MYP mathematics builds on experiences in mathematics learning that students have gained in their time in the PYP. PYP teaching and learning challenges students to be curious, ask questions, explore and interact with the environment physically, socially and intellectually to construct meaning and refine their understanding. The use of structured inquiry is a precursor to the problem-solving inquiry-based approach of MYP mathematics.
The prescribed framework for MYP mathematics outlines four branches of mathematical study: Number, Algebra, Geometry & trigonometry, and Statistics & probability. Students continuing on to the DP will have developed not only an inquiring and reflective approach to mathematics learning in these four branches, but also critical-thinking and problem-solving skills. Students will be able to apply and develop these skills further in the DP mathematics courses. In particular, the MYP framework for mathematics reflects the prerequisite concepts and skills needed for the DP mathematics courses at standard level (SL) and higher level (HL). In year 5 (grade 10) two levels of MYP mathematics (standard and extended) have been refined to allow a smooth transition from MYP mathematics to DP mathematics courses.
MYP mathematics courses are assessed against four criteria, each with a maximum achievement level of eight.
MYP Mathematics assessment criteria:
- Criterion A: Knowing and understanding
- Criterion B: Investigating patterns
- Criterion C: Communicating
- Criterion D: Applying mathematics in real-life contexts
MYP Mathematics Subject Brief can be accessed here.