The aims of teaching and learning mathematics are to
encourage and enable students to:

- recognize that mathematics permeates the world
around us
- appreciate the usefulness, power and beauty of
mathematics
- enjoy mathematics and develop patience and
persistence when solving problems
- understand and be able to use the language,
symbols and notation of mathematics
- develop mathematical curiosity and use inductive
and deductive reasoning when solving problems
- become confident in using mathematics to analyse
and solve problems both in school and in real-life
situations
- develop the knowledge, skills and attitudes
necessary to pursue further studies in mathematics
- develop abstract, logical and critical thinking
and the ability to reflect critically upon their
work and the work of others
- develop a critical appreciation of the use of
information and communication technology in
mathematics
- appreciate the international dimension of
mathematics and its multicultural and historical
perspectives.

#### A. Knowledge and
understanding

Knowledge and understanding are fundamental to
studying mathematics and form the base from which to
explore concepts and develop problem-solving skills.
Through knowledge and understanding students develop
mathematical reasoning to make deductions and solve
problems.

At the end of the course, students should be 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.

#### B. Investigating
patterns

Investigating patterns allows students to experience
the excitement and satisfaction of mathematical
discovery. Mathematical inquiry encourages students to
become risk-takers, inquirers and critical thinkers. The
ability to inquire is invaluable in the MYP and
contributes to lifelong learning.

Through the use of mathematical investigations,
students are given the opportunity to apply mathematical
knowledge and problem-solving techniques to investigate
a problem, generate and/or analyse information, find
relationships and patterns, describe these
mathematically as general rules, and justify or prove
them.

At the end of the course, when investigating
problems, in both theoretical and real-life contexts,
student should be 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.

#### C. Communication in
mathematics

Mathematics provides a powerful and universal
language. Students are expected to use mathematical
language appropriately when communicating mathematical
ideas, reasoning and findings—both orally and in
writing.

At the end of the course, students should be able to
communicate mathematical ideas, reasoning and findings
by being 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 ICT tools
as appropriate and, where available, to enhance
communication of their mathematical ideas. ICT tools can
include graphic display calculators, screenshots,
graphing, spreadsheets, databases, and drawing and
word-processing software.

#### D. Reflection in
mathematics

MYP mathematics encourages students to reflect upon
their findings and problem-solving processes. Students
are encouraged to share their thinking with teachers and
peers and to examine different problem-solving
strategies. Critical reflection in mathematics helps
students gain insight into their strengths and
weaknesses as learners and to appreciate the value of
errors as powerful motivators to enhance learning and
understanding.

At the end of the course students should be able to:

- explain whether their results make sense in the
context of the problem
- explain the importance of their findings
- justify the degree of accuracy of their results
where appropriate
- suggest improvements to the method when
necessary.