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Karen Zuvich

Karen Zuvich

Ms Zuvich is currently the Math coach and one of the EAL teachers for PYP at OYIS. She has been teaching for over 30 years in several locations around the world.

PYP students at OYIS strengthen their Mathematical knowledge, skill and understanding of Math concepts through a concept-based inquiry math curriculum (CBIM).

Concept-Based Inquiry Mathematics

PYP students at OYIS strengthen their Mathematical knowledge, skill and understanding of Math concepts through a concept-based inquiry math curriculum (CBIM).

CBIM elevates Math from a two-dimensional approach of acquiring skills and knowledge to a three-dimensional approach in which understanding is the third dimension. Understandings, knowledge, and skills are all critical components of a Concept-Based Inquiry Mathematics curriculum. Knowledge and skills provide the foundation for developing depth of understanding.

For example, in Grade 3, an example of the knowledge the students learn would be that the top number of a fraction is called a numerator and the bottom number is called a denominator. An example of a related skill the students learn is the ability to solve problems/situations involving fractions and then record the process and result as a fraction notation. The third dimension (i.e. understanding) in this particular example would be, in a fraction, the denominator represents the equal number of parts in the whole and the numerator represents the number of those parts involved in the problem.

Students actively engage in structured, guided- and open-  inquiry through a series of scaffolded inductive learning engagements and guided questions. Tasks are designed to provide students with rich opportunities for learning. Each one is its own mini inquiry.

The emphasis is on building depth of understanding, recognizing patterns, making connections, visualization, responding to and posing Math questions, representing Mathematical thinking using different models, formulating generalizations, transferring learning to new contexts, and making sense of the world around using Mathematics.

CBIM helps build a positive growth mindset and empowers students. Through a concept-based inquiry approach to Mathematics students build understanding as a result of their learning.

We encourage you to explore the ideas behind Concept-Based Inquiry Mathematics. More information will be made available for our parents and caregivers on our OYIS CBIM website. The link for this website will be included in the OYIS Friday Newsletter.

コンセプトベースの探究型算数

[Ms. Karen Zuvich – PYP 算数 / EAL サポート] 

OYISのPYPの生徒たちは、コンセプトベースの探究型算数カリキュラム(CBIM)を通して、算数の知識、スキル、コンセプトの理解を強化しています。

CBIMは、算数をスキルと知識の習得という二次元的なアプローチから、理解するという三次元的アプローチへと高めていきます。理解、知識、スキルはすべて、コンセプトベースの探究型算数カリキュラムの重要な構成要素であり、知識とスキルは、理解の深さを深めるための基礎となります。

例えば、3年生の場合、学習する知識の例としては、分数の上の数を分子、下の数を分母と呼ぶとということを学びます。また、関連するスキルの例としては、分数を含む問題や状況を解決し、その過程や結果を分数表記で記録する能力を学びます。この例での3つ目の次元(=理解)とは、分数では、分母は全体の同数の部分を表し、分子は問題に関係するパーツ部分の数を表しているということを学びます。

生徒は、一連の帰納的な学習活動や問題提起された質問を通して、構造的でガイド付きの、そしてオープンな探究を積極的に行います。課題は、生徒に豊富な学習機会を提供するよう設計されていて、それぞれの課題は、独自のミニ探究となります。

理解を深めること、パターンを認識すること、関連性を持たせること、視覚化すること、数学的な質問に答えたり投げかけたりすること、さまざまなモデルを使って数学的思考を表現すること、一般化を形成すること、学習したことを新しい文脈に移すこと、算数を使って周囲の世界を理解することに重点が置かれています。

CBIMは、ポジティブな成長思考を構築し、生徒に力を与えることができ、このアプローチによって生徒は学習の結果として理解を深めていきます。

私たちは、皆様にもコンセプトベースの探究型算数カリキュラムの背後にあるアイデアを探求していただくことをお勧めします。保護者の方向けに、OYIS CBIMのホームページでより詳しい情報をご提供いたしますので是非ご覧ください。ホームページのリンクはOYISの金曜日のニュースレターにて掲載予定です。

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