PYP subjects

Mathematics
Mathematics: Subject overview
Introduction
The purpose of this section is to provide an overview of the subject of mathematics in the PYP.

There are several aspects to consider in mathematics and learning in the PYP. These are addressed
through focused guidance sections which can be read along with teacher support materials and tools
that help scaffold the PYP in practice. These include the following publications:

• Subject continuums: Mathematics

• Inquiry learning progressions
• Primary Years Programme: From principles into practice > The learner > “The early learner”

Mathematics
Mathematics is viewed as a sense-making activity (Schoenfeld, 2019) that supports learners in
understanding everyday situations and events. Learners are encouraged to consider mathematics
as a way of thinking, rather than a series of disconnected facts and procedures to be memorized.
By applying their understanding of mathematics concepts and skills, learners explore authentic
situations as numerate individuals. Numeracy or mathematical literacy connects learners to their
communities, enabling them to examine everyday situations by relying on their knowledge of
mathematics concepts and skills to make informed decisions.

Ultimately, mathematics is a way of reasoning, making it essential for understanding concepts and
ideas across, between and beyond subjects. Learners who reason mathematically look for and see
mathematics in a variety of contexts. Furthermore, engaging in mathematical reasoning through
cognitively demanding tasks promotes higher-order thinking (Felmer et al., 2016). In this way,
mathematics provides a powerful framework for problem-solving, decision-making, creativity, critical
thinking, and understanding the world.

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Mathematics in the PYP

Mathematics is integral to the PYP. It is a mode of reasoning through which learners explore,
investigate, and make sense of mathematical ideas, developing a sense of self as condent and
capable mathematicians. Learners are encouraged to consider their world through a mathematical
lens as they develop an appreciation for the intrinsic beauty of mathematics. Learners value
mathematical reasoning as they strive to use mathematics to make sense of the world and apply their
understanding of mathematics concepts and skills to address personal and social issues. Through
mathematics, learners develop a range of skills, including computational thinking, mathematical
modeling, data analysis, and abstract reasoning.

Mathematics in the PYP includes ve strands:

• data handling
• measurement
• shape and space
• pattern and function
• number.

For more information on the ve strands, refer to the Subject continuums: Mathematics

Learners make connections between mathematics concepts and skills within each strand and
across the strands. They enhance their understanding of mathematics concepts and skills through
exploration and investigation. Learners construct meaning by reecting on their experiences,
understanding, and interactions with objects and others’ ideas. Meaningful and relevant learning
experiences include a range of open-ended, practical, hands-on problem-solving situations that
provide all learners with an entry point to engage in mathematical thinking and discourse.

Mathematics and transdisciplinary learning

Whenever possible, mathematics should be taught through the relevant, authentic context of the
programme of inquiry. Exploring mathematics concepts through relevant and authentic contexts
provides learners with opportunities to reect on their development as young mathematicians and
enhances their desire to engage with mathematics. Connections to the transdisciplinary themes

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should be explicitly made. A developing understanding of these connections contributes to the

students’ understanding of mathematics in the world and their understanding of the transdisciplinary
theme. Developing reasoning, including mathematical reasoning, further supports transdisciplinary
learning, providing both students and educators with opportunities to make connections to the units
of inquiry.

Teaching specic mathematics concepts and skills in a unit of inquiry may not always be feasible.
Where appropriate, introductory or follow-up activities can help students make connections between
mathematics skills and concepts and the unit of inquiry, as they engage in reasoning. Students also
need opportunities to identify and reect on key mathematical ideas within and between and across
the different strands of mathematics, the programme of inquiry and other subjects. The role of inquiry
in mathematics is crucial, regardless of whether it is being taught inside or outside the programme of
inquiry.

Concepts
Concepts are fundamental, abstract ideas (often encapsulated in one word) that support the
development of conceptual understanding. The PYP identies seven specied concepts that facilitate
planning for a conceptual approach to transdisciplinary and subject-specic learning. Alongside these
specied concepts, other concepts are explored within and outside units of inquiry ( Primary Years
Programme: From principles into practice > Learning and teaching > “Conceptual understanding
in the PYP”, 2025).

Specied concepts
Specied concepts are a key element of the PYP framework. They guide the planning of meaningful
mathematical learning experiences intended to embrace learning and teaching through inquiry.

When explored as questions, these concepts enable purposeful and manageable inquiry ( Primary
Years Programme: From principles into practice > Learning and teaching > “Conceptual
understanding in the PYP”, 2025). These questions, used exibly by educators and students when
planning an inquiry-based unit, shape that unit, giving it direction.

The following table explains each concept from the perspective of mathematics.

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Specied concept Generic perspective Mathematics perspective

Form The understanding that The recognition and

What is it like? everything has a form with description of patterns, sorting,
recognizable features that comparing and contrasting,
can be observed, identied, and generalizing.
described, and categorized.

Function The understanding that The examination of

How does it work? everything has a purpose, a relationships, principles,
role or a way of behaving that properties, and patterns.
can be investigated.

Causation The understanding that things An examination of the

Why is it as it is? do not just happen; there mathematics concepts and
are causal relationships at processes that inuence the
work, and that actions have way things are.
consequences.

Change The understanding that Looking for evidence of

How is it changing? change is the process of change, analysing the
movement from one state to evidence, drawing conclusions,
another. It is universal and and making predictions.
inevitable.

Connection The understanding that we live The examination of strategies,

How is it linked to other things? in a world of interconnected properties, and principles to
systems in which the actions of identify relationships, within
any individual element affect and between different strands
others. of mathematics and beyond to
other subjects.

Perspective

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What are the points of view? The understanding that The examination of different
knowledge is not neutral, is ways individuals and cultures
incomplete, and is socially and use mathematics to solve
contextually constructed; it problems.
can be moderated by different
points of view which lead
to different interpretations,
understandings and ndings;
these perspectives may be
individual, group, cultural or
subject-specic.

Responsibility The understanding that Understanding the importance

What are our obligations? people make choices based on of accurate communication
their understandings, beliefs and appreciating the
and values, and the actions obligation to apply
they take have intended and mathematics with honesty and
unintended impacts and integrity.
consequences.

Table 9 Specied concepts from the perspective of mathematics

Examples of questions that illustrate the specied concepts

The following table provides example mathematics questions that illustrate the specied concepts,
which may help structure or frame an inquiry. These examples demonstrate broad, open-ended
questioning— requiring investigation, discussion, and a full and considered response—that is
essential in an inquiry-based programme.

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Specied concept Example questions

Form • What makes this a pattern?

What is it like? • How can we describe these shapes?

• What is the sorting rule?
• What strategy did you use?

Function • What is the purpose of the scale on a graph?

How does it work? • What happens if we extend the pattern?

• What makes this a composite shape?
• How is multiplying like addition?

Causation • Why is a block the best shape for building a

Why is it as it is? tower?

• What is the purpose of the constant in a
pattern rule?
• What is the purpose of the multiplier in a
pattern rule?
• How does the place value system help us to
compare numbers?
• Why was the data displayed in this form?

Change • How can we convert from the 12-hour clock

How is it changing? to the 24-hour clock?

• How does changing the multiplier in a
pattern rule affect the graph of the pattern?
• How does changing the perimeter of a
rectangle affect the area?
•

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What happens when “0” is added to a

number?

Connection • How can you use fractions to explain musical

How is it linked to other things? notation?

• How are 4 + 3 and 3 + 4 connected?
• How are the different representations of the
pattern connected?
• How can you use addition to help you
subtract?

Perspective • How else could you prove this?

What are the points of view? • Who might be interested in, or be able to use,
the results of our survey?
• What is the role of mathematics in different
cultures?
• What would make this game fair to all
players?

Responsibility • What makes your answer reasonable?

What are our obligations? • Can you give an example of a biased graph?
What makes it biased?
• Why does the measurement need to be
accurate?
• How have you collected all the relevant data?

Table 10 Example questions illustrating the specied concepts in mathematics

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Other concepts
The specied concepts for mathematics are supported by additional concepts selected in response
to the unit’s goals and the needs and interests of learners. Examples include concepts such as space,
quantity, time, symbols, patterns and relationships.

For further examples of concepts that can be explored through mathematics, as well as subject-
specic concepts, refer to Subject continuums: Mathematics .

The mathematics learner

Integral to mathematics in the PYP is fostering creativity, critical thinking, and a sense of self-efficacy.
Students are encouraged to rely on their mathematical intuition as they explore and make sense of
mathematics concepts and skills in authentic contexts with willingness and perseverance. A learner
demonstrates mathematical intuition when understand something without reasoning or rules
(Tieszen, 2015). For example, many young learners who have not yet developed an understanding of
capacity, still know instinctively, that a large pail will hold more water than a small pail.

The mathematics learner understands mathematics concepts and skills and is able to transfer and
apply this understanding to make sense of the world around them.

As mathematicians, they:

• make sense of the mathematics concepts and skills

• pose mathematical wonderings
• interpret mathematical situations
• make conjectures
• make inferences
• provide reasonable estimates
• make informed decisions and sound judgements
• investigate collaboratively and independently
• express understanding of mathematics through multiple, varied models and representations

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• select and use effective tools and strategies

• select and use mathematical skills effectively
• reect on strategies, tools and methods
• engage in and communicate mathematical thinking
• justify reasoning
• critically interpret various forms of text.
Agency and the mathematics learner

Learner agency is rooted in the principle that learners have the ability and the will to positively
inuence their own lives and the world around them. Exercising their agency, mathematics learners
take ownership of their learning, express their ideas and opinions, and reect on their development of
the IB learner prole attributes.

Learners strive to make sense of their lives and the world around them by constructing meaning,
exploring concepts, revising understanding, and directing their learning. Learners see themselves
reected in the curriculum, set goals, and use their mathematical knowledge and skills to make
responsible decisions and take action. The culminating exhibition in the nal year of the PYP provides
an opportunity to practise and demonstrate student agency, and the IB learner prole attributes.

Action and the mathematics learner

As young mathematicians, learners can use their understanding of mathematics to take individual or
collective action. As curious, creative, and reective community members, learners strive to make a
difference to address authentic problems or make positive changes in the local or global community
and provoke reection.

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Action Mathematics examples could include the

following.

Participation • Inviting community members into school to

enjoy a “mathematics night”.

Advocacy • Creating posters or graphics to inform the

community about an issue of importance to
the learners.

Social justice • Exploring issues of fairness from different

mathematical perspectives.

Social entrepreneurship • Running a mathematical thinking club.

Lifestyle choices • Creating a poster to reect mathematical

well-being.

Table 11 Demonstrations of action in mathematics

The early mathematics learner

Play and exploration are vital to the learning and application of mathematical knowledge, particularly
for younger learners. In a PYP learning environment, mathematics activities occur in safe, stimulating,
and inviting learning spaces. In this environment, learners are actively involved in a range of
experiences, guided or self-directed, to address wonderings and natural curiosities. The development
of a variety of mathematical behaviours is supported as learners engage in play and inquiry, including:

• using mathematical language, objects and drawings to express ideas

• posing wonderings and asking questions
• identifying and managing information

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• exploring and creating mathematical situations to develop their emergent understanding of

mathematics concepts and skills
• identifying relationships
• actively engaging in learning
• developing a love of mathematics and learning.

Learners have access to a variety of resources to ensure they encounter situations that introduce them
to a variety of mathematics concepts. Educators optimize learning during play by intentionally and
purposefully planning for meaningful learning. They observe and listen carefully to discover, reect on
and grow learners’ understanding of mathematics concepts while developing positive mathematics
behaviours.

To learn more about the early learner, refer to Primary Years Programme: From principles into
practice > The learner > “The early learner”.

The mathematics educator

Mathematics educators are themselves reective inquirers, learning about their students’ unique
experiences and interests, knowledge, skills, and understanding to personalize learning.

In designing learning experiences and units of inquiry, educators have the agency to ensure their
planning is responsive to the mathematics needs of learners. They design open-ended learning
experiences with an awareness of how barriers to learning can occur, working to address these
barriers. Through collaboration with others within and beyond the learning community, educators
develop their knowledge of mathematics and mathematics learning for all their learners.

The following examples of practice may serve as a guide, but the list is not exhaustive and may be
added to according to the context of your school.

• Consider how students learn mathematics developmentally when planning for learning (i.e.,
additive thinking > multiplicative thinking)
• Use mathematics as an avenue for inquiry
• Incorporate a variety of modalities

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• Consider the students as personal and cultural resources when planning for learning (Lewison,
Harste, 2015)
• Consider where students are along various learning mathematics strands
• Elicit students’ mathematical thinking with “rich” tasks (i.e., open questions and parallel tasks)
(Small, 2020)
• Incorporate experiences intended to develop mental mathematics strategies
• Incorporate experiences intended to enhance mathematical uency
• Facilitate mathematical discourse for the purpose of making connections between ideas
• Model mathematics language
• Design collaborative experiences to develop creative and critical thinking

Mathematics in the learning community

Every school community is unique, welcoming and inclusive, providing a space where learners and
their families see themselves, their language, and culture reected; feel safe, valued, and a sense of
belonging.

Relationships are built with learners, staff, parents, guardians, and the wider community. These
relationships, within the school’s inclusive and safe environment, foster a positive mathematics
culture, exploring diverse perspectives and supporting the development of international-mindedness.
To develop these relationships, educators and learners are encouraged to engage with the community
and invite them into the school.

The following table illustrates how mathematics can play a role at all levels of the learning community.
These examples are not exhaustive and can be adapted and added to within your own context.

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Mathematics in the learning community

Reaching out to the community Inviting the community in

Classroom Classroom
• Apply a pattern to create a dance • Share personal mathematical experiences
• Provide feedback to a peer during or after a from home that represent cultural and
problem-solving process linguistic diversity

• Create a mathematics mindset poster • Engage in a mathematical activity virtually

with another classroom from another city

School School
• Create a mathematical art gallery in a shared • Showcase mathematical thinking and invite
space other classes for a gallery walk
• Develop school-wide mathematics norms • Conduct a survey of mathematical wonders
• Foster peer mentoring or tutoring to share • Develop community-based mathematical
mathematical thinking norms

The wider community The wider community

• Host or participate in a community • Invite guest speakers from the local nance
mathematics night community to the school
• Organize trips to museums and art galleries • Create a mathematical model of a local
community system

Table 12 Mathematics in the learning community

Mathematics across the IB continuum
The IB’s programmes provide a continuum of learning for learners aged 3–19. In the PYP, learning
mathematics builds foundational skills and understanding, making mathematical thinking visible and
responsive to those of others.

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Learning experiences foster a deep appreciation for mathematics, enabling students to view the world
through mathematics with condence and competence.

This understanding connects mathematics to the world around them. They build a foundation of
knowledge, skills, and conceptual understandings that can be further developed in the MYP, DP, and
CP.

Bibliography
Cited
Felmer, P., Pehkonen, E., & Kilpatrick, J. (2016). Posing and solving mathematical problems: Advances and
new perspectives. Springer.

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International Baccalaureate. (2025). Primary Years programme: From principles into practice, Learning
and teaching, “Conceptual understanding in the PYP” . International Baccalaureate Organization.

Lewison, M., & Harste, J. C. (2015). Creating critical classrooms: Reading and writing with an edge (2nd
ed.). Routledge.

Tieszen, R. (2015). Arithmetic, mathematical intuition, and evidence. Inquiry: An interdisciplinary Journal
of Philosophy, 58(1), 28–56.

Schoenfeld, A. H. (2019). Reframing teacher knowledge: A research and development agenda. ZDM
Mathematics Education, 51(4), 1–18.

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