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If you want more ideas like this, or have other DP Maths questions, you can connect with me on MiniPD, and don’t forget to visit the ManageBac Subject Pages for more information. You can find some very good examples in the Mathematics: applications and interpretation teacher support material (TSM) section called “Toolkit” published by the IB to support teachers in implementing different aspects of the toolkit in their teaching. Of course, modelling, team/collaborative work and other approaches to learning strands also need to be addressed. Many of them immediately relate to the second cartoon.įigure 2: A sample from Math with Bad Drawings statistics cartoons Start the unit by showing cartoons from MathwithBadDrawings and I ask my students why we shouldn’t trust the statement in the cartoon. FURTHER MATHS IB TEXTBOOK ACTIVATORideas for reflection and/or extension to further topics.Ī cognitive activator example activity I use to begin a statistics unit is explained below, entitled “Why statistics can’t be trusted”. ![]() an activity that enables students to start their work on the topic.This can be supported by, for example, a random group generator, no-hands-up activity, think pair share etc. starting with an essential question that can be understood by the students but only successfully answered by the new learning material.connecting to previous learning on the topic or different topics within the same concept.In an inquiry-based approach using technology, you would ask students to draw triangles and write the ratios of sides to sines of triangles, then ask them to generalize the sine rule.įigure 1: Using Geogebra to explore sine ruleĪnother use of “toolkit” time could be to focus on cognitive activators: You would give students the formula or maybe show the proof as well, work through a few examples, and ask students to answer some exam-style questions. The time allocated for the toolkit is to give students opportunities to undertake inquiry-based approaches in class, focusing on conceptual understandings, teamwork and collaboration.įor example, think about the traditional way to introduce the sine rule. This change is also reflected in assessment practices and examinations. Over the years, DP Mathematics courses have moved from content-based approaches to concept-based approaches. Table 2: Assessment Objectives, IBDP Mathematics Guide page 28 FURTHER MATHS IB TEXTBOOK SOFTWARETable 2 of the assessment objectives shows how Problem solving, Reasoning and Inquiry approaches, as well as technology (graphing display calculators for exams and math-specific software like GeoGebra, Desmos, etc for exploration), are all part of the assessment objectives. ![]() The question, then, is what to do with the remaining 15-20 hours allocated to the toolkit? The answer is to be found in the assessment objectives. time to review and monitor progress, and to check authenticity.time for consultation between the teacher and each student.class time for students to work on the exploration and ask questions. ![]()
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