Restructuring Mathematics

Proposal to Restructure Mathematics : 

Proposal to Restructure Mathematics Parent Presentation May, 2007

What Will Change? : 

What Will Change? The proposed restructuring will mean the following changes: That Mathematics in Grades,3,4 and 5 will be taught by the mainstream classroom teacher. That Mathematics will not be timetabled as a Specialist class.

What Will Stay the Same? : 

What Will Stay the Same? The current Mathematics Curriculum will remain the same. We will continue to use textbooks such as “My Pals are Here” as a resource to support the Mathematics program along side various other resources.

Why Do We Want to Restructure and Make these Changes? : 

Why Do We Want to Restructure and Make these Changes? SSIS has elected to become an Authorised PYP school. In order to become Authorised to offer the Primary Years Programme we need to ensure that we are in line with the Philosophy of the PYP. Our current structure has been highlighted by the IBO in a previous Consultation Report as needing urgent discussion.

Taken from the Consultation Report : 

Taken from the Consultation Report “Discussions should urgently take place with regard to math teaching and structuring in the school in order to get consistency across the school and to ensure mathematical teaching and learning is taking place using PYP philosophy and pedagogy”. ( IBO Consultation Report Feb, 2006)

What is the Philosophy of PYP on Mathematics? : 

What is the Philosophy of PYP on Mathematics? Mathematics should be taught and learnt in a meaningful context.   “Moreover, it is fundamental to the philosophy of the PYP that, since it is to be used in context, mathematics needs to be taught in relevant, realistic contexts, rather than through an attempt to impart a fixed body of knowledge directly to students.” ( Making the PYP Happen 07, p:81)

Mathematics should be seen as a tool for communicating and thinking : 

Mathematics should be seen as a tool for communicating and thinking “It is intended that students become competent users of the language of mathematics, and can begin to use it as a way of thinking, rather than seeing it as a series of facts and equations to be memorized.” ( Making the PYP Happen, 07, p:81)

Students need time review, revisit and use their skills in meaningful contexts. : 

Students need time review, revisit and use their skills in meaningful contexts. “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. ( Making the PYP Happen 07, p82)

A variety of resources should be used to support the Mathematics Programme : 

“The constant use of appropriate manipulatives is an essential aspect of PYP mathematics. A variety of different materials should be used for each strand and expectation, and should continue to be used all the way through the programme.” ( PYP Mathematics Scope and Sequence, 2003) A variety of resources should be used to support the Mathematics Programme

How Will the Proposed Restructuring Benefit Student Learning? : 

How Will the Proposed Restructuring Benefit Student Learning? As with all of our decisions at SSIS, improving student learning is our main priority. Through our research and education, we believe that this proposed restructuring will directly benefit student learning by:

1. More Time to Investigate, Review, and Practice Mathematical Skills : 

1. More Time to Investigate, Review, and Practice Mathematical Skills The current structure places time constraints on the time for teaching Mathematics in grades 3, 4 and 5. The Mathematics teacher only has 40 minutes in which to facilitate a mathematics lesson. Some of this time is used for transitions ( movement to and from class, settling students, giving out resources etc.)

2. More purposeful Links can be Planned and Made : 

2. More purposeful Links can be Planned and Made The classroom teacher will be better able to make transdisciplinary links to classroom work and other units. The classroom teacher will be more able to provide authentic contexts in which students can use and incorporate mathematical thinking and skills.

3. More able to Attend to Individual Differences, Learning Styles and Needs : 

3. More able to Attend to Individual Differences, Learning Styles and Needs A classroom teacher will KNOW their class more. They will have a clear picture of their classes individual needs and styles. At the moment in the Grade 3 Mathematics teacher teaches up to 120 students Grade 4 up to 130 students Grade 5 up to 120 students.

4. Teachers Can Plan and Support each Other Collaboratively : 

4. Teachers Can Plan and Support each Other Collaboratively The current structure does not offer time or support for Maths teachers to plan together collaboratively Grade level classroom teachers have scheduled time to plan, support and evaluate the work that they teach. If mathematics was an area they would teach, they would then have the time to plan, support and collaborate with each other.

5. The Mathematics teacher would become a Classroom teacher and be part of a Grade Level team : 

5. The Mathematics teacher would become a Classroom teacher and be part of a Grade Level team The Mathematics teachers would become classroom teachers – they are qualified primary teachers Each Grade would also benefit from the support , guidance, expertise of our current maths teachers

5. All Primary teachers are trained to teach Mathematics : 

5. All Primary teachers are trained to teach Mathematics * Our current structure is not the norm We are not utilising the training, skills, knowledge, and experience of our qualified teachers All Primary school teachers’ training includes studying mathematics and how to teach mathematics

How Can we Use What We Have Done So Far? : 

How Can we Use What We Have Done So Far? This year the mathematics teachers have started to map out the current curriculum to match our units of inquiry This is so that as much as possible mathematical knowledge and skills can be taught and used in a meaningful context.

Grade Four Maths Map : 

Grade Four Maths Map

Planning Mathematical Units : 

Planning Mathematical Units This year Maths teachers have also planned some maths units using a similar process to the Units of Inquiry. The proposal to restructure will help our mathematics curriculum continue to improve – in its planning, teaching and assessing.

Our Changes Are NOT Unique : 

Our Changes Are NOT Unique What we have proposed is not Unique. We are not proposing anything radical, rather our proposal to restructure would bring us more in line with universal approaches to the structures in place for teaching mathematics around National and International Schools.