Upcoming math changes in the IB program to provide more choice and flexibility.
New developments in International Baccalaureate Diploma Program mathematics mean that it will remain relevant and rigorous while addressing the needs of mathematics students in the future.
Notre Dame Prep has served as an IB ‘World School” since 2007 when it was first authorized by the IB organization. In addition, Notre Dame Preparatory School and Marist Academy is the only Catholic school in the United States with all three IB curriculum levels, the Primary Years Program, the Middle Years Program and the Diploma Program.
More on the IB: The IB Program is derived from an independent, non-governmental, non-profit educational organization, which is a recognized leader in the field of international education, encouraging students to be active learners, well-rounded individuals and engaged world citizens. Founded in 1968, the IB today works with more than 4,000 schools in 150 countries to offer and develop its four challenging programs to approximately 1,235,000 students ranging in age from 3 to 19.
What does the mathematics community want in the 21st century?
By Deborah Sutch, May 15, 2017
Some exciting developments are underway in the IB Diploma Program (DP) mathematics. It is thanks to all the IB mathematics teachers who have given their time to consult with us during the latest development cycle* for DP mathematics. We’ll be ready for teachers to start teaching the new courses in 2019.
The new developments in DP mathematics mean that it remains relevant and rigorous while addressing the needs of mathematics students from 2019 until 2028, at which point the next development cycle will complete and the succeeding new version of the course will be released. We believe the changes to DP mathematics offers more choice to a greater number of students as well as offering schools greater flexibility in the way they group students, schedule lessons and teach the skills and content.
Critical thinking
For employers and universities alike, critical thinking in mathematics is becoming an increasingly valued skill, especially as technology advances making some traditional skills redundant.
Longtime Notre Dame educator Mark McCaskey teaches mathematics in the school’s upper division.
How will DP mathematics address this in 2019?
DP mathematics will focus on developing the skills of analysis, abstraction and generalization, risk awareness and statistical literacy, algorithmic thinking, modeling and inquiry. We also aim to meet the diverse needs, interests and motivations of all our students within the DP and the Career-related Program (CP).
You are right to think that this is a lot to fulfill. To address this, we have designed two mathematics subjects/routes that will each be offered at standard level (SL) and higher level (HL):
"Mathematics: Analysis and Approaches" course will be offered at both SL and HL. It is designed for students who enjoy developing their mathematics to become fluent in the construction of mathematical arguments and develop strong skills in mathematical thinking. They will explore real and abstract applications, sometimes with technology, and will enjoy the thrill of mathematical problem solving and generalization.
"Mathematics: Applications and Interpretation" course will be offered at both SL and HL for students who are interested in developing their mathematics for describing our world, modeling and solving practical problems using the power of technology. Students who take mathematics: Applications and Interpretation will be those who enjoy mathematics best when seen in a practical context.
Top five questions from the DP mathematics community
1. Which course should students who want to study mathematics at university take?
Students who want to take a university course with a substantial mathematical element should take IB Mathematics: Analysis and Approaches course. Those thinking about social sciences, humanities, certain economics, statistics and engineering courses and the arts will be well prepared by the mathematics: Applications and Interpretation course.
2. Are schools and universities consulted about changes during a review?
Yes, and consultation with schools and universities is on-going throughout the seven-year review process (see more about the review cycle further below). There are many ways in which consultation takes place including surveys to schools, universities and of our alumni – we gather reports from our senior examinations team, we conduct expert panel discussions, we carry out literature reviews to consider current trends in mathematics education, we compare our syllabi to other syllabi worldwide, we commission universities to conduct research on the direction of mathematics education and the robustness of our syllabi, as well as gathering valuable feedback from our educator network through workshops, conferences and school visits.
3. How will the courses be assessed?
SL students will complete two externally assessed written papers and the internal assessment. HL students will complete three externally assessed written papers and the internal assessment.
4. Will there be any HL options?
In the current DP mathematics higher level (HL) course the student completes the core HL part of the course and also chooses one additional mathematics subject option to study from 4 options available (calculus, statistics and probability, discrete mathematics, or sets, relations and groups.) In the new courses, no options will be available. Instead, however, some of the current calculus option will appear in the mathematics: Analysis and approaches HL course and some of the current statistics and discrete options will appear in the mathematics: Applications and Interpretation HL course.
5. Will there still be a mathematical studies SL course?
The name Mathematical studies SL will cease to exist, but the content of the mathematics: Applications and Interpretation course SL course will be very similar in nature and level of difficulty.
The content of the mathematics: Applications and Interpretation course that is similar to Mathematical studies SL has been updated in response to consultation and feedback with Mathematical studies SL teachers in a survey to DP mathematics teachers in 2016, making the new mathematics: Applications and Interpretation course more fit for purpose.
6. What are DP mathematics teachers saying about the changes?
“This is a bold change, but I think overall one that may fit better the two principal branches of math, pure and applied.”
“I’m very excited with the direction the IB is trying to take the DP mathematics curricula. It is coming at a time when mathematics education is in a crisis WORLDWIDE which is a result of the subject being reduced to a set of algorithms and rules (with emphasis on the quickest of them) while deep understanding and contextual meaning is left out. I’m looking forward to these changes!”
“Great work done by the review team!!”
“I am very excited about these new routes. I believe that they have the power to be highly successful and provide all students with the knowledge of mathematics needed to be mathematically fluent in our current highly statistically based world. I would like to advocate that the IB hire skilled individuals to work on the development of these courses full time to develop the structure and resources that will be critical for such a shift. It will be incredibly more cost and time effective to design these courses to the best of their ability now and provide powerful, highly supportive training and resources for teachers before these courses are implemented. Teachers should be facilitators of powerful learning tasks (investigations and modeling tasks), but they should not be expected to be the creators of such tasks.
Route 2 courses (Mathematics: Applications and Interpretation course) have the potential to be unlike any other high school math courses, which is phenomenal. But because they will be “new” to the world, current resources (think textbooks) do not exist that support such content and philosophy. It will be critical for the IB to at the front of the development of these resources. Thank you for taking our feedback! These changes are incredibly exciting!”
*The review cycle of an IB Diploma Program course is a highly collaborative process with the IB community to ensure that curriculum are fit for purpose. The review cycle incorporates the latest educational research and lessons learned from a thorough evaluation of the existing curriculum.
Based in The Hague in the Netherlands, Deborah Sutch is the DP curriculum manager for mathematics. DP coordinators at IB World Schools will continue to be fully supported during the transition to the new curriculum. And will receive ongoing communications, updates on the review process and other useful materials and guidance to help prepare educators and students for these changes.
Comments or questions? mkelly@ndpma.org.
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About Notre Dame Preparatory School and Marist Academy
Notre Dame Preparatory School and Marist Academy is a private, Catholic, independent, coeducational day school located in Oakland County. The school's upper division enrolls students in grades nine through twelve and has been named one of the nation's best 50 Catholic high schools (Acton Institute) four times since 2005. Notre Dame's middle and lower divisions enroll students in jr. kindergarten through grade eight. All three divisions are International Baccalaureate "World Schools." NDPMA is conducted by the Marist Fathers and Brothers and is accredited by the Independent Schools Association of the Central States and the North Central Association Commission on Accreditation and School Improvement. For more on Notre Dame Preparatory School and Marist Academy, visit the school's home page at www.ndpma.org.