Part 1 Nature of mathematics

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. Mathematics can make help sense of the world and allows phenomena to be described in precise terms. It also promotes careful analysis and the search for patterns and relationships, skills necessary for success both inside and outside the classroom. Mathematics, then, should be accessible to and studied by all students.
Studying mathematics, however, should be more than simply learning formulae or rules. Students should not have the impression that all of the answers to mathematics can be found in a book but, rather, that they can be active participants in the search for concepts and relationships. In that light, mathematics becomes a subject that is alive with the thrill of exploration and the rewards of discovery. At the same time, that new knowledge may then be applied to other situations, opening up even more doors for students. MYP mathematics promotes both inquiry and application, helping students to develop problem-solving techniques that transcend the discipline and that are useful in the world outside school.
An MYP mathematics programme should be tailored to the needs of students, seeking to intrigue and motivate them to want to learn its principles. Students should see authentic examples of how mathematics is useful and relevant to their lives and be encouraged to apply it to new situations. Mathematics provides the foundations for the study of sciences, engineering and technology. However, it is also evident in the arts and is increasingly important in economics, the social sciences and the structure of language. Students in the MYP are encouraged to use ICT to represent information, to explore and model situations, and to find solutions to various problems. These are skills that are useful in a wide range of areas. 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 studies, workplaces and lives in general.
Part 2 Aims
The aims of MYP mathematics are to encourage and enable 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 t5hinking
– 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
– appreciate the contribution of mathematics to other areas of knowledge
– develop the knowledge, skills and attitudes necessary to pursue further studies in mathematics.

Part 3 Objectives
The objectives of MYP mathematics encompass the factual, conceptual, procedural and metacognitive dimensions of knowledge. Each objective is elaborated by a number of strands; a strand is an aspect or indicator of the learning expectation.
A. Knowing and understanding
Knowledge and understanding are fundamental to studying mathematics and form the base from which to explore concepts and develop skills. This objective assesses the extent to which students can select and apply mathematics to solve problems in both familiar and unfamiliar situations in a variety of contexts.
In order to reach the aims of mathematics, students should be able to:
i. select appropriate mathematics when solving problems in both familiar and unfamiliar situations in a variety of contexts
ii. apply the selected mathematics successfully when solving problems
iii. solve problems correctly in a variety of contexts.
B. Investigating patterns
Investigating patterns allows students to experience the excitement and satisfaction of mathematical discovery. Working through investigations encourages students to become risk-takers, inquirers and critical thinkers. The ability ti inquire is invaluable in the MYP and contributes to lifelong learning.
In order to reach the aims of mathematics, students should be able to:
i. select and apply mathematical problem-solving technique to discover complex patters
ii. describe patterns as general rules consistent with findings
iii. prove, or verify and justify, general rules.
C. Communicating
Mathematics provides a powerful and universal language. Students are expected to use appropriate mathematical language and different forms of representation when communicating mathematical ideas, reasoning and findings, both orally and in writing.
In order to reach the aims of mathematics, students should be able to:
i. use appropriate mathematical language (notation, symbols and terminology) in both oral and written explanations
ii. use appropriate forms of mathematical representation to present information
iii. move between different forms of mathematical representation
iv. communicate complete, coherent and concise mathematical lines of reasoning
v. organize information using a logical structure.
D. Applying mathematics in real-life contexts
MYP mathematics encourages students to see mathematics as a tool for solving problems in an authentic real-life context. Students are expected to transfer theoretical mathematical knowledge into real-world situation and apply appropriate problem-solving strategies, draw valid conclusions and reflect upon their results.
In order to reach the aims of mathematics, students should be able to:
i. identify relevant elements of authentic real-life situations
ii. select appropriate mathematical strategies when solving authentic real-life situations
iii. apply the selected mathematical strategies successfully to reach a solution
iv. justify a degree of accuracy of a solution
v. justify whether a solution makes sense in the context of the authentic real-life situation.
Part 4 Assessment criteria overview
Assessment for mathematics courses in all years programme is criterion-related, based on four equally weighted assessment criteria:
Criterion A Knowing and understanding Maximum 8
Criterion B Investigating patterns Maximum 8
Criterion C Communicating Maximum 8
Criterion D Applying mathematics in real-life contexts Maximum 8

Maths (.docx)