Why Do MYP Math Textbooks Look So Different?

Hi, I'm Irina Amlin from MYP Math Tutor. I'm also one of the authors of the MYP Mathematics by Concept series, and I'm often asked, "Why do MYP math textbooks look so different? Why so much writing? Where's all the practice?"

These are great questions. While the math topics do remain the same, it's the approach that's the difference. Traditional textbooks and MYP textbooks are designed around different ideas about how students learn mathematics. This affects how the content is introduced, the kinds of questions students encounter, and how students are assessed.

Let's start with how a topic is first introduced. A traditional textbook opens with a topic title, then a worked example step by step, and then practice questions just like it. An MYP textbook begins with a real-world lens called a global context. Its aim is to answer the question, "Why are we learning this?" Then, a big overarching idea is presented to connect learning across different subjects and to think more deeply. This is called a key concept, and it will be explored throughout the unit alongside the mathematics. Within this context comes a main problem and a list of open-ended inquiry questions about the concepts, all before students even step into the unit.

Let's look at quadratics as an example. In the traditional approach, students learn the method: solve by factorizing, x² + 5x + 6 = 0. They start with a worked example and complete questions that follow the same steps with different numbers. Eventually, they're offered a word problem, but the equation and the variables are often already set up for them.

In an MYP-style approach, we might start with the global context of orientation in space and time and discuss dependent and independent variables that could fall within this context. This would lead organically to the key concept of relationships, as students observe how one variable depends on another. Then a problem would be presented. A ball's height is modeled by a parabola on a graph. Students investigate the graph. They are asked questions like, "When does the ball reach the ground? What do the intercepts and the maximum mean? And is this model realistic?"

Once a conceptual understanding is established, students are guided toward a reasonable equation to model the parabola, and as they try to solve the equation, they learn to factorize it. We arrive at solutions: t = 2 or t = −1. They're also asked to reflect on their solution. Does it make sense? A time of negative 1 second would mean the ball landed before it was thrown. Follow-up questions may include, "What would it mean if the height were negative 1? Perhaps the ball ended up in the basement." At this point, students came across the need to factorize before they learned to factor. Now they know when it's appropriate to use this technique.

A conventional exercise might ask a student to solve a quadratic equation. An MYP task might also ask them to explain the meaning of its solutions, represent the situation graphically, justify a pattern, or evaluate the limitations of the model. That's why MYP textbooks often contain longer tasks, prompts such as "explain your reasoning," and questions with several possible approaches. You'll also see questions where students try something many times, notice a pattern, model the pattern, and then justify it.

You'll notice traditional textbooks have a list of practice drills that become progressively more challenging, and they finish with a word problem or two. It's not unlike what you would see on most edtech platforms. MYP textbooks tend to weave contextual problems, investigations, and opportunities for explanation throughout the learning. That is why we see so much more writing in MYP math.

Think of mathematics as a tool from your garage, like a hammer. We wouldn't spend weeks practicing hammering a nail without ever building anything. Students need practice, of course, but they also need opportunities to use their skills to solve meaningful problems. The aim is to connect mathematical fluency with problem-solving, rather than treating application as an afterthought.

Now, this doesn't mean MYP students don't need to practice procedures. They absolutely do. Students need to factorize quadratics, solve equations, manipulate expressions, and develop fluency with mathematical techniques. The goal is to connect practice and inquiry so that each one strengthens the other.

The biggest reason for the difference in textbooks is how the MYP is assessed. Student work is assessed using four criteria. For more detail on each one, please see MYP Math Tutor's Criteria Series videos.

Ultimately, MYP Mathematics isn't a different kind of mathematics. It's a different approach to learning and demonstrating mathematical understanding. We're teaching students to calculate an answer and also to ask: What does this answer mean? Why does this method work? And does my answer actually make sense? Because in mathematics, getting the answer is important. Knowing what to do with it is just as important.