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Within the MYP Mathematics framework, Investigating Patterns is a key objective that encourages students to identify relationships, test generalisations, and develop rules. Whether or not a unit culminates in a formal investigation, fostering these skills throughout teaching and learning is essential.
One effective way to support the development of Criterion B skills is through an inductive approach to teaching mathematics, in which students find patterns and relationships before being introduced to formal definitions and rules. This approach does not replace explicit teaching but complements it by providing students with opportunities to construct their own understanding.
Deductive teaching follows a top-down approach. The teacher presents a rule or concept first, followed by examples that apply this rule.
Inductive teaching, on the other hand, is a bottom-up approach. Students are first given examples and asked to identify patterns before formulating the general rule.
The three examples below show a deductive instruction on the left and a more inductive approach on the right. Example 1 involves use of physical manipulatives to support conceptual understanding. Example 2 would benefit from a collaborative approach (collecting the values from all students) as more values may make it easier to find values closer to pi. Example 3 engages and builds on prior knowledge.
Example 1 - converting from improper to mixed fractions
Example 2 - introducing pi as a ratio
Example 3 - factorising quadratic expressions
Developing the skills outlined in MYP Mathematics Criterion B is not limited to formal assessments; it should be regularly present through teaching and learning. By incorporating inductive teaching strategies, we provide students with meaningful opportunities to engage with patterns, make generalisations, and build conceptual understanding. This approach not only prepares them for investigative tasks but also fosters a deeper appreciation of mathematics as a discipline of discovery.
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