The recent decision by the IB to cancel examinations in parts of West Asia has triggered an important question. Not just for students, but for educators, school leaders, and policymakers. If grades can be awarded without final exams, do we really need them? At first glance, it feels like a moment of clarity. Students spend…

Rosenshine’s Principles of Instruction offer a powerful framework for IB Mathematics teachers. Here is how to apply them alongside the Harkness Method in DP and MYP classrooms.

IB Mathematics: Analysis and Approaches (Category 1 Workshop) IB Approved Workshop | Delivered in collaboration with IBICUS I am pleased to be facilitating this IB-approved workshop designed for educators who are new to the IB Diploma Programme Mathematics: Analysis and Approaches (AA) course or looking to strengthen their practice. View Workshop Details & Register Facilitator…

At this point in the academic year, a familiar pattern begins to appear in mathematics classrooms. Students in Year 13 / DP2 / Grade 12 start attempting full past papers under timed conditions. This is usually the point where revision becomes more serious, more exam-focused, and understandably more score-driven. This is also true for Grade…

This question often surfaces in workshops, conferences, and professional conversations with mathematics educators. What I find particularly interesting is that both perspectives usually come from highly committed, deeply passionate teachers. Some colleagues feel that students emerging from MYP Mathematics are not always fully prepared for later demands, particularly in relation to pre-requisite fluency for International…