What is Criterion A in MYP Mathematics?

Hi, I'm Shannon from MYP Math Tutor. We've put together a series of videos that explains the MYP Mathematics criteria: what they are, what they look like and how they are assessed. First up, what is Criterion A?

Across many subjects in the MYP, Criterion A is knowing and understanding. The assessments feel the most similar to a normal test in other curricula. Let's talk about what sets it apart.

Criterion A is about what students know and understand in mathematics. It emphasizes selecting and applying mathematical strategies to solve problems of varying complexity, and can be applied across all four branches: numerical and abstract reasoning, thinking with models, spatial reasoning and reasoning with data.

Like all assessments, Criterion A can vary in what it looks like from school to school, but they broadly follow a similar structure. It's a test that could be made up of theoretical problems and word problems. They're often divided up into sections, the first of which is for Level 1–2, or simple problems. These are the entry-level problems that students should feel comfortable solving. The next section is for Level 3–4, or complex problems. These are the problems that would demonstrate meeting the course expectations. The Level 5–6, or challenging, section contains the most difficult problems that students have seen in class so far. In most curricula, this is the most difficult type of question that you're allowed to be tested on. So, technically, a Level 6 would be the maximum score that you could receive in a different schooling system. I like to think of these as mild, medium and spicy problems.

Lastly, here's where things are different in the MYP. Level 7–8 will contain unfamiliar problems that the students have not seen before, but they do have the tools to solve, usually from the current unit, but they can be transferred from another unit. They may need to use some prior knowledge or creative thinking in order to break down the problem into something that looks more familiar.

So how do we assess Criterion A? For each section of complexity, students are assessed on how they solve the problems. In the MYP, we encourage students to explore concepts in a way such that different problem-solving strategies can be used. They need to select, or choose, a method that's appropriate for the problem, apply it, or use it correctly, and then solve the problem correctly. This puts the emphasis on the problem-solving approach rather than the calculation itself.

Let's look at an example. Here we have a right-angled triangle with a side length and an angle, and a missing side that the students need to find. This student has labelled the sides correctly, which is great evidence. They've also written down the formula, which again is great evidence. Both of these steps clearly demonstrate that they're selecting appropriate mathematics, so that's strand i. They've applied this ratio correctly by substituting the values correctly into the formula, so that's strand ii. Also strand ii is applying correct algebraic equation-solving strategies, such as the rearrangement that we see on the next line. And finally, they've arrived at the correct solution, which is strand iii. This can sometimes go wonky due to a calculator punch error or a mental math miscalculation, so it's nice that we don't put the full emphasis on this strand.

As a teacher, you can jot down specific feedback for the student, or simply the strands that they're successful in. As a student, it helps to look at the feedback on your steps. Where are you making the mistake? At the beginning, when you're selecting? In the middle, when you're applying? Or at the end, when you're solving?

So why do we assess in this way? A few reasons. First, by developing problem solvers that strive to unpack unfamiliar problems, students are required to think rather than memorize procedures. Second, credit is given for the processes, not just the correct answer. Students can reach a higher achievement level if they're attempting problems, even if they don't get it right. This is the way to encourage students to show their work in multi-step processes rather than just trying the problem in their head. Finally, when students are pushed with challenging and unfamiliar problems, they develop confidence and creativity in their thinking. This will directly support the student transition to the Diploma Programme, in both learning and examinations.

To wrap up, Criterion A is knowing and understanding the mathematical concepts. It's different from a normal math test, as there's a greater focus on the process and students are given unfamiliar problems to solve. And it's important for students to build confidence and resilience in their problem-solving experiences.

To close, we'd love to share a little bit more about who we are. Here at MYP Math Tutor, we're thrilled to be able to support over 150 students from more than 75 IB schools spanning over 40 countries worldwide. We work with students who attend some of the top IB schools in the world. We offer personalized support for MYP and DP mathematics through one-to-one virtual sessions. All of our tutors are experienced IB teachers with classroom expertise and a deep passion for IB education. They personalize each session to the students' needs, helping them build confidence, strengthen understanding and improve achievement in mathematics. If you'd like more info about who we are, please reach out to [email protected] or visit our website at www.mypmathtutor.com.