PYP Math & ICT Coordinator
Why 3 + 7 is equal to 10 and not 37? Have you ever wondered about it? Well, this question reminds me of the “Child’s Why”. At the development stage which typically starts around ages 2 or 3 and continues into ages 4 and 5, children ask “Why” which is a sign of curiosity to […]
In his book “How the Brain Learns Mathematics”, Dr. David Sousa presents the findings of recent research on the brain and mathematics learning. He discusses the results of the studies of neuroscience and cognitive psychology that can inform the teaching of mathematics. He also focuses on the importance of giving meaning, making connections during learning […]
In the second chapter of his book, David Sousa discussed how we learn to calculate by answering the following questions: “Why is learning multiplication so difficult, even for adults? Are we teaching multiplication in the most effective way? Do we really even need to learn the multiplication tables?” Text-to-Self This reminds me of […]
Procedural fluency is one of the five strands of mathematical proficiency: conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and productive disposition, and it is defined as the skill in carrying out procedures flexibly, accurately, efficiently, and appropriately. Knowing that these strands are interwoven and interdependent, the question is how to develop a balanced curriculum […]
What makes a “Good Math planner?” is a debatable question that tickles the minds of PYP teachers. We all agree that a ‘good’ Math planning can be as varied in scope, structure, content, and delivery as the degree of difference between teachers’ competencies, students’ abilities, and classrooms’ environments. However, there is certainly no such approach […]