IB MYP- Mathematics
Mathematics by IB MYP aims to equip all students with the knowledge, understanding and intellectual capabilities to address further courses in mathematics, as well as to prepare those students who will use mathematics in their studies, workplaces and everyday life. Mathematics provides an important foundation for the study of sciences, engineering and technology, as well as a variety of application in other fields.
The framework for MYP mathematics outlines four branches of mathematical study.
- Number
- Algebra
- Geometry and trigonometry
- Statistics and probability
The study of mathematics is a fundamental part of a balanced education. It promotes a powerful universal language, analytical reasoning and problem-solving skills that contribute to the development of logical, abstract and critical thinking. The MYP mathematics and extended mathematics courses promote both inquiry and application, helping students to develop problem-solving techniques that transcend the discipline and are useful in the world outside school.
MYP mathematics can be tailored to the needs of students, seeking to intrigue and motivate them to want to learn its principles. Students see authentic examples of how mathematics is useful and relevant to their lives and be encouraged to apply it to new situations.
In the MYP, the topics and skills in the framework for mathematics are organized so that students can work at two levels of challenge:
- Standard mathematics, which aims to give all students a sound knowledge of basic mathematical principles while allowing them to develop the skills needed to meet the objectives of MYP mathematics
- Extended mathematics, in which the standard mathematics framework supplemented by additional topics and skills, providing greater breadth and depth.
Aims of the Course
The aims of MYP mathematics courses, according to the official subject briefs, are to encourage and teach the students to-
• Enjoy mathematics, develop curiosity and begin to appreciate its elegance and power
• Develop an understanding of the principles and nature of mathematics
• Communicate clearly and confidently in a variety of contexts
• Develop logical, critical and creative thinking
• Develop confidence, perseverance and independence in mathematical thinking and problem-solving
• Develop powers of generalization and abstraction
• Apply and transfer skills to a wide range of real-life situations, other areas of knowledge and future developments
• Appreciate how developments in technology and mathematics have influenced each other; the moral, social and ethical implications arising from the work of mathematicians and the applications of mathematics; the international dimension in mathematics; and the contribution of mathematics to other areas of knowledge
• Develop the knowledge, skills and attitudes necessary to pursue further studies in mathematics
• Develop the ability to reflect critically upon their own work and the work of others.
Curriculum Overview
For MYP mathematics, schools can develop courses at two level of challenge: standard and extended. Standard mathematics aims to provide a sound knowledge of basic mathematical principles. Extended mathematics supplements the standard curriculum with additional topics and skills, providing greater breadth and depth of study.
The MYP promotes sustained inquiry in mathematics by developing conceptual understanding within global contexts.
Key concepts such as form, logic and relationships broadly frame the MYP curriculum. Related concepts promote deeper learning grounded in specific disciplines. Examples of related concepts in MYP mathematics include equivalence, measurement, quantity and justification.
Students explore key and related concepts through MYP global contexts.
• Identities and relationships
• Orientation in space and time
• Personal and cultural expression
• Scientific and technical innovation
• Globalization and sustainability
• Fairness and development
The MYP curriculum framework offers schools the flexibility to determine engaging, relevant, challenging and significant content that meets local and national curriculum requirements. This inquiry-based curriculum explores factual, conceptual and debatable questions in the study of mathematics.
The MYP requires at least 50 hours of teaching time for each subject area in each year of the programme. For students participating in MYP eAssessment, the IB recommends 70 hours of guided learning each year in MYP years 4 and 5.
Assessment Criteria
Each mathematics objective corresponds to one of four equally weighted assessment criteria. Each criterion has eight possible achievement levels (1–8), divided into four bands with unique descriptors that teachers use to make judgments about students’ work.
Criterion A: Knowing and understanding
Students select and apply mathematics to solve problems in both familiar and unfamiliar situations in a variety of contexts, demonstrating knowledge and understanding of the framework’s branches (number, algebra, geometry and trigonometry, statistics and probability).
Criterion B: Investigating patterns
Students work through investigations to become risk-takers, inquirers and critical thinkers.
Criterion C: Communicating
Students use appropriate mathematical language and different forms of representation when communicating mathematical ideas, reasoning and findings, both orally and in writing.
Criterion D: Applying mathematics in real-life contexts
Students transfer theoretical mathematical knowledge into real-world situations and apply appropriate problem-solving strategies, draw valid conclusions and reflect upon their results.
eAssessment
Students seeking IB MYP course results or the IB MYP Certificate must demonstrate their achievement of the subject group’s objectives by completing an end-of-course on-screen examination. On-screen examinations are formal external examinations, and are available in mathematics and extended mathematics. On-screen examinations address all four branches of mathematical study and may include any topics or skills in the MYP mathematics framework.
Examination blueprints define the structure of tasks that simulate, replicate and sample formative internal assessments. In MYP mathematics courses, on-screen examinations comprise three tasks.
These tasks are-
1. Knowing and understanding
Assesses knowledge and understanding of mathematics and communication of the approaches/method used.
(criteria A and C)
Marks- 40
2. Investigating patterns
Assesses investigative skills in mathematics and the interpretation of findings using appropriate communication techniques.
(criteria B and C)
Marks- 40
3. Applying mathematics in real-life contexts
Assesses ability to apply mathematics in a real-life, likely global, context. Students may be required to produce pieces of extended writing to evaluate and justify the validity of mathematics models.
(criteria C and D)
Marks- 40
MYP mathematics on-screen examinations are aligned with understanding and skills that prepare students for high levels of achievement
in IB Diploma Programme courses in mathematics.
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