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What did you like? Learn?

-Learning how to post in stream or locate ourselves on the map was fun and new (I am a kind of old style teacher who is not used to technologies yet.)

- Interaction with other teachers in my group was great and discovering the differences in the teaching hours every week between schools was shocking ! (It might be related to the differences in terms hours all the years).

Is there anything you would like more time on or information about?

- If each group can summarize their results and share at the end of each task.

Does anything need to change?

- I appreciate Malcolm efforts and everything learned.

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Day went by quickly. Generally speaking, I find the philosophy stuff largely irrelevant. Question: For the Scheme of Work (and other pieces as well) it seems like everyone (all 5000+ schools) are doing the same thing. Wouldn't it make more sense for the IBO to have a template, based on the guide, for everyone to use? Of course you could rearrange the order, add in national (or school) requirements, add more details/depth etc. but it seems like we all do the same work. Do we all need to re-create the wheel?

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Very useful information! I like to work with teachers with different backgrounds and share opinions and strategies.

Insight: Both teachers and students have to be familiar with the MS in order to achieve good results

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I enjoyed the sharing we had in today's breakout room. Jumping into AA course this year for both DP1 and DP2, I haven't had the time to breakdown everything about the course and I learned a few things today that I will take into my next lesson!  Really glad we took time to delve into the guide and make links to our teaching practices, assessment practices, and our own teaching philosophy. I have no recommendation for a change to today's content.

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What I liked:
- structure and organisation of the course
- variety of activities
- being able to collaborate with other teachers
What could be done differently:
- when working on creating scheme of work, each group to be assigned one specific topic, that way by the end everyone would have a complete sow

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Proving a strong sense of writing the working steps to reach the correct answer.
Explore different ways to work on problems.
For students who are in DP 1, the previous year a training or pre-DP should take place to let them make familiar with the structure courses.

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I liked working in the same group throughout the day. It resulted in a level of comfort in which we could work together more effectively. I liked the way that we worked in break out groups - it resulted in more active participation.  The content was very helpful today - thank you!

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I liked working in the same group throughout the day. It resulted in a level of comfort in which we could work together more effectively. I liked the way that we worked in break out groups - it resulted in more active participation.  The content was very helpful today - thank you!

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What did you like? Learn?

Attribute-aim-objective-concept is something I learned to link.
The same group throughout the day helped to work better.

Is there anything you would like more time on or information about?

Can have some time to discuss each group's findings if time allows.

Does anything need to change?

The pace and the order is easy to follow and enjoyable. No change is required. Time is always a constraint.

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Breakout rooms and same grouping for the day is great.

A suggestion as a house rule is each Breakout room member take turns posting on Streams/Padlet and being the Scribe for the group.

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Important to train students early through regular homework and other formative assessments.

The balance between using GDC and demonstrating work for FT.

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→When we are preparing our students for the exam, it is important to emphasize the must of writing clear and logical working steps rather than just getting a correct answer.
→even though students may make mistakes in their calculations, but if they can use the correct method, they could still get  FT marks.
Process is much more important than the final outcome!

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1. Methods/procedure awarded method marks is awarded while answer mark is only for the right answer
2. right math communication and notations are emphasised in the marking.
3. follow through.

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Topic 1 - 4+5+4
Topic 2 - 7 + 3
Topic 3 - 7+7+7+19
Topic 4 - 0
Topic 5 - 6+9+8+20
More calculus questions
No statistics and prob questions
Short sentences and less wordy
Last two questions connects abstract concepts together
Section B more wordy and difficult

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Out of 110:
Topic 1 Number & Algebra: 5+7+5+5+1=23
Topic 2 Functions: 6+10=16
Topic 3 Geometry & Trig: (interrelated in Topic 1 & 2)
Topic 4 Prob & Stats: 6+8+6+15=35
Topic 5 Calculus: 7+18+11=36

GDC: some are min. as many questions require to proof or show and equation holds true
% of words: high for Probability, average for calculus, and min. for other topics

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Functions 5 marks*
Number and Algebra 30 marks
Stats and Probability 21 marks
Calculus 26 marks
Geometry 31 marks
*24 marks in other topics are dependent on the use of functions

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Topic 1: 4+5=9
Topic 2: 5+14=19
Topic 3: 8
Topic 4: 5+16=21
Topic 5: 7+16=23

Ranking for assessment objectives in P1:
1. Knowledge and understanding
2. Reasoning
3. Problem-solving
4. Communication and interpretation
5. Inquiry approaches

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...work in progress...

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https://docs.google.com/spreadsheets/d/1RO0VwmnLPx0t5maBYwaaLBfNeF0gHxeQr_DEaveRlMA/edit?usp=sharing

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https://docs.google.com/spreadsheets/d/1foSKvh9fJBbnSJBAqGsJpqrTcNq05EDuQ9jzxzcMuVI/edit?usp=sharing

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https://docs.google.com/spreadsheets/d/1i4_aZZpilW34cceSzik7zAyKTgbRKmTwkZvHhc6gAJM/edit#gid=1029816261

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Group -2 - Analysis & Approaches - Scheme

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Copy of Analysis & Approaches - Scheme (Group 4)

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https://docs.google.com/spreadsheets/d/1bMy9yjI1EXl3yhQs-hWH1qXH1cY1uuB3Ew5pWQWz4cQ/edit#gid=1029816261

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Group 3 Copy of Analysis & Approaches - Scheme

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https://docs.google.com/spreadsheets/d/1i4_aZZpilW34cceSzik7zAyKTgbRKmTwkZvHhc6gAJM/edit#gid=1029816261

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Group -2 - Analysis & Approaches - Scheme

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Topic 1: Number and Algebra

Conceptual understandings:
- Different representations of numbers enable equivalent quantities to be compared and used in calculations with ease to an appropriate degree of accuracy.

Functions Conceptual understanding: Patterns can be identified in behaviours which can give us insight into appropriate strategies to model or solve them. Relevant parts of the toolkit: Modelling gives students the opportunity to engage in their mathematics in a meaningful way. For example, students can restrict domains to make their models more realistic. Technology assists us in using functions to model real-world situations. Students can, in real time, their functions and see how this corresponds to adjustments to the graphs of their models. Students can gain a deeper (intuitive) understanding of how changes to equations effect graphs.
- Formulae are a generalization made on the basis of specific examples, which can then be extended to new examples.

Toolkit skills could be taught:
Prerequisites to methods of proof; how to write mathematical terms in words into numerical/general expressions; for example, even numbers can be written as 2x.
How to manipulate formulae into a tech friendly form?
How to formulate questions?
What are the ways of representation of math expression?

Topic 2:
Functions Conceptual understanding: Patterns can be identified in behaviours which can give us insight into appropriate strategies to model or solve them. Relevant parts of the toolkit: Modelling gives students the opportunity to engage in their mathematics in a meaningful way. For example, students can restrict domains to make their models more realistic. Technology assists us in using functions to model real-world situations. Students can, in real time, their functions and see how this corresponds to adjustments to the graphs of their models. Students can gain a deeper (intuitive) understanding of how changes to equations effect graphs.

Topic 4 : Stat & Prob

Content-specific conceptual understandings:

-       Modelling through statistics can be reliable, but may have limitations.

Toolkit skills:

-       Spreadsheet & use of GDC for bivariate data

-       Explore data that seems to have a trend but upon further research it has a piece-wise trend (new function)

Toolkit hours (27h SL / 33h HL):

-       Activity above: heavy when teaching bivariate data in topic 4 and sporadic at other times. Can be applied to skills in topic 2&3 on trig functions.

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Topic 1 mostly  GDC  learning in 1 hours
Topic 2 around 5 hours to get them familar with desmos and to prepare them for the basic idea of IA
Topic 3 basiclly we are intended to give them some calculator work, pracitce on GDC and proof skills training 3 hours. Whatelse is we are going to add inquiry based questions which is solved by modeling skills. (2 hours)
Topic 4 Maybe about 3 hours to help them to learn how to collect data and analysis them.
Topic 5 Inquiry and modeling (2 hours. Use of techology （2 hours）

15 hours for IA

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By topic: out of 110
Topic 1: 5+7+3=15
Topic 2: 5+6+8+2+8=29
Topic 3: 5+7=12
Topic 4: 7+6+7=20
Topic 5: 7+3+7+17=34

By words:
Section B questions have much more words.
But by number of words per mark, contextual questions such as Q3 and Q9 could be challenging to those who are not very strong in English.

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Topic 3 - Geometry and Trigonometry
Modelling and proof
Desmos, GDC, Geogebra
IA

Topic 4:
Use GDC for regression
Spreadsheets in excel
IA

Topic 5
GDC - graphing - to study the curve and the nature of its turning point, Kinematics, to find the derivative and integral values
Modelling in differential equation

Topic 1
Methods of proof
GDC for financial math

Topic2:
GDC/ Desmos/ Geogebra for graphical analysis

I

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Group 3, School mission statement -related. 

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Group 3, School mission statement -related. 

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Lama: In YIS school they encourage students to be self reliant world citizens  so they can play active role not only in Japan but also abroad. In Miura school, they want to develop international minded people with personality and independence.

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One of the aims of IB Mathematical courses is to develop logical and creative thinking, and patience and persistence in problem solving to instil confidence in using mathematics (4). This can be achieved through the use of technology (assessment objective). Twelve concepts: Representation. How technology can be used to represent mathematical concepts, data, graphs, etc.

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Logical and Creative Thinking
Results and models in both abstract and real-world contexts
Critical and creative thinking skills (Thinkers)
Mathematics can be used to represent the real world. (Modeling)

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LP, aims, objectives and concepts - Group 2

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LP, aims, objectives and concepts - Group 2

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Open mindedness (LP), Aims - 09, Objective - 06, Concept - Validity

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Thinkers (LP) can reflect critically on one's work(A11), communicate and interpret (O) through modelling (Concepts)

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Being reflective would enable students to genenalise their methods, to apply and transfer skills to investigate alternative and unfamiliar situations.

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Connecting LP, Aims & Objectives, Concepts (Group 1)

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Connecting LP, Aims & Objectives, Concepts (Group 1)

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Aim of DP course:
9.  Universality of maths

AO:
3.  Communication and interpretation

LP:
Open-minded + Communicator + Reflective

12 concepts:
Equivalence

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How mathematics relate to IB mission statement

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How mathematics relate to IB mission statement

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Every student in the world has to learn Maths so it's kinda international. Maths is still Maths to students with different backgrounds. Good to introduce the history of Maths.

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How mathematics relate to IB mission statement

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How mathematics relate to IB mission statement

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Mathematics is a universal language; it can be project based learning that empowers students to develop critical thinking, problem solving and proper communication skills.

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School's mission and vision - IB Mission statement - Group 2

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School's mission and vision - IB Mission statement - Group 2

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School's mission statement focusses on value education, International mindedness, respect to diversity, skills beyond school, and becoming independent learners. All these relate to IB learner profile and the international mindedness of IB education.

Mathematics is a social activity where respect and caring for each individual comes into play. It is  universal language and everyone can communicate with open mindedness. Use mathematics to find solutions to different international problems

by promoting critical thinking.

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Topic 1 - Algebra and Number

Binomial Expansion

Topic 2 - Functions

Modeling - Cooling

Topic 3 - Trigonometry

Modelling – Hours of daylight, tides, Ferris wheels

Topic 4 - Statistics

Spreadsheets

Topic 5 - Calculus

Start abstract – slopes and average change – how do you find instantaneous change

Optimization – Geogebra (add movement)

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non-judgemental towards each other's opinions and ideas

be encouraging to each other's ideas

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Number & Algebra:
Toolkit can include communication and social and thinking skills. Students can model and generalize patterns using GDC visually and symbolically. Students can develop social skills through group work.

Functions:
Toolkit can include research, communication and self-management skills. Students can work on group projects on real life events, demonstrate patterns, graphs, space and relationships with the use of GDC.

Statistics and Probability:
Organizing, representing, analysing and interpreting data and utilizing different statistical tools facilitates prediction and drawing of conclusions. The use of technology such as simulations, spreadsheets, statistics software and statistics apps can greatly enhance this topic.

Calculus:
Mathematical modelling can provide effective solutions to real-life problems in optimization by maximizing or minimizing a quantity, such as cost or profit. Derivatives and integrals describe real-world kinematics problems in two and three-dimensional space by examining displacement, velocity and acceleration.

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it's ok to have different opinions or make mistakes.

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it's ok to have different opinions or make mistakes.

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What behaviours make for an effective workshop?

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What behaviours make for an effective workshop?

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Two-way communication.
Active participation, as best as one can.
Sharing of ideas and resources.
Aware and accept that everyone is coming in with different experiences and backgrounds.
Personally, hot chocolate and tea all day helps :)

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Our schools' mission statements more-or-less align with IB mission statement.

--in particular, to provide an extraordinary environment for learning, bonding and overall development that helps create world class future leaders.

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One participant should not dominate - please allow every person to contribute without interruption

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One participant should not dominate - please allow every person to contribute without interruption

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One of the aim for DP course is develop logical and creative thinking, and patience and persistence in problem solving to instil confidence in using mathematics. It should be developed by recalling, select and use their knowledge of mathematical skills, results and models in both abstract and real-world contexts to solve problems. student's profile that better fit is Thinkers which come up as the use critical and creative thinking skills. Finally the concepts embedded are Relationships, modeling, and systems.

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-Safe space to ask questions.
-An agreement that its ok for us to be at different points in our careers, with different understandings of concepts, content, and pedagogies.
-Clear structure and outcomes

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Professional (but relaxed) All other rules should be encompassed by this.