Challenges to emergency preparedness for mathematics: Understanding our tasks 18 January 2012 Patsy Wang-Iverson

This project can help us prepare our children for the future. It illustrates the importance/value of mathematical thinking.

Day 1: 14 February 2012 Katsumi SHIRAHATA: Self-help and public help When disaster occurs, children must make independent decision Moving from saving children in disaster to children saving themselves and others in disaster.

What kinds of lessons? Business as usual? 1. Skills development 2. Doing as teacher directs or Problem posing by students? Example: 16 Feb. Isoda lesson BUT… No proposed lessons have followed this example.

Problem Posing by Students ISMUNANDAR: Teacher Professional Development for Mainstreaming Disaster Risk Reduction in Education in ASEAN BUT—Teachers can’t learn/know everything in the 21 st century. BENJALUG NAMFA: 1) Integrated curriculum; 2) Changing teaching practice MAITREE INPRASITHA: Lesson study and open approach

Problem Posing by Students that students can act independently and autonomously SHIZUMI SHIMIZU : Eventually, it is necessary that opportunities are given so that students can act independently and autonomously. AND… Pose and solve their own problems.

14 Feb. Panel Discussion “Education about disaster prevention is not something you can do overnight; it is a long-term effort.” BUT… We need to develop disaster reading materials and lesson plans, engage in lesson study, and report back by 7 September!

Possible Learning Content A Knowledge of why and how Earthquake and Tsunmai happen B Models related to Earthquake and Tsunmai (mathematics and physical model) C Prevention and damage control (Good Building and Logistic arrangement) D After the disaster (Relief Work and its arrangement)

Problem Posing using Prior Knowledge

Prediction Prevention? Protection Preparedness ResearchEducation Drill DAMAGE REDUCTION DAMAGE REDUCTION Relief Removal EMERGENCY MANAGEMENT Rescue Research Education/ Training Drill KM Research Education KM Rehabilitation Restoration Relocation Reallocation Reconstruction RECONCEPTUALIZATION BEFORE IMMEDIATE MID-TERM LONG-TERMResearchEducation SCIENCESYSTEMS THINKING SKILLS PRIOR KNOWLEDGE PRIOR KNOWLEDGE RETURN TO NORMALCY RETURN TO NORMALCY P Q R S

Scientist Presentations Makoto Matsubara : Strong velocity gradient related to the 2011 Tohoku Earthquake using travel time data from active seismicity detected by the dense seismic network. Gaku Shoji: Damage of infrastructures due to the 2011 Earthquake off the Pacific Coast of Tohoku Masanori Shishikura: Importance of studying past tsunami by geological field survey

Scientist Presentations Bring real science to education Help students and teachers understand what scientists do Serve as models for students’ future aspirations

Full STEAM* Ahead! Science Technology Engineering Art Mathematics

APEC Lesson Study Developing students who are agents of change, not objects of change.

E-Textbook Mild improvement of boring textbook? Inclusion of animation, movie?

ORIGAMI 6 th International Meeting on Origami in Science, Mathematics and Education (6OSME) March, 2014 Kobe, Japan Using origami to build portable temporary shelters