In the International Baccalaureate (IB) Middle Years Programme (MYP), Mathematics is about understanding the world through a mathematical lens. Designed for students aged 11 to 16, this programme invites learners to explore mathematics conceptually, inquire critically, and apply their knowledge in meaningful real-world contexts.
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A framework of inquiry and understanding
MYP Mathematics focuses on conceptual understanding of the “big ideas” that transcend specific topics. Rather than memorizing formulas, students explore concepts through inquiry, identify rules as formulae, and solve problems. Learning is guided by four branches of mathematics:
Numerical and abstract reasoning
Exploring number systems and algebraic thinking.
- Number
- Algebra
Thinking with models
Working with functions, graphs, and representations.
- Functions
- Graphs
Spatial reasoning
Understanding shapes, space, and geometric relationships.
- Geometry
- Trigonometry
Reasoning with data
Using statistics and probability to interpret and analyze information.
- Statistics
- Probability
These branches are revisited and deepened across the years, building a progression of knowledge and skills.
Mathematics in context
Every unit in MYP Mathematics connects learning to global contexts: broad themes such as identities and relationships, globalization and sustainability, or scientific and technical innovation.
This encourages students to see mathematics as a tool for understanding and solving real-life challenges. For example, a geometry unit might explore how math helps archaeologists model ancient sites, or a statistics unit might investigate trends in climate data.
- Identities and relationships
- Orientation in space and time
- Personal and cultural expression
- Scientific and technical innovation
- Globalization and sustainability
- Fairness and development
Building learning skills: Approaches to Learning (ATLs)
The MYP doesn’t stop at subject knowledge. Students also develop Approaches to Learning (ATL) skills across all MYP subjects, which include communication, thinking, research, self-management, and collaboration. These skills empower learners to become autonomous, reflective learners, and to thrive across disciplines.
While students learn these skills implicitly through learning tasks and activities in class, teachers are encouraged to explicitly teach these skills by integrating them in their lessons. Some examples of how ATLs can be developed in the Mathematics classroom are:
| Approaches to learning skills (ATLs) | Examples in the MYP |
|---|---|
| Thinking skillsCritical thinking, creative thinking, transfer skills | Develop flexible strategies for approaching unfamiliar problems. |
| Social skillsCollaboration | Take on different roles during group work, such as a time manager, scribe, or the advocate. |
| Communication skillsWritten or oral | Organizing your work in a logical, clear and concise way using mathematical vocabulary and correct notation. |
| Self-management skillsAffective skills, reflective skills | Develop resilience when working on difficult problems; make personalized annotations in notes to identify mistakes in the problem-solving process. |
| Research skillsInformation literacy, media literacy | Evaluate the reliability of mathematical sources, such as statistical databases, before using them. |
Assessment with purpose
Rather than being marks-based, assessment in MYP Mathematics is criterion-based, providing students with clear feedback on how well they are achieving against specific learning objectives. The criteria are as follows:
- Criterion AKnowing and understanding
- Criterion BInvestigating patterns
- Criterion CCommunicating
- Criterion DApplying mathematics in real-life contexts
Assessment tasks generally assess one or two criteria at a time.
Example assessments
For example, in a unit on linear equations:
- Students might investigate relationships between the gradients of straight lines, identifying rules and verifying them (Criterion B).
- They communicate their findings using algebra, graphs, and tables, ensuring clarity and organization (Criterion C).
Later in the unit, they might use those same skills to model an urban-planning scenario, selecting strategies, solving spatial problems, and justifying the accuracy and validity of their conclusions (Criterion D).
A learning journey
Students may be unfamiliar with the criteria and ATLs at the beginning of their MYP experience, but over time, they will grow into them.
With the right support, they become reflective, open-minded problem-solvers, and build confidence to think critically, act responsibly, and engage with the world in meaningful, positive ways.
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