OECD Education 2030
Putting the draft OECD Learning
Compass for Mathematics in action
22 March 2023

Interpretation channels

Interpretation is accessed through the Interpretation icon (globe) of the Zoom toolbar:
The participant will be able to choose between:
1. Off (= floor)
2. English
3. JapaneseParticipants should always select OFF before taking the floor. Failure to do so can create a technicalglitch in which participants can hear both the speaker and the interpreter at the same time.
Please note that interpretation of remote meetings on Zoom serves to facilitate communication and does
not constitute an authentic record. Only the original speech is authentic. Interventions that are too fast or
read out or where the sound quality is insufficient may have to go un-interpreted.

Renaming
Please rename yourself in the order of:
1. your first name and LAST NAME
2. your country nameExamples:Suzanne DILLON_Ireland
Hilary DIXON_Australia
Dilay KALINOGLUE_Turkiye

Housekeeping rules▪ Please keep your microphone muted - unless you are taking thefloor.
▪ Thank you for using a headset or echo-cancelling microphone toensure sound quality.
▪ Please activate your video camera, especially during breakout
sessions.
▪ Please sit facing a source of light, so that you can be easily seen.
▪ If possible, please use a wired connection, and not a Wi-Fi
connection to ensure network stability.
▪ Please be mindful of non-native speakers by speaking slowly andclearly to allow interpreters to translate accurately

1. Warm welcome

Miho Taguma
E2030 Project Manager

Jenny Lindblom (chair), coleader of OECD MCDA
(Mathematics Curriculum
Document Analysis) group

Who are we?
Why are we here?

Who are we? E2030 project’s co-creation community:
Multi-stakeholders leadership, engagement, commitment to change
FG1
Government
representatives

FG2A
Teachers, schoolleaders

FG2B
TeacherAcademic
educators &experts
trainers

IOs, NGOs, foundations,private sectors and othersocial partners

FG2C

FG3A&B

Aspiringteachers

Students
themselves(Alumni)“If you want to go fast, go alone. If youwant to go far, go together.”African proverb

Introduction to basic principles about our e2030 community
We are ….
• a Global community. Let’s respect different views & perspectives ofother countries and cultures. We are here for dialogue, not to debate.
• an Inclusive community. Let’s speak slowly and clearly, for non-nativespeakers, speakers of sign languages, etc. Let’s walk our talk – embraceand celebrate diversity. Let’s put ‘universal design of learning’ inaction!
• a Working group. None of us are consumers of our meetings; everyonecontributes! We empower each other!
• a future-oriented community. Let’s be bold together to question ‘statusquo’, and we create together new knowledge, new vision, newdirection of commitment for global and local action.

Why are we here?
Draft Math Learning Framework

Agenda1. Warm welcoming and introduction of chair
2. Panel: the OECD Learning Compass for Mathematics asa new vision for math teaching and learning in schools
3. Panel: What does the OECD Learning Compass forMathematics look like in practice?
4. Dialogue/working time (in Breakout rooms)
5. Closing remarks and next steps

2. Panel: A new vision for math teachingand learning in schools• Government perspective• Teacher perspective• Student perspective

2. Panel: OECD Learning Compass as a new vision formath teaching and learning in schools

Marc van Zanten
Netherlands Institute forCurriculum Development SLO,
department of mathematics

Muzzamil Mohammed
Math teacher, The
Riverside School, India

Finnian KingStudent, IrelandBuilding responsible
citizens throughstudents agency who
can make the world abetter place.
Muzammil Mohammed
Educator
The Riverside school
Ahmedabad,Gujarat
India

RIVERSIDESCHOOL
A Case Study/2

Learning Compass

The Learning Compass 2030
defines the knowledge, skills,
attitudes and values thatlearners need to fulfil theirpotential and contribute to thewell-being of theircommunities and the planet.

Garbage challenge

FEELData Collected

IMAGINE

WHATIF?

/9

To come up with dustbins thatwould help make the park garbage
freeDODODO

Learning Outcomes

KNOWLEDGE

ATTITUDESSKILLSVALUES● Data interpretation● Percentage● Ratio and proportion● Area and perimeter● Surface area andVolume● Patience● Respect● Collaboration● Trust● Interpretation● Decoding● Listening● Observation● Decision making● Design thinking● P roblem solving● Communication● Presentation● Empathy● Ethics● Excellence● Elevation● Evolution● Measurement● Conversions

Both/AndModelASSET EXAMS

“MATHEMATICSGIVESUS

HOPE THAT EVERYPROBLEM HAS A

SOLUTION. ”

Key Takeaways3. Panel: What does the OECD Learning
Compass for Mathematics look like inpractice?

Keiichi Nishimura
Professor, Tokyo
Gakugei University,Japan

Miho Taguma
Moderator

Ruth Chan Jing-Ning
Zbigniew Marciniak
NUS High School for Math Professor of mathematics at theand Science, Singapore
University of Warsaw, Poland;
Vice-chair of OECD/PISA
expert group4. Questions for BoR Discussion• Sharing your examples/stories of how the covid pandemic has
been used in classrooms to help students “think like amathematician”• Invitation for participants to support the case for the OECD
Learning Compass for Mathematics aiming at deeper andmore equitable learning for all (Link to the sign up form will beshared at the end of the workshop).

During the breakout session
For Japanese-speaking only participants: you can join thelink just shared in the chat box for your session▪ Please:- agree upon a moderator among yourselves- agree upon a note-taker (the link for the jamboard will be
provided in the chat box; PLEASE NOTE: only the notetakers
need to join the jamboard link to avoid technical hickups)- listen – share – learn- Remember: not all participants are native ENG speakers

Enjoy your discussion!

Reflection time

5. Closing remarks and next steps

Thank you
Education2030@oecd.org