Jennifer Chang-Wathall

Bio

Jennifer Chang-Wathall is an independent consultant, author, faculty chair of mathematics at Island School and honorary faculty adviser and part time instructor for the University of Hong Kong.

With over 20 years experience in the education field, Jennifer has worked in several international schools including South Island School, Hong Kong and The United Nations International School, New York and Island School, Hong Kong.

In the international arena she has presented workshops and given talks about the use of instructional media and how to effectively integrate a 1:1 program into the mathematics classroom.

As a qualified International Baccalaureate workshop leader (“Mathematics, Concepts and Inquiry in the Diploma Program and Approaches to Teaching and Learning”) Jennifer has delivered numerous workshops in the Asia Pacific region. Her role as a field representative for the IB Asia Pacific serves as part of the quality assurance framework. In 2014 she was invited to deliver a talk at the IB Asia Pacific Conference titled “Using Inquiry in the IB Mathematics Classroom” and in July, 2015 Jennifer she presented “Concept-Based Mathematics” at the IB Americas annual conference.

She is a certified trainer in the DISCtm behavior assessment tool and she is a certified independent consultant in “Concept Based Curriculum Design” by Dr H. Lynn Erickson. Jennifer works as a consultant helping math departments and schools transition to concept-based curriculum and instruction. She utilizes her skills as a certified Performance Coach to facilitate transition and change.

For 2014 to 2019 she will be part of the external curriculum review group for IB Diploma Mathematics based in The Hague.

Her book titled “Concept-Based Mathematics: Teaching for Deep Understanding in Secondary Schools” was released in February, 2016.

In her spare time she teaches yoga and spinning.

Keynote

Concept-Based Mathematics

Traditional curriculum focuses on rules and procedures with little understanding of the conceptual relationships of mathematics—and mathematics is a language of conceptual relationships. Traditional curriculum assumes the deep understanding of concepts, and fails to teach for transferability, or to consider context. How do we focus curriculum and instruction to focus on conceptual understanding while fostering 21 st century skills? This talk will introduce the three dimensional concept based model for curriculum and instruction and how we can transition towards this model.

Participants will have an understanding of the three dimensional concept based curriculum model and understand how the facts and skills provide a foundation for conceptual understanding.