Mathematics
Curriculum Guide

Description

Mathematics plays an essential role both within the school and in society. It promotes a powerful universal language, analytical reasoning and problem-solving skills that contribute to the development of logical, abstract and critical thinking. Moreover, understanding and being able to use mathematics with confidence is not only an advantage in school but also a skill for problem solving and decision-making in everyday life. Therefore, mathematics should be accessible to and be studied by all students.

Mathematics is well known as a foundation for the study of sciences, engineering and technology. However, it is also increasingly important in other areas of knowledge such as economics and other social sciences. MYP mathematics 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 workplace and life in general.

(IB MYP Mathematics Guide 2007)

Mathematics objectives

A Knowledge and understanding
Knowledge and understanding are fundamental to studying mathematics and form the base from which to explore concepts and develop problem-solving skills. Through knowledge and understanding students develop mathematical reasoning to make deductions and solve problems.
At the end of the course, students should be able to:
• know and demonstrate understanding of the concepts from the five branches of mathematics (number, algebra, geometry and trigonometry, statistics and probability, and discrete mathematics)
• use appropriate mathematical concepts and skills to solve problems in both familiar and unfamiliar situations including those in real-life contexts
• select and apply general rules correctly to solve problems including those in real-life contexts.

B Investigating patterns
Investigating patterns allows students to experience the excitement and satisfaction of mathematical discovery. Mathematical inquiry encourages students to become risk-takers, inquirers and critical thinkers. The ability to inquire is invaluable in the MYP and contributes to lifelong learning. Through the use of mathematical investigations, students are given the opportunity to apply mathematical knowledge and problem-solving techniques to investigate a problem, generate and/or analyse information, find relationships and patterns, describe these mathematically as general rules, and justify or prove them.
At the end of the course, when investigating problems, in both theoretical and real-life contexts, student should be able to:
• select and apply appropriate inquiry and mathematical problem-solving techniques
• recognize patterns
• describe patterns as relationships or general rules
• draw conclusions consistent with findings
• justify or prove mathematical relationships and general rules.

C Communication in mathematics
Mathematics provides a powerful and universal language. Students are expected to use mathematical language appropriately when communicating mathematical ideas, reasoning and findings—both orally and in writing.
At the end of the course, students should be able to communicate mathematical ideas, reasoning and findings by being able to:
• use appropriate mathematical language (notation, symbols, terminology) in both oral and written explanations
• use different forms of mathematical representation (formulae, diagrams, tables, charts, graphs and models)
• move between different forms of representation.
Students are encouraged to choose and use ICT tools as appropriate and, where available, to enhance communication of their mathematical ideas. ICT tools can include graphic display calculators, screenshots, graphing, spreadsheets, databases, and drawing and word-processing software.

D Reflection in mathematics
MYP mathematics encourages students to reflect upon their findings and problem-solving processes. Students are encouraged to share their thinking with teachers and peers and to examine different problem solving strategies. Critical reflection in mathematics helps students gain insight into their strengths and weaknesses as learners and to appreciate the value of errors as powerful motivators to enhance learning and understanding.
At the end of the course students should be able to:
• explain whether their results make sense in the context of the problem
• explain the importance of their findings
• justify the degree of accuracy of their results where appropriate
• suggest improvements to the method when necessary

Mathematics assessment

Periodically during the year, students are awarded a level of achievement for each criterion. For each assessment criterion a number of band descriptors are defined,
which indicate the progress of the student. Students and parents will be made aware of all the band descriptors during the year.

Criterion	Level	Band descriptor for the highest level possible
A Knowledge and understanding	0-8	Level 7-8 The student consistently makes appropriate deductions when solving challenging problems in a variety of contexts including unfamiliar situations.
B Investigating patterns	0-8	Level 7-8 The student selects and applies mathematical problem-solving techniques to recognize patterns, describes them as relationships or general rules, draws conclusions consistent with findings, and provides justifications or proofs.
C Communication in mathematics	0-8	Level 7-8 The student shows good use of mathematical language and forms of mathematical representation. The lines of reasoning are concise, logical and complete. The student moves effectively between different forms of representation.
D Reflection in mathematics	0-6	Level 5-6 The student critically explains whether his or her results make sense in the context of the problem and provides a detailed explanation of the importance of his or her findings in connection to real life. The student justifies the degree of accuracy of his or her results where appropriate. The student suggests improvements to the method when necessary.

Assessment criteria; rubrics

Course outline