Open Middle

Math Proofs

Youcubed

Inside Mathematics - problems of the month

Nrich maths

Illustrative mathematics

Robert Kaplinsky Lessons

Which One Doesn’t Belong

Would You Rather Math

Three Act Tasks

Number Talks

Counting Collections

Numberless Word Problems

High Yield Routines

High Yield Routines - illustrated slides

The aim of this workshop is to support you with the skills, knowledge and ideas needed to successfully address the teaching and learning of mathematics within the context of their educational setting.  

You will have an opportunity to discuss the teaching and learning of mathematics, share resources and work on relevant curriculum documentation.

8:30-10:00 Session 1

10:00 -10:15 Break

10:15 - 11:45 Session 2

11:45 - 12:45 Lunch

12:45 - 2:15 Session 3

2:15 - 2:30 Break

2:30 - 4:00 Session 4

4:00 End of Day

10:00-10:15 Break

10:15-11:45 Session 6

11:45-12:45 Lunch

12:45-2:15 Session 7

2:15-2:30 Break

2:30-4:00 Session 8

2 Describe in one phrase your understanding of inquiry learning 

3 Record the area of mathematics teaching you are most confident about

4 Record the area of mathematics teaching you are least confident about

5. Describe in one phrase why math instruction is different than other subjects.

Write your response to each question on one sticky note or index card. Include the number of the question.

Groups choose one of the questions, synthesize the answers and represent the information in some visual format (pie graph, tally marks, bar graph, venn diagram) that can be shared with the rest of the group.

In a transdisciplinary programme, learning mathematics happens through a balance of strategies.

The PYP collaborative planning process supports planning for transdisciplinary inquiry-based learning and teaching of mathematics to build conceptual understanding.

Fostering an assessment culture involves the development of assessment capability among all members of the learning community.

• International-mindedness

• The IB Learner Profile

• Curriculum Design (Broad, Balanced, Conceptual, Connected)

• Approaches to Teaching and Learning (ATL)

Answer the following prompts in a digital document or hand-written notes. We will discuss our reflections during the workshop.

1. International-mindedness

• In your own words, how do you interpret "international-mindedness"?

• How might this influence the way math is taught or discussed in your classroom?

2. Learner Profile

• Choose two attributes that feel most relevant or challenging to foster in math instruction.

• How might you help students demonstrate or grow in these areas?

3. Curriculum Design

• What does a “conceptual and connected” math curriculum look like in your context?

• Share an example of how math can be linked to real-world, interdisciplinary, or global themes.

4. Approaches to Teaching and Learning (ATL)

• Which approach (inquiry-based, conceptual, contextual, collaborative, inclusive, assessment-informed) most aligns with your teaching philosophy?

• Which approach would you like to strengthen?