- 70 Views
- Uploaded on
- Presentation posted in: General

Mathematics in the MYP

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Mathematics in the MYP

- The objectives of MYP Mathematics define what the student will be able to accomplish as a result of studying the subject.
- The objectives of MYP Mathematics are
A Knowledge and Understanding

B Investigating Patterns

C Communication in Mathematics

D Reflection in Mathematics

- These objectives relate directly to the assessment criteria in MYP Mathematics.

The following assessment criteria have been established by the IB for mathematics in the MYP.

- Maximum: 8
- This criterion examines to what extent the student is 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 make deductions and solve problems, including those in real-life contexts.

Assessment tasksfor criterion A are likely to be classroom tests and examinations.

- Unfamiliar situation: challenging questions or instructions set in a new context in which students are required to apply knowledge and/or skills they have been taught.
- Deduction: reasoning from the general to the particular/specific to reach a conclusion from the information given.
- Context: the situation and parameters given to a problem.

- We modified the assessment criteria in years 1-3 (grades 6 – 8)
- Modification in years 1–3 involves changing the language in the level descriptors to make it more understandable to students and to adjust the achievement level expected of students.

- Maximum 8
- The criterion examines to what extent the student is 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.

Assessment tasks for criterion B should be mathematical investigations of some complexity, as appropriate to the level of MYP mathematics.

-Assessment tasks could have a variety of solutions and may be set in real-life contexts.

- Tasks could be done under test conditions or at home depending on the task itself.

- Pattern: the regularity between the elements of a mathematical system. To identify pattern is to begin to understand how mathematics applies to the world in which we live. The repetitive features of patterns can be identified and described as relationships or generalized rules.
- Justification: give valid reasons or evidence to support the conclusion and explain why the rule works.

- Maximum: 6
- This criterion examines to what extent the students is able to:
- use appropriate mathematical language in both oral and written explanations.

- use different forms of mathematical representations.

- communicate a complete and coherent mathematical line of reasoning using different forms of representation when investigating problems.

- Students are encouraged to use ICT tools as appropriate and, where available, to enhance communication of their mathematical ideas.
- Assessment tasksfor criterion C are likely to be real-life problems, tests, examinations and investigations.

- Mathematical language: the use of notation, symbols, terminology and verbal explanations.
- Forms of mathematical representation: refers to formulae, diagrams, tables, charts, graphs and models to represent mathematical information.

- This criterion examines to what extent the student is able to:
- explain whether his or her results make sense in the context of the problem.

- explain the importance of his or her findings in connection to real life where appropriate.

- justify the degree of accuracy of his or her results where appropriate.

- suggest improvements to the method when necessary.

- Assessment tasks for Criterion D are most likely to be mathematical investigations or real-life problems.
- Generally these types of tasks will provide students with opportunities to use mathematical concepts and skills to solve problems in real-life contexts.

- Explain: give a detailed account including reasons or causes.
- Describe: give a detailed account.

- Level 1 : 0 – 4
- Level 2 : 5 – 8
- Level 3 : 9 – 12
- Level 4 : 13 – 17
- Level 5 : 18 – 21
- Level 6 : 22 – 25
- Level 7 : 26 – 28