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As of September 2020/January 2021 the mathematics guide which has been around for six years will no longer be current. If you want to save yourself the time of reading every . single . page, read on as (most of) the changes are listed here.
Mathematics across the IB continuum
Page 6 shows an updated figure outlining the transition from Primary Years Programme to the Middle Years Programme standard and extended courses and culminating in the new Diploma Programme courses of Analysis and Approaches, and Applications and Interpretation (standard and higher level). From this it seems that students' DP choices will not be restricted by whether they were in a standard or extended class in MYP4/MYP5.
Conceptual Understanding
Two of the related concepts have been removed and replaced. 'Justification' and 'Measurement' have been replaced by 'Approximation' and 'Validity' (page 20 in the old guide, page 18 in the new).
Pages 19 - 20 (page 21 in the old guide) show that six out of the seven example statements of inquiry have been reworded. Some to accommodate the new related concepts while others refer to the global context, key concept and related concept(s) more explicitly.
Mathematics framework
Pages 22-23 include a new recommended prior learning list outlining the topics and skills that students should be familiar with before starting the Middle Years Programme.
The four branches of mathematical study have been adapted to have a focus on reasoning:
Previous guide branches: number, algebra, geometry and trigonometry, statistics and probability.
New guide branches: numerical and abstract reasoning, thinking with models, spatial reasoning, and reasoning with data.
Topics and skills (this has changed a few times since the original blog post so the updated framework can be found here.)
The topics and skills on pages 23 - 29 of the new guide differ slightly to those in the previous guide (pages 25 - 31).
REMOVED: Topics/skills on previous guide which do not appear in the new guide:
Ordering numbers
Representing numbers as products of their prime factors
Converting currencies
Algebraic fractions
Solving non-linear inequalities
Compound shapes
Line graphs
MOVED: Topics/skills which have moved from Standard to Extended:
Domain and range
Transforming functions
Linear programming
Histograms
Enlargement around a given point, by a rational factor
Converse of Pythagoras’ theorem
MOVED: Topics/skills which have moved to enrichment (and therefore not on e-Assessment):
Exponential functions
Logarithmic functions (including ln and e)
Inverse functions
Composite functions
Number bases
Three dimensional coordinate geometry
Vector notation and vector spaces
Trigonometric identities
Radians
Unit circle
Arithmetic and geometric series and summation
NEW: Topics/skills on the new guide which did not appear in the previous guide:
MYP 1 - 3
Time zones, clocks and timetables
Flowcharts
Forming equations
Surface area and nets
Bar charts, stem and leaf, pictograms
Data visualizations and infographics
Limitations and context in statistical enquiry
Qualitative handling of probability
Standard
Representing and solving compound and double inequalities
Negative exponents
Mappings
Function notation
Tessellations
Bearings
Data manipulation and misinterpretation
Cumulative frequency graphs
Correlation, qualitative handling
Relative frequency
Response rates
Extended
Using technology to find values with logarithmic functions
Upper and lower bounds
Networks - calculating pathways and weighted pathways
Volume and capacity of additional shapes
Identical representation of transformations
Correlation, quantitative handling, using technology
Dependent events
Enrichment
Exponential equations
Rationalizing the denominator
Sigma notation
Convergence and divergence
Fractals
Dilation
Inscribing and circumscribing shapes
Polar coordinates
Area of a triangle rule
Equation of a circle with center at the origin
Manual calculator of standard deviation, correlation coefficient
Frequency polygons
Covariance
Interpolation and extrapolation
Confirmation bias
Counting principles
Combinatorics
Permutations
Factorials
Geometric mean
Regression - interpretation of results
Note: some of the above may appear implicitly in either guide and therefore may not be considered new or removed by all. The guide states clearly that topics/skills listed within extended or enrichment can be taught to standard. In addition, all topics and skills are said to be examples of what students could study. All this to say there is still considerable flexibility by each school and teacher, responding to the needs of their class.
How are these changes going to reflect in your school's subject overview? Will you be making subtle new inclusions in certain units or taking this opportunity to completely review your taught curriculum?