International Schools Blog

As Paula explored in her previous blog post in this series, research clearly identifies a concept-based, challenging, inquiry approach as necessary for deep understanding, an enjoyment of mathematics and improved student progress. But how can it be put into practice in the classroom?

In the second in her series of blogs, Paula Rowlands outlined how a smooth transition between MYP and DP mathematics is supported by having a seamless continuity between the components of the written curriculum and the merits of a whole school continuum plan.

Mastery is not a new approach. In fact, the concept was first introduced in 1968 by American psychologist Benjamin Bloom with his idea that if learners don’t get something the first time, then teach them again and in different ways until they do. Teaching for mastery in maths is fundamental to the UK government’s education reforms and was reflected in the 2014 English national curriculum for mathematics. The National Centre for Excellence in the Teaching Mathematics (NCETM) and the Department for England (DfE) have all endorsed this evidence-based approach which is inspired by some of the leading performers in mathematics education, including Shanghai and Singapore.

In her first article, Paula Rowlands outlined how a smooth transition between the MYP and DP is supported by having a seamless continuity of mathematics concepts, fostering a sense of curiosity and inquiry throughout the MYP, developing problem-solving, a consistent development of ATL skills, and the integration of the graphic display calculator as a learning aid prior to starting the DP course.

Paula Rowlands has taught International GCSE, A Level, MYP and DP Mathematics since 2007 and is currently the Head of Mathematics at an MYP and DP School in Switzerland. She is a co-author for Pearson’s new Mathematics for the IB Middle Years Programme series and shares in this article her observations on how teachers can support a successful transition from MYP to DP Mathematics.

After the challenges we’ve seen in education over the past year or so, we’ve been speaking to teachers and leading maths experts on how they see the changes to teaching and learning impacting on the future of primary maths.

After global school shutdowns, learning loss has become a significant problem for students everywhere. According to the majority of teachers in a McKinsey survey on lost learning, school closures have led to students being up to six months behind where they would usually be in terms of learning.

In the last year, we have spent more time indoors and on screens than ever before. Unsurprisingly, this has had a big impact on mental health – especially on children and adolescents. Research has found that young people have been suffering from increased levels of anxiety, loneliness and frustration.

Giving children a high quality Reception experience can have a positive impact on their future development and achievement. Extensive research shows that high quality early education plays a significant role in promoting children’s development, both cognitively and socially. Although this isn’t a useful measure for individuals, there is a correlation between achievement and learning outcomes at age 5 and later GCSE results – and by extension, later achievement as well. ​

Alongside the many other events of 2020, we also released our new core English, Maths and Science courses for learners aged 11-14. Inspire English International, Maths Progress International and Exploring Science International are designed to support an age group we all too often overlook – and a school stage that some educationalists have called ‘the lost years’.