Transcript “Open Environment” Project & a multilingual database of mathematical problems 1. Mutual enrichment 2. Comparative studies and assessments Mental calculations.

“Open Environment”
Project
&
a multilingual database of
mathematical problems
1. Mutual enrichment
2. Comparative studies and
assessments
Mental calculations. In a rural school
Bogdanov-Bel’skiy, 1895
Ivan Vysotskiy, Head of the Department of Education
Development and Assessments
MCCME  Open Environment for Worldwide Mathematical Education  Moscow, April 8–11, 2015
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MCCME  Open Environment for Worldwide Mathematical Education  Moscow, April 8–11, 2015
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MCCME  Open Environment for Worldwide Mathematical Education  Moscow, April 8–11, 2015
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We feel like there came a time to think about
an international bank of math problems
That’s why we have gathered here. Thank you for this
MCCME  Open Environment for Worldwide Mathematical Education  Moscow, April 8–11, 2015
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Why students in Singapore’s ordinary schools
don’t learn about geometry?
Is it true? Is this good or not? Why was this decided? There might be
some serious reasons…
Russian students don’t know much about statistics
What do Korea’s teachers think about this?
In many Japanese schools students are being taught to
calculate using soroban and some mental tricks of
ancient Japanese calculation culture
What of this can be borrowed as a valuable method for others?
Why Mexican students don’t study the formula for a
quadratic equation solving?
Or may be they do? Are there a real means to check whether this is
connected with their successes in other areas or not
MCCME  Open Environment for Worldwide Mathematical Education  Moscow, April 8–11, 2015
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Mathematics turned to an international science
centuries ago
whilst the school mathematics still remains a food for gossip
International forums like ICME try improve this, but teachers do not
attend those forums
We need an international educational resource available for all
teachers who desire to get to it
The main principles of OEP as we do understand
1. Multilingual database
2. Community-oriented development
3. Comparative studies demonstrating strong and weak points
4. A platform for a mutual enrichment using shared resources
MCCME  Open Environment for Worldwide Mathematical Education  Moscow, April 8–11, 2015
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Bilateral, multilateral comparative studies
• School-to-school
• Regional level
• National level
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Statistical data processing
OEP publications
Forums
Findings and reasonable proposals to educational policymakers
MCCME  Open Environment for Worldwide Mathematical Education  Moscow, April 8–11, 2015
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OEP as an AntiPISA project
PISA is a “conventional assessment” program based on a Convention.
This has its pros and cons
We create OE and MDMP as a platform and ideology of an
unconventional construction like a wiki where all tasks are being
proposed by participants but not by Men from a Convention
All assessments are implemented for sharing experience, mutual
enrichment but not for a rating
A tool for a comparison but not for a competition
MCCME  Open Environment for Worldwide Mathematical Education  Moscow, April 8–11, 2015
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What we need to do today and tomorrow
1. To listen up to each other and discuss all what the participant have
brought us for discussion, especially – samples of assessment
materials
2. To determine which types of problems are most actual for different
countries and cultures. Can we find a common functional kernel in
terms of problem solving approach?
3. To understand whether this common features could be realized as
a common educational resource or not and what might be the main
requirements for that resource
We have the honor to invite you on 9th in the afternoon to join the
celebration of the 80th anniversary of the Moscow Math Olympiad
OR
to a unique workshop of a math popularization project “Etudes” for
meeting with its author and inspirer Nicolay Andreev
MCCME  Open Environment for Worldwide Mathematical Education  Moscow, April 8–11, 2015
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What we need to do on April 10
1. To decide whether the OEP is fitting and promising or not and if
yes then what benefit it can bring
2. To work out a structure and hierarchy of the OEP
3. To set the status and powers for national coordination units (NC)
4. To do the same for global groups (GC)
5. To understand which groups of users might be in the project and
what might be their roles
6. To set the procedures and most important regulations of
interaction between different roles and understand which means
are needed to be developed for this
7. To accept what is primary and what is secondary – assessments or
filling the banks with problems
8. Determine next steps and timing
MCCME  Open Environment for Worldwide Mathematical Education  Moscow, April 8–11, 2015
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What we need when come back home
This depends on what
we will decide on April 10
MCCME  Open Environment for Worldwide Mathematical Education  Moscow, April 8–11, 2015
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What we need to do on April 11
April 11 is a Saturday
Just enjoy a tour of Moscow and the Moscow University with us
MANY THANKS FOR YOUR ENDLESS PATIENCE
MCCME  Open Environment for Worldwide Mathematical Education  Moscow, April 8–11, 2015
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