Written by Julie Julian,
Regional Instructional Coach. PD was from an IB Mathematics Online Workshop
When mathematics is taught in relevant, real-life contexts students acquire their mathematical understanding by constructing their own meaning with increasing
levels of abstraction. The way students learn mathematics can described in
the following way:
Constructing
Meaning
· Based on previous experience and understanding
· Active learning through
interactions with objects (manipulatives) and ideas
· Evolves through experiences,
connections, conversations, and reflections
· Interpretations conform to present
understanding or generates new understanding
Transferring
Meaning
· Once ideas are constructed about a
mathematical concept understanding can be transferred
into symbols
(pictures, diagrams, modelling
with concrete objects, mathematical notations)
· Give opportunities to describe
their understanding using their own symbolic notation before transferring to
the conventional mathematical notation
Applying
with Understanding
· Learners demonstrate
or act on their understanding through authentic
activities, hands-on problem solving, and realistic situations
· learners explain their ideas, theories, and results both
orally and in writing
· invite constructive
feedback to move further forward in their
learning/understanding
Inquiry-Based Environment
· good questions (pose &
respond)
· make conjectures, share
wonders
· collaborate to explore ideas
· plan & monitor own
learning/inquiry
· have access to a variety of
resources
· use technology
· shared reasoning
· develop proofs
The inquiry process moves students from a current
level of understanding to a deeper level of understanding. However, there are some occasions when it
is more beneficially for students to be given strategies
for learning math skills in
order to progress towards deeper understanding. Regardless, an inquiry-based
environment helps foster mathematical skills, knowledge, and understanding.
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