My friend the I-pad: the new children’s tool Colegio Internacional SEK-El Castillo Madrid, Spain
Brief introduction to the aims of the project, as well the process of implementation and results, in both Spanish and English. Demonstration of the most commonly used Apps within the project, in both Spanish and English. Workshop with participants using Video to illustrate the work carried out in the classroom using some of the Apps.
Judith Canning
PRESENTED IN SPANISH.
Begoña Ortiz
Colegio Internacional SEK-El Castillo Madrid, Spain
2 | R | La Paz
Mathematical integration: Moving beyond a traditional stand-alone approach towards mathematical inquiry Patricia Anne Fortune
Teacher Trondheim International School Trondheim, Norway
2 | R | Montevideo
Overview of the Middle Years Programme in the UK Rachel Cunningham
Researcher National Foundation for Educational Research for England and Wales (NFER) Slough, England
For students to develop robust mathematical thinking and reasoning processes, they need opportunities not only to construct a broad base of conceptual knowledge but also require ways to build their understanding of mathematical practices through curiosity, investigation, discovery and reflection. These need to be linked directly to practical, real life situations which impact them as learners. This change in teaching and learning necessitates radically different roles and responsibilities both for teachers and students. This action research project describes how one teacher’s beliefs about teaching and learning mathematics were challenged as she had to rethink her role and responsibility and the role of her students within the classroom. The teacher and her students all began as novices in the process of inquiry and, during a two year quest, moved beyond a stand-alone approach to a community of learners engaged in mathematical inquiry embedded in all subjects.
The National Foundation for Educational Research for England and Wales (NFER) was commissioned by the International Baccalaureate (IB) to conduct an independent evaluation of the implementation of their Middle Years Programme (MYP) in the UK, and to investigate any teaching and learning benefits perceived by participants. In this session, we will present the results of three parallel surveys which explore the perceptions and attitudes of students, teachers and parents in relation to the ‘culture of learning’ engendered in the IB Middle Years Programme as it is implemented in the UK. The surveys address areas such as teaching, learning and assessment practices, and the beliefs and values of the different groups of respondents. The survey data will be complemented by some ‘vignettes’ of practice and interview data from case studies carried out in four UK schools and set in the context of the UK examination system.
4 | R | Bratislava
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