Kathryn Viljoen
Kathryn Viljoen
Numeracy Learning Lead/K2 Homeroom Teacher
合肥加拿大国际学校PYP数学课程负责老师/K2班主任老师
I was privileged to attend the IB Level 3 “The Importance of Maths” workshop held at Sha Tin College in Hong Kong on the weekend of 23 – 25 February.
2月23日至25日的那个周末，我有幸在香港沙田学院参加了IB Level 3“数学重要性“的研讨会。
The purpose of the workshop was to define what the role of Maths in the PYP is? The driving questions we explored were:
此次研讨会的目的是明确数学在PYP教学中的作用是什么？我们探讨的导引问题如下：
• To have the skills, knowledge and understanding to solve real life problems.
• To appreciate and enjoy Maths.
• 掌握解决实际生活问题的技能，知识和理解力。
• 欣赏并喜欢数学。
It is important to define what mathematical literacy is and what a mathematician is.
明确何为数学素养以及何为数学家尤为重要。
Mathematical Literacy is:
数学素养是：
• The ability to use mathematics to solve problems for everyday living and for work and for further study
• Involves a wide range of key competencies (reasoning, communicating, modeling, reproducing, making connections)
• 运用数学解决日常生活，工作，以及进一步学习的问题的能力。
• 包括广泛的主要技能（推理，沟通，塑造，模仿，产生关联）
In this respect, mathematical thinking is an important goal of schooling to support science, technology, economic life and development.
从这一方面说，数学思维是教育用来支撑科学，技术，经济生活及发展的重要目标。
Jan de Lange – OCED PISA Program
Jan de Lange-OCED 国际学生评估项目
Solid mathematical learning supports all learning areas and learning methods.
学好数学有利于学习其他领域的课程，掌握学习方法。
Research shows that students learn Mathematic best when they can construct their own mathematical understanding. Effective teachers will stimulate students to learn mathematics. (Everybody counts; National research council 1989)
研究表明，数学好的学生能够构建自己的数学思维。高效能的老师会激励学生学习数学。（《Every Counts》美国国家科学理事会 1989）
Math fluency is built up out of efficiency, accuracy and flexibility. Too often focus in mathematics learning is accuracy but the other two aspects are essential to build young mathematicians and problem solvers. Much discussion centered around the meaning of rigor in Maths. It is important to understand that rigor is made up of conceptual understanding (accuracy), procedural fluency (flexibility) and application (efficiency).
数学流利性是建立在有效性，准确性及灵活性的基础之上的。数学学习中经常被关注的是准确性，但其他两个方面对培养青年数学家及问题解决者也同样重要。有很多关于数学学习中严谨意义的讨论。重要的是要理解严谨是由概念理解（准确性），过程流畅（灵活性）以及实践应用（有效性）组成的。
We looked at the progression and had in-depth discussions about the process and steps of learning and developing Math skills and concepts from the earliest age till middle school. We looked at how we can implement various curricula and standards within the IB framework.
我们观察了这一进程，并就从早期至中学学习和发展数学技能和概念的过程和步骤进行了深入的讨论。我们研究了如何在IB框架内实施各种课程和标准。
All of this centered around effective ways in which to plan Math units. We looked at ways in which teachers can link them to real life situations, used in conjunction with our Programs of Inquiry or teach units separately from the inquiry units. In the year to come the focus for Maths in our school will be Inquiry Maths with Rigor. This does not mean that we focus on busy work and rote mathematics. The aim is to design rich tasks that form conceptual understanding and problem-solving skills while allowing space for the learning and development of skills. These tasks are ideal opportunities for the assessment and evaluation of the student’s skills.
所有这些都围绕着设计数学单元的有效方法展开。我们研究了教师可以将这些教学方法与现实情况联系起来的方式，并将它们与我们的探究项目相结合，或教授与探究单元分开的数学单元。我们学校下一年的数学重点将是严谨的探究数学。这并不是说我们专注于繁重的功课和死记硬背。其目的是设计多种多样的任务，形成概念理解和解决问题的技能，同时为学习和发展技能留出空间。这些任务是评估和评价学生技能的好机会。
Workshop professional development opportunities are always a rich experience where teachers collaborate and share a wide variety of ideas with one another. This workshop was made up of Math specialists, home room teachers and department heads. Each had much insight and experience to share.
这种有利于职业发展的研讨会对老师们来说是一次丰富的经历，老师们在这学会了相互合作，集思广益。此次研讨会由数学专家、班主任老师和系主任组成。每个人都有许多见解和经验可以分享。
I have come away with clarity and focus for the year to come and look forward to sharing this with colleagues and seeing it unfold in our students and our Mathematics program here at CISH.
在接下来的一年里，我已经有了清晰的目标，希望能与同事分享，并期待这些方法能在CISH的学生及数学项目中展开。
