We based our presentation thanks to Kathryn Rymarz and Michael Champion from Newton College and applied it to our school. This project is giving us great results in the Math education development at our school.

2. RETHINKING MATH
at Euroamerican College
By: Viviana Arrunategui, Orosia Cortez and Claudia Rivera
Based on: Kathryn Rymarz and Michael Champion workshop

3. Objective:
To rethink and rebuild Math
methodology at Euroamerican
College

4. Think about 1 or 2 words you think of
when you hear the word
“Mathematics”

5. What about this?

6. Video: Nature by numbers

7. How are mathematics practices
changing?
Increased emphasis on: Decreased emphasis on:
Let’s work in teams.

9. What does the PYP believe about
learning mathematics?
“The power of mathematics for describing and analysing the world
around us is such that it has become a highly effective tool for solving
problems. It is also recognized that students can appreciate the intrinsic
fascination of mathematics and explore the world through its unique
perceptions. 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”, where they enjoy and are enthusiastic when
exploring and learning about mathematics.”
PYP Mathematics Scope and Sequence

10. Constructivist Approach
“It is important that learners acquire mathematical
understanding by constructing their own meaning through
ever-increasing levels of abstraction…”
PYP Mathematics Scope and Sequence
Jerome Bruner

11. What does the IB say?
Learners constructing meaning

12. Constructivist Approach
CRA
Number bonds

13. Constructivist Approach
Coins
Cards

14. Constructivist Approach
CONCRETE SITUATION TRANSFER APPLY
In which other
situation can we
apply this?
Example:
● Make rows with
classmates
● Buy something

15. LET’S PRACTICE
Let’s get in groups and choose an observer.
Solve this situation (word problem) following the
CONSTRUCT - TRANSFER - APPLY method
CONSTRUCT TRANSFER APPLY
EVERYDAY LANGUAGE TECHNICAL LANGUAGE
(Math vocabulary)

16. Register continuum

17. Would your students be able to solve this problem?
Why? Why not?
Collin started a rock collection. He has 23 pieces of granite, 4 pieces of
limestone, and 1 piece of pumice. He has 21 pieces of sandstone. How
many rocks does Collin have in all?
This equation shows how the total number of necklaces Malia owns is
related to the amount of money she spends on additional necklaces.
n = d + 11
The variable d represents the amount of money she spends on additional
necklaces, and the variable n represents the total number of necklaces
she owns. How much money does Malia need to spend on new necklaces
in order to own a total of 18 necklaces?

18. 5 Essentials
in Math
SUPER STRENGTH
● Literacy
● Fluency
● Game-fication
● “Math Talk”
● Reflection

19. Literacy

20. Literacy

21. Literacy

22. Fluency
Counting the maths way: “Magic Fingers”…

23. Fluency
“Magic Fingers” to multiply and divide.

24. Fluency
Sprint

25. Fluency

26. Fluency
Breaking numbers apart with arrow cards.
Read the number aloud. Ask how many one, tens, etc.
Read number in expanded form. Have students add or take away 1,
10, 100, etc. or multiples of 1, 10,
100, etc…
Ask the value of each digit.

27. Game-fication
Let’s Play!
http://www.transum.org/Software/Mathswords/
http://www.online-stopwatch.com/bomb-countdown/full-screen/

28. Math-Talk
(construct meaning)

29. Math-Talk
Story books (apply meaning)

30. Math-Talk
(construct meaning)

31. Students’ reflection is
important to consolidate
their learning.
Reflection

32. Are you familiarized with this PYP basic
knowledge?
METACOGNITION (Self-reflection)
To RETHINK math you need not only to know
this, but also to apply it.
How many elements of the PYP are there?
Which are the 5 elements of the PYP?
Which are the 5 PYP skills?
Which are the 8 PYP concepts?
Which are the 12 PYP attitudes?
Which elements of the PYP are missing?

34. Authentic Tasks Samples

35. Authentic Tasks Samples

36. The clue is to drive inquiry...
ASKING QUESTIONS
BUT WHAT KIND OF QUESTIONS…?

37. What kind of questions do we ask our
students?
How many 5p coins
are needed to make
45p?
I have 5 coins. How
much money could I
have?
What is the difference between these two
questions?

38. To sum up...
1. IB Math: Construct - Transfer - Apply
1. Strategies:
● Literacy
● Fluency
● Game-fication
● Math-talk
● Reflection
3. Open-ended questions (inquiry)

39. Commitments
● All teachers should RETHINK MATH and apply:
○ Construct - Transfer - Apply method
○ Strategies to develop Math Literacy, Fluency, Game-
fication, “Math talk” and Reflection
○ The 5 elements of the PYP
● All teachers should share evidence by using “Google
Drive” which will be shown in a future collaborative
meeting.
● After this presentation, some teachers will monitor classes
development (class observations, peer observation, etc.)

40. Objective:
Share evidence of inquiry based learning in
Math stand alone work.

41. Thank you!
Enjoy your meal!