Mathematics in the PYP

Good mathematics practice

It is important that learners acquire mathematical understanding by constructing their own meaning through ever-increasing levels of abstraction, starting with exploring their own personal experiences, understandings and knowledge. Additionally, it is fundamental to the philosophy of the PYP that, since it is to be used in real-life situations, mathematics needs to be taught in relevant, realistic contexts, rather than by attempting to impart a fixed body of knowledge directly to students. How children learn mathematics can be described using the following stages.

It is useful to consider these stages when planning developmentally appropriate learning experiences at all ages. Schools that have local and/or national curriculum requirements in mathematics should articulate how best these can be incorporated into their planning, teaching and assessing of mathematics.

Constructing meaning about mathematics

Learners construct meaning based on their previous experiences and understanding, and by reflecting upon their interactions with objects and ideas. Therefore, involving learners in an active learning process, where they are provided with possibilities to interact with manipulatives and to engage in conversations with others, is paramount to this stage of learning mathematics.

When making sense of new ideas all learners either interpret these ideas to conform to their present understanding or they generate a new understanding that accounts for what they perceive to be occurring. This construct will continue to evolve as learners experience new situations and ideas, have an opportunity to reflect on their understandings and make connections about their learning. 

Transferring meaning into symbols

Only when learners have constructed their ideas about a mathematical concept should they attempt to transfer this understanding into symbols. Symbolic notation can take the form of pictures, diagrams, modelling with concrete objects and mathematical notation. Learners should be given the opportunity to describe their understanding using their own method of symbolic notation, then learning to transfer them into conventional mathematical notation.

Applying with understanding

Applying with understanding can be viewed as the learners demonstrating and acting on their understanding. Through authentic activities, learners should independently select and use appropriate symbolic notation to process and record their thinking. These authentic activities should include a range of practical hands-on problem-solving activities and realistic situations that provide the opportunity to demonstrate mathematical thinking through presented or recorded formats. In this way, learners are able to apply their understanding of mathematical concepts as well as utilize mathematical skills and knowledge.

As they work through these stages of learning, students and teachers use certain processes of mathematical reasoning.

They use patterns and relationships to analyse the problem situations upon which they are working. They make and evaluate their own and each other’s ideas. They use models, facts, properties and relationships to explain their thinking. They justify their answers and the processes by which they arrive at solutions.

In this way, students validate the meaning they construct from their experiences with mathematical situations. By explaining their ideas, theories and results, both orally and in writing, they invite constructive feedback and also lay out alternative models of thinking for the class. Consequently, all benefit from this interactive process.

Play and exploration have a vital role in the learning and application of mathematical knowledge, particularly for younger students. In a PYP learning environment, mathematics skills and activities need to occur in authentic settings. As educators, we need to provide a variety of areas and resources to allow students to encounter situations that will introduce and develop these skills. In this environment, students will be actively involved in a range of activities that can be free or directed. In planning the learning environment and experiences, teachers need to consider that young students may need to revisit areas and skills many times before understanding can be reached. Applying mathematical skills to real-world tasks supports students’ learning.

A PYP teacher’s personal knowledge of mathematics is of key importance. What teachers themselves understand shapes which resources they choose, what learning experiences they design and how effectively they teach. The teacher’s own interest in, and development of, the subject area is maintained through regular professional development, reading of professional journals and, especially, through regular contact with colleagues who share their commitment to teaching mathematics through inquiry. Commercially available resources for teaching mathematics are carefully evaluated to ensure that they meet the needs of the teacher and the students, and the requirements of the programme.

Students and teachers should use the eight key concepts and related questions (presented later in this section) to guide their inquiries. Examples of how to do this can be found in the PYP Mathematics scope and sequence (2009). Teachers should regard these as prompts for developing suitable activities to address the mathematics skills and concepts required.

How mathematics practices are changing

Structured, purposeful inquiry is the main approach to teaching and learning mathematics in the PYP. However, it is recognized that many educational innovations (or, more accurately, educational reworkings) suffer from the advocacy of a narrow, exclusive approach. The PYP represents an approach to teaching that is broad and inclusive in that it provides a context within which a wide variety of teaching strategies and styles can be accommodated, provided that they are driven by a spirit of inquiry and a clear sense of purpose.

The degree of change needed to teach mathematics in this way will depend on the individual teacher. For those teachers who have grown weary of imposed change for which they see little point, it should be stressed that teachers are not expected to discard years of hard-earned skill and experience in favour of someone else’s ideas on good teaching. It is suggested, rather, that teachers engage in reflection on their own practice, both individually and in collaboration with colleagues, with a view to sharing ideas and strengths, and with the primary aim of improving their teaching to improve student learning. In doing so, they will be modelling the skills and attitudes that have been identified as essential for students.

As an aid to reflection, the following set of subject-specific examples of good practice has been produced. It is believed that these examples are worthy of consideration by anyone committed to continuous improvement.

Mathematics strands

 

What do we want students to know?

 

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.

  • Data can be collected, organized, represented and summarized in a variety of ways to highlight similarities, differences and trends; the chosen format should illustrate the information without bias or distortion.
  • Probability can be expressed qualitatively by using terms such as “unlikely”, “certain” or “impossible”. It can be expressed quantitatively on a numerical scale. 

Measurement

To measure is to attach a number to a quantity using a chosen unit. Since the attributes being measured are continuous, ways must be found to deal with quantities that fall between numbers. It is important to know how accurate a measurement needs to be or can ever be.

 

Shape and space

The regions, paths and boundaries of natural space can be described by shape. An understanding of the interrelationships of shape allows us to interpret, understand and appreciate our two-dimensional (2D) and three- dimensional (3D) world.

 

Pattern and function

To identify pattern is to begin to understand how mathematics applies to the world in which we live. The repetitive features of patterns can be identified and described as generalized rules called “functions”. This builds a foundation for the later study of algebra.

 

Number

Our number system is a language for describing quantities and the relationships between quantities. For example, the value attributed to a digit depends on its place within a base system.

Numbers are used to interpret information, make decisions and solve problems. For example, the operations of addition, subtraction, multiplication and division are related to one another and are used to process information in order to solve problems. The degree of precision needed in calculating depends on how the result will be used.

 

Overall expectations in mathematics

The Mathematics scope and sequence (2009) has been designed in recognition that learning mathematics is a developmental process and that the phases a learner passes through are not always linear or age related. For this reason the content is presented in continuums for each of the five strands of mathematics— data handling, measurement, shape and space, pattern and function, and number. The content of each continuum has been organized into four phases of development, with each phase building upon and complementing the previous phase. The continuums make explicit the conceptual understandings that need to be developed at each phase. Evidence of these understandings is described in the behaviours or learning outcomes associated with each phase and these learning outcomes relate specifically to mathematical concepts, knowledge and skills. Additionally, the learning outcomes have been written to reflect the stages a learner goes through when developing conceptual understanding in mathematics— constructing meaning, transferring meaning into symbols and applying with understanding.

The scope and sequence also identifies the overall expectations considered appropriate in the PYP. These overall expectations (outlined here) are not a requirement of the programme. However, schools need to be mindful of practice C1.23 in the IB Programme standards and practices (2005) that states “If the school adapts, or develops, its own scope and sequence documents for each PYP subject area, the level of overall expectation regarding student achievement expressed in these documents at least matches that expressed in the PYP scope and sequence documents.” To arrive at such a judgment, and given that the

Making the PYP happen: A curriculum framework for international primary education            89Mathematics in the Primary Years Programme

overall expectations in the Mathematics scope and sequence (2009) are presented as broad generalities, it is recommended that schools undertake a careful consideration of their own scope and sequence document in order to identify the overall expectations in mathematics for their students.

 

Data handling

Phase 1

Learners will develop an understanding of how the collection and organization of information helps to make sense of the world. They will sort, describe and label objects by attributes and represent information in graphs including pictographs and tally marks. The learners will discuss chance in daily events.

Phase 2

Learners will understand how information can be expressed as organized and structured data and that this can occur in a range of ways. They will collect and represent data in different types of graphs, interpreting the resulting information for the purpose of answering questions. The learners will develop an understanding that some events in daily life are more likely to happen than others and they will identify and describe likelihood using appropriate vocabulary.

Phase 3

Learners will continue to collect, organize, display and analyse data, developing an understanding of how different graphs highlight different aspects of data more efficiently. They will understand that scale can represent different quantities in graphs and that mode can be used to summarize a set of data. The learners will make the connection that probability is based on experimental events and can be expressed numerically.

Phase 4

Learners will collect, organize and display data for the purposes of valid interpretation and communication. They will be able to use the mode, median, mean and range to summarize a set of data. They will create and manipulate an electronic database for their own purposes, including setting up spreadsheets and using simple formulas to create graphs. Learners will understand that probability can be expressed on a scale (0–1 or 0%–100%) and that the probability of an event can be predicted theoretically.

 

Measurement

Phase 1

Learners will develop an understanding of how measurement involves the comparison of objects and the ordering and sequencing of events. They will be able to identify, compare and describe attributes of real objects as well as describe and sequence familiar events in their daily routine.

Phase 2

Learners will understand that standard units allow us to have a common language to measure and describe objects and events, and that while estimation is a strategy that can be applied for approximate measurements, particular tools allow us to measure and describe attributes of objects and events with more accuracy. Learners will develop these understandings in relation to measurement involving length, mass, capacity, money, temperature and time.

Phase 3

Learners will continue to use standard units to measure objects, in particular developing their understanding of measuring perimeter, area and volume. They will select and use appropriate tools and units of measurement, and will be able to describe measures that fall between two numbers on a scale. The learners will be given the opportunity to construct meaning about the concept of an angle as a measure of rotation.

Phase 4

Learners will understand that a range of procedures exists to measure different attributes of objects and events, for example, the use of formulas for finding area, perimeter and volume. They will be able to decide on the level of accuracy required for measuring and using decimal and fraction notation when precise measurements are necessary. To demonstrate their understanding of angles as a measure of rotation, the learners will be able to measure and construct angles.

 

Shape and space

Phase 1

Learners will understand that shapes have characteristics that can be described and compared. They will understand and use common language to describe paths, regions and boundaries of their immediate environment.

Phase 2

Learners will continue to work with 2D and 3D shapes, developing the understanding that shapes are classified and named according to their properties. They will understand that examples of symmetry and transformations can be found in their immediate environment. Learners will interpret, create and use simple directions and specific vocabulary to describe paths, regions, positions and boundaries of their immediate environment.

Phase 3

Learners will sort, describe and model regular and irregular polygons, developing an understanding of their properties. They will be able to describe and model congruency and similarity in 2D shapes. Learners will continue to develop their understanding of symmetry, in particular reflective and rotational symmetry. They will understand how geometric shapes and associated vocabulary are useful for representing and describing objects and events in real-world situations.

Phase 4

Learners will understand the properties of regular and irregular polyhedra. They will understand the properties of 2D shapes and understand that 2D representations of 3D objects can be used to visualize and solve problems in the real world, for example, through the use of drawing and modelling. Learners will develop their understanding of the use of scale (ratio) to enlarge and reduce shapes. They will apply the language and notation of bearing to describe direction and position.

 

Pattern and function

Phase 1

Learners will understand that patterns and sequences occur in everyday situations. They will be able to identify, describe, extend and create patterns in various ways.

Phase 2

Learners will understand that whole numbers exhibit patterns and relationships that can be observed and described, and that the patterns can be represented using numbers and other symbols. As a result, learners will understand the inverse relationship between addition and subtraction, and the associative and commutative properties of addition. They will be able to use their understanding of pattern to represent and make sense of real-life situations and, where appropriate, to solve problems involving addition and subtraction.

Phase 3

Learners will analyse patterns and identify rules for patterns, developing the understanding that functions describe the relationship or rules that uniquely associate members of one set with members of another set. They will understand the inverse relationship between multiplication and division, and the associative and commutative properties of multiplication. They will be able to use their understanding of pattern and function to represent and make sense of real-life situations and, where appropriate, to solve problems involving the four operations.

Phase 4

Learners will understand that patterns can be represented, analysed and generalized using algebraic expressions, equations or functions. They will use words, tables, graphs and, where possible, symbolic rules to analyse and represent patterns. They will develop an understanding of exponential notation as a way to express repeated products, and of the inverse relationship that exists between exponents and roots. The students will continue to use their understanding of pattern and function to represent and make sense of real-life situations and to solve problems involving the four operations.

 

Number

Phase 1

Learners will understand that numbers are used for many different purposes in the real world. They will develop an understanding of one-to-one correspondence and conservation of number, and be able to count and use number words and numerals to represent quantities.

Phase 2

Learners will develop their understanding of the base 10 place value system and will model, read, write, estimate, compare and order numbers to hundreds or beyond. They will have automatic recall of addition and subtraction facts and be able to model addition and subtraction of whole numbers using the appropriate mathematical language to describe their mental and written strategies. Learners will have an understanding of fractions as representations of whole-part relationships and will be able to model fractions and use fraction names in real-life situations.

Phase 3

Learners will develop the understanding that fractions and decimals are ways of representing whole-part relationships and will demonstrate this understanding by modelling equivalent fractions and decimal fractions to hundredths or beyond. They will be able to model, read, write, compare and order fractions, and use them in real-life situations. Learners will have automatic recall of addition, subtraction, multiplication and division facts. They will select, use and describe a range of strategies to solve problems involving addition, subtraction, multiplication and division, using estimation strategies to check the reasonableness of their answers.

Phase 4

Learners will understand that the base 10 place value system extends infinitely in two directions and will be able to model, compare, read, write and order numbers to millions or beyond, as well as model integers. They will develop an understanding of ratios. They will understand that fractions, decimals and percentages are ways of representing whole-part relationships and will work towards modelling, comparing, reading, writing, ordering and converting fractions, decimals and percentages. They will use mental and written strategies to solve problems involving whole numbers, fractions and decimals in real-life situations, using a range of strategies to evaluate reasonableness of answers.

Source: Making the PYP happen: A curriculum framework for international primary education (2009)           

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