mathematical studies sl curriculum review
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Mathematical Studies SL Curriculum Review. Page 1. Principles of DP Curriculum Reviews. collaborative, working with teachers, examiners, consultants and IBCA staff surveying teacher opinion via questionnaires on OCC supported by the assessment division - PowerPoint PPT PresentationTRANSCRIPT
Mathematical Studies SL Curriculum Review
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© International Baccalaureate Organization 2007
Principles of DP Curriculum Reviews
collaborative, working with teachers, examiners, consultants and IBCA staff
surveying teacher opinion via questionnaires on OCC
supported by the assessment division reporting to the diploma review committee aware of the impact of a subject or group
review on the hexagon as a whole scheduled on a seven year review cycle
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7 YEAR REVIEW CYCLE
06/07 07/08 08/09 09/10 10/11 11/12 12/13 13/14
Teaching schedule
T1 T2 T3 T4 T5 T6 T7 Tr T1 T2
Review schedule
- - IY R1 R2 R3 R4 - -
Key:IY – investigation yearR1 – first year of subject reviewT1 – first year of new courseTr – teacher training year
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Outcomes of the curriculum review
new guides published March-June 2012
new TSM material available May 2012
specimen papers available May 2012
subject specific workshops throughout 2012
begin teaching September 2012
first exams May 2014
last exams Nov 2020
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Profile of participants
participants from each IB region a mix of publicly funded / privately funded schools gender balance a mix of experienced and relatively new teachers representative senior examiners representatives of the three IB working languages
(though meetings are normally held in English).
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Group 5 Review Progress
whole group 5 review
initial group 5 questionnaire to schools in July 07
all group 5 meeting in October 07
subject specific questionnaires
two subject specific meetings each year
one IA meeting in Cardiff each year
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Aims of meeting
To consider the subject specific questionnaire results To produce relevant syllabi for our students which will
be of use to them during their diploma studies, through university and beyond
To produce a syllabus full of practical applications to everyday life and to their other diploma subjects
To ensure that all the mathematical recommendations from the other diploma subjects were included
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Reports on the OCC
After every meeting a report is produced and published on the OCC for teachers. Comments are invited from teachers as the review progresses.
Report on MSSL April 2010 Report on SL and HL April 2010
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Group 5 aims and links
Diploma-wide issues, TOK (including ethical implications), and international mindedness have been addressed in the new group 5 aims
A column in the new syllabus provides useful links to these aims.
APPL- real life examples and links to other diploma subjects
Aim 8- moral, social and ethical implications
Int- international mindedness
TOK- suggestions for discussion
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Assessment model for MSSL
The meetings recommended to retain the current assessment model for Mathematical Studies SL
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Assessment model
Paper 1 (40%) : GDC required
Paper 2 (40%) GDC required
Internal assessment (20%)
Short response questions
Extended response questions
Project
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Notes on the assessment model
Paper 1 would remain as it is with 15 short questions worth 6 marks.
Paper 2 would become 6 longer questions each worth approximately 15 marks.
Both papers would be graded in difficulty within the question and the paper.
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Syllabus outline for MSSL
Topic 1—Number and algebra 20 Topic 2—Descriptive statistics 12 Topic 3— Logic, sets and probability 20 Topic 4—Statistical applications 17 Topic 5—Geometry and trigonometry 18
Topic 6—Mathematical models 20 Topic 7—Introduction to differential calculus 18
Project
25 Total teaching hours 150
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Summary of changes in MSSL
Topic 1-Introduction to GDC was moved to presumed knowledge as in practice this is intrinsic in the teaching of each topic. Extra time was given to certain topics to allow for this.
Topic 6- Statistics. This topic was split into two parts – descriptive and applications. Normal distribution was included.
Topic 8- Financial mathematics was subsumed into Number and algebra. Simple interest was excluded. Compound interest was included as an application of a geometric series.
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Summary of changes continued…
Topic 4 -Functions has been rewritten and renamed ‘Mathematical models’. The aim of this topic is to develop an understanding of some mathematical functions that can be used to model practical situations.
The project was retained with some changes in the assessment criteria. It was also recommended to increase the teaching hours spent on the project up to 25.
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Specimen papers
A set of papers has been produced to reflect the changes in the syllabus.
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IA Meeting Recommendations
Current form of project was retained but the criteria were reviewed
A- increased to 3 marks to give credit to those students who provide a detailed plan which is followed
B- if information collected from a secondary source eg internet, there must be evidence of sampling for full marks to be awarded where appropriate
C- rewritten to ensure that simple mathematical processes were completed before any further processes were attempted.
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Recommendations continued….
C- Any calculations performed using technology only would be considered as a simple process. At least one further process must be calculated showing full working.
D- no major changes E- reduced to maximum of one mark F- Notation and terminology removed G- commitment criteria was removed and replaced by
Notation and terminology
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The new TSM
• plenty of exemplar student work marked according to new criteria
• Links to exemplars for each achievement level on each criterion
• new interactive document with annotated projects to indicate clearly why and where certain marks have been awarded. See ESS new TSM
• teacher guidance written for teachers by teachers. • examples of mini projects • a ‘common pitfalls’ section with exemplars
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Mathematics SL
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Topic 1—Algebra
Topic 2—Functions and equations
Topic 3— Circular functions and trigonometry
Topic 4—Vectors
Topic 5—Statistics and probability
Topic 6—Calculus
IA
10 Total teaching hours 150
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Summary of changes in Mathematics SL
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Assessment model
Paper 1 (40%) Paper 2 (40%) GDC IA (20%) Short & extended response
Short & extended response
Assessment model unchangedMatrices excludedRegression and correlation includedIntegration by substitution included
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Mathematics HL
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Topic 1—AlgebraTopic 2—Functions and equationsTopic 3—Circular functions and trigonometryTopic 4—VectorsTopic 5—Statistics and probability
Topic 6—Calculus
Total core hours 182
Option 48
IA
10 Total teaching hours 240
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Summary of changes in Mathematics HL
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Assessment model
Paper 1 (30%) Paper 2 (30%) GDC
Paper 3 (20%) GDC
IA (20%)
Short and extended response
Short and extended response
Short and extended response
Assessment model unchangedMatrices excluded moved to new topic Linear Algebra in Further Mathematics Option increased to 48 hours, core reduced by 8
© International Baccalaureate Organization 2007
Further Mathematics SL- the future
Further Mathematics SL an anomaly in the diploma Further Mathematics SL to be replaced by a new
higher level Further Mathematics course modeled on the existing SL course
Six topics of 48 hours = 240 hours as one will be taught as part of HL course.
Four existing options to become 48 hours plus geometry and a new topic – linear algebra
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© International Baccalaureate Organization 2007
Further mathematics HL- the new course
Statistics, Sets and Discrete to remain broadly as they are at present but augmented to make 48 hours
Series will be renamed ‘Calculus’ and be less series-based
Geometry ‘topic’ in Further Mathematics will be augmented from 30 to 48 hours. The additional content is less abstract and more accessible while still demanding.
Linear algebra will include an introduction to matrices (excluded from core) and extended to look at vector spaces and applications to geometry.
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© International Baccalaureate Organization 2007
Further mathematics HL
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Sets, relations and groups
Discrete mathematicsStatistics and ProbabilityLinear algebraGeometry
Calculus
Each option 48 hours 240
Paper 1 GDC Paper 2 GDC
50% 50%
Short & medium response
Medium & extended response
© International Baccalaureate Organization 2007
Problems with present IA portfolio
Investigations should arise out of classroom experience as topics are introduced not be generated by the IB
Teachers reluctant to produce their own tasks due to perceived problems with moderation
Teachers reluctant to share their own developed tasks with the IB as then they would have a limited shelf life
Plagiarism and the perception of plagiarism
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Mathematics SL/HL IA- Mathematical Exploration
The mathematical exploration is a written submission, which will address one or more of the group 5 aims , 6-9 which cannot be assessed in examinations.
The intended audience is their mathematics class. The emphasis is on communication by means of
mathematical forms (e.g. formulae, diagrams, graphs etc) with accompanying commentary.
A list of stimuli may or may not be provided.
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The new TSM
• exemplar student work marked according to new criteria
• guidance on marking ‘explorations’ written for teachers by teachers.
• examples of mind maps from given stimuli
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Draft criteria
Communication Mathematical Context Mathematical Presentation Personal Engagement Reflection Mathematical Sophistication ( HL only) For more details see Report on SL and HL April 2010
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