Mathematics Mapping
All students deserve an opportunity to understand the power and beauty of mathematics.
Principles and standards for school mathematics National Council of Teachers of Mathematics (NCTM 2000)
“Guided inquiry is the main approach to learning and teaching mathematics in the PYP. 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 following set of subject-specific examples of effective practice has been produced. It is believed that these examples are worthy of consideration by anyone committed to continuous improvement.”
IB Mathematics Scope and Sequence
How mathematics practices are changing
How are mathematics practices changing? | |
Increased emphasis on: | Decreased emphasis on: |
*connecting mathematical concepts and applications to learning | treating mathematics as isolated concepts and facts |
manipulatives, to make mathematics understandable to students | rote learning, memorization and symbol manipulation |
*real-life problem solving using mathematics | word problems as problem solving |
*instruction built on what students know, what they want to know, and how they best might find out | instruction focused on what students do not know |
a variety of strategies for possible multiple solutions—emphasis on process | one answer, one method, emphasis on answer |
*students being encouraged to speculate and pursue hunches | the teacher as the sole authority for right answers |
*a broad range of topics regardless of computational skills | computational mastery before moving on to other topics |
*mathematics as a means to an end | teaching mathematics disconnected from other learning |
the use of calculators and computers for appropriate purposes | a primary emphasis on pencil and paper computations |
*programme of inquiry as the context for learning | the textbook as the context for learning |
*students investigating, questioning, discussing, justifying and journaling their mathematics | the use of worksheets |
students and teachers engaged in mathematical discourse. | teacher telling about mathematics. |
The Strands
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.
There are five strands within the Mathematics Scope and Sequence including number. Number should be taught through the other strands throughout all units through the context of the inquiry.
The Strands
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.
What to think about when mapping
Mapping
It's about finding the balance between progression in maths with finding authentic connections with the unit.
For example;
When looking at measurement, you would want your students to have an understanding of appropriate standard and nonstandard units of measure in order to understand and work out area/perimeter and with that you can make authentic links to shape and space
Mapping
After each strand think about the conceptual understandings that can be developed through those learning outcomes. Include these on your mapping
After Mapping
Highlight any words, phrases and outcomes you are unsure of or would like clarifying.
For example,
Making connections between our experiences with numbers can help us to develop number sense
Let’s Map!
EY/Y1/Y2 - Year 5B
Y3/Y4 - Year 4B
Y5/Y6/Y7 - Year 6 classroom