MYP Subject Groups

Minutes per week

M1-M5: 200 minutes per week

Teachers in 2008/09

Moshi
M1-M2 Sandra Riches
M3 Ben Moyale and Anne Hacquebord
M4 Ben Moyale
M5 Ben Moyale and Sandra Riches

Arusha

Subject Details

MYP mathematics sets out to give students an appreciation of the usefulness, power and beauty of the subject. One aspect of this is the awareness that mathematics is a universal language with diverse applications. MYP mathematics promotes an understanding of how cultural, societal and historical influences from a variety of cultures have shaped mathematical thought. Students learn to understand and discuss the international nature of mathematics.

Schools are required to develop schemes of work according to a framework that includes five branches of mathematics: number, algebra, geometry and trigonometry, statistics and probability, and discrete mathematics. Aims and objectives include understanding mathematical reasoning and processes, the ability to apply mathematics and to evaluate the significance of the results, the ability to develop flexible strategies for problems in which solutions are not obvious, and the acquisition of mathematical intuition.

Assessment Criteria

Criterion A: Knowledge and understanding
Maximum 8
Knowledge and understanding are fundamental to studying mathematics and form the base from which to explore concepts and develop skills. This criterion expects students to use their knowledge and to demonstrate their understanding of the concepts and skills of the prescribed framework in order to make deductions and solve problems in different situations, including those in real-life contexts.
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 solve problems, including those in real-life contexts.

Criterion B: Investigating patterns
Maximum 8
Students are expected to investigate a problem by applying mathematical problem-solving techniques, to find patterns, and to describe these mathematically as relationships or general rules and justify or prove them.
This 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.

Criterion C: Communication in mathematics
Maximum 6
Students are expected to use mathematical language when communicating mathematical ideas, reasoning and findings - both orally and in writing. This criterion examines to what extent the student is 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 appropriate ICT tools such as graphic display calculators, screenshots, graphing, spreadsheets, databases, drawing and word-processing software, as appropriate, to enhance communication.

Criterion D: Reflection in mathematics
Maximum 6
Reflection allows students to reflect upon their methods and findings. 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
justify the degree of accuracy of his or her results where appropriate
suggest improvements to the method when necessary.