Key Concepts in IB Mathematics (3): Each Unit will have a Key Concept that the course will focus on:

• Form: i.e. graphs, or any visual representation of math. (Students can look at a graph and see what they can conclude from it: what reasonings/analysis they can gather, they also look at how they can interpret data)
• Logic: Basis of steps: looking at formulas and the process of going through a formula and why you have to go through that process.
• Relationships: units, about functions or (i.e.  relationships about similarities/congruency in triangles; relationships in objects or different forms or math)

Each unit has one single key concept and also one or two related concepts (additional ways to look at the key concept) and from there they have a global context (a theme; applications and experiences relating to the real world). *Stopped at 5:55 of recording.*

Key Skills: Developing foundational skills (part of the middle years program), which will prepare them for the projects they will have in the last two years (when they are in the diploma program)

Soft Skills/People Skills: The framework of the IB program rewards collaboration (communication and presentation skills) and encourages students to find connections between subject matters.

Implementing Critical Thinking:

• The students will have an understanding of what they will be graded on by a rubric. IB encourages students to utilize critical thinking and rewards autonomy.

Technology in the classroom:

• Yes, technology will be utilized as a tool to cater to all learning styles.
  • Technology will be used alongside physical tools to show concepts in math. (Coins, blocks, etc. - utilization of physical and technical tools).
  • Video presentations will be utilized as well, as long as they follow the guidelines of the rubric.

Options for personalized learning:
Yes, the student/teacher ratio is low, allowing teachers to have IEPs (Individualized learning plans) for every student who needs them.

Student-led questions:

• There is a statement of inquiry that students can derive questions from, but students are also encouraged to ask questions themselves.

Measuring student understanding:
Each subject has 4 criteria that it needs to follow.

• Within each criteria there are “strands” (a criterion within the criteria) that are incorporated in the summative assessments. Within those strands the students have to be assessed twice/year, allowing us an opportunity to track the student’s understanding and growth.
• In essence these “strands” build the rubric.

Role of formative assessments: Formative assessments are used to gauge how the students are comprehending the material. (They are not always quizzes, but can be in the form of asking questions and many other ways – also to encourage students to take risks, even before assessments so that they have opportunities to improve before a test).

Plan for students who don’t learn:

• First we identify what is the factor that is playing a role in a student who isn’t learning.
  • Longer class times allow for more patience and flexibility (Showing/teaching the student in a different way).

College/Career Readiness:
The IB framework prepares students to be global citizens – to be career-ready in many different countries. Due to:

• Rigorous curriculum, critical-thinking and real-world applications.

Math in IB:

• “How can we broaden our view of math in general?” – as opposed to something from a piece of paper. This will be more exciting to students as they can see how math applies to everyday life.
• Many real-world applications will be applied in the curriculum.
• IB is big on service learning and field trips – to provide authentic learning experiences. (We don’t have that yet but it is part of the IB model).