Mr. Cook's
International Baccalaureate Mathematical Studies
International Baccalaureate Mathematical Studies
Overview
Mathematics is a tool we use to understand and interpret our world. It is the language used to describe patterns and solve quantitative problems in fields ranging from art and graphic design to science and engineering. It also develops creativity and higher order thinking skills. Because the level of mathematical thinking and problem solving needed in the workplace and in the world continues to increase, those who understand mathematics will have opportunities others do not. Mathematical competence opens doors to productive futures, and the IB Math Studies program is one of the courses where students gain such competence.
The IB Diploma Programme mathematical Studies, available as a standard level (SL) subject only, caters to students with varied backgrounds and abilities. Students embarking on this course need to be equipped with fundamental skills and a rudimentary knowledge of basic processes. The nature of mathematical studies is such that it concentrates on mathematics which can be applied to contexts related as far as possible to other curriculum subjects, to common general world occurrences and to topics that relate to home, work and leisure situations. The Internal Assessment project provides an opportunity for the student to undertake an investigation of a mathematical nature in the context of another subject in the curriculum, a hobby or interest of his/her choice using skills learned before and during the mathematical studies course.
Described below are two different kinds of projects that were done by my students for the 2011-2012. The examples provided are some of the best that were done during this year.
The IB Diploma Programme mathematical Studies, available as a standard level (SL) subject only, caters to students with varied backgrounds and abilities. Students embarking on this course need to be equipped with fundamental skills and a rudimentary knowledge of basic processes. The nature of mathematical studies is such that it concentrates on mathematics which can be applied to contexts related as far as possible to other curriculum subjects, to common general world occurrences and to topics that relate to home, work and leisure situations. The Internal Assessment project provides an opportunity for the student to undertake an investigation of a mathematical nature in the context of another subject in the curriculum, a hobby or interest of his/her choice using skills learned before and during the mathematical studies course.
Described below are two different kinds of projects that were done by my students for the 2011-2012. The examples provided are some of the best that were done during this year.
Car Comparison Project
The purpose of this project is to objectively compare two similar vehicles and make a case as to why someone would want to buy either car by explaining the advantages and disadvantages of both vehicles investigated. The end result of this project was a poster and presentation explaining what each vehicle would have to offer to a person considering the two. This project needed to be in-depth. In other words, students were required to make a thorough case beyond just describing the color options for the exterior and interior of the vehicle.
Math Video Project
Purpose: The purpose of this assignment is for each student (or pair of students if they choose) to create a 2-5 minute digital story or math video. While the topic for your digital story is up to the student, I wanted them to craft a story based on any subject that we went over in IB Math Studies this past year or previous math classes. The story could be based on how students made sense of a mathematical concept or it could be a story where the math that was used is a significant part of the story line.
“Digital Storytelling” is the practice of using computer-based tools to tell stories. As with traditional storytelling, most digital stories focus on a specific topic and contain a particular point of view. However, as the name implies, digital stories usually contain some mixture of computer-based images, text, recorded audio narration, video clips and/or music.
The other way of representing what was learned is to create a video using the very math learned. Students were allowed to create such a video with up to 3 other partners. This can be a story specifically using math or it can be a creative video where the math is central to what makes the video creative. The video only needs to be between 2-5 minutes long. A digital story was recommended since it only required still shots and did not need a video camera.
“Digital Storytelling” is the practice of using computer-based tools to tell stories. As with traditional storytelling, most digital stories focus on a specific topic and contain a particular point of view. However, as the name implies, digital stories usually contain some mixture of computer-based images, text, recorded audio narration, video clips and/or music.
The other way of representing what was learned is to create a video using the very math learned. Students were allowed to create such a video with up to 3 other partners. This can be a story specifically using math or it can be a creative video where the math is central to what makes the video creative. The video only needs to be between 2-5 minutes long. A digital story was recommended since it only required still shots and did not need a video camera.