IBMYP Mathematics

The IBMYP Maths assessment criteria is split into 4 categories. Here’s a rundown of each category, along with some explanations of what students typically find difficult, and what you might expect in an exam.

Criteria A: Knowing and Understanding

This criteria primarily checks whether a student has learnt and understood the math concepts. There will typically be an entire exam devoted mostly to Criteria A, which has in-depth and detailed questions in it. This exam assesses if students can reproduce and use formulas, equations, or problem-solving approaches taught in class. Because the focus is on pure maths rather than applied maths, this portion of the examinations is typically more abstract and focuses on solving equations, without much relation to real-world problems.

Criteria B: Investigating Patterns

Many students may struggle with this portion of the syllabus. Criteria B requires students to take the knowledge that they learnt in Criteria A and use creativity and out-of-the-box thinking to apply these concepts to equations that they have never seen before. Essentially, students must approach Criteria B exam questions from the ground up. They must investigate the patterns and discern the hidden rules or formulas underlying the data they have. If you are a student struggling with Criteria B, don’t worry. Even teachers don’t expect students to be entirely confident with these types of questions, because they require you to take what you learnt in class, and based on that knowledge to look at a completely new question and in that moment, derive or conject a new formula.

Criteria C: Communicating

Besides getting the answers right, you must also show logic and a good methodology of presenting your answer if you want to do well in IBMYP Maths. Criteria C primarily tests whether a student’s working out and formulas are presented in a clear, concise, and easily understandable manner. Students must also show confidence in using the correct mathematical symbols and signs, such that examiners are able to understand their logic even if the eventual answers are incorrect. Criteria C is rarely assessed by itself and is always attached to other criteria. This is because other criterias always require a student to present an answer, and Criteria C assesses their capability in doing so.

Criteria D: Applying Mathematics in Real Life Contexts

Just by the name, students might guess that this portion focuses on real world problems. In the exam, Criteria D questions might describe an actual, real-life setting, and then you must take the maths you learnt and apply it to this task. These questions will also further inquire on your interpretation of the situation, after you’ve provided the mathematical answer. It tests whether you truly know why the answer is like this, and understand what you’re calculating. Unlike Criteria A which will not ask you anything further about the underlying logic, Criteria D asks you to explain the real-life meaning to your answer.