to meet the broad range of understandings of learners (both within the programme of inquiry and outside)
- A wide range of resources, including manipulatives, supports the development of mathematical understanding
- The PYP planner is a tool to facilitate concept-driven inquiry when units are developed around central ideas (both within the programme of inquiry and outside)
- In order to maximize understanding, students have to be able to critically reflect on and assess their learning
- All PYP teachers have a role in collaborative planning and building a cohesive educational experience for the learners
- There is a range of IB PD that can offer opportunities to consider mathematics in the PYP.