Reflections on Teaching Mathematics: From IGCSE to the IB MYP

Reflections on Teaching Mathematics: From IGCSE to the IB MYP

By Rodrigo Rivadeneira, Teacher of Mathematics at Marymount International School London

In this thoughtful piece, Rodrigo Rivadeneira traces his journey as a Mathematics educator—from his early days teaching the structured IGCSE curriculum to his current practice within the more concept-driven IB Middle Years Programme (MYP). Drawing on more than a decade of classroom experience, Rodrigo offers insight into how his philosophy of teaching has evolved—shifting from a focus on exam preparation to fostering deeper conceptual understanding and real-world application. His reflections highlight the professional growth that comes with embracing educational change, and the renewed purpose he has found in helping students discover multiple pathways to success in mathematics.

I started my career teaching IGCSE, the international version of the British GCSE examinations. As a student, I took the IGCSE myself, so it felt like a comfortable place to begin. In the early stages of my teaching career, the benefits of teaching GCSE and IGCSE were clear: the courses are well-structured, all topics are clearly outlined, and there is an abundance of resources available. Textbooks are designed to support the skills required for exam success, with a wide range of options to suit various versions of the GCSE/IGCSE curriculum. This structure is particularly helpful for new teachers, as it allows them to focus primarily on lesson planning while the broader course framework is already in place.

Recording student progress is also straightforward. Assessments are based directly on the covered curriculum, and each student receives a grade from 1–9 (formerly A*–G), reflecting their overall performance in mathematics. These grades are calculated using percentage conversions aligned with established grade boundaries from previous exam sessions. With a comprehensive bank of past papers and mark schemes, test creation is well supported. Personally, I focused on ensuring a balanced mix of topics in exams rather than selecting specific questions. Marking was efficient, with clearly defined mark schemes, and final grades were determined through a systematic points tally—a process that simplifies reporting and gives clarity to both students and teachers.

As a new teacher, GCSE/IGCSE certainly provide the tools and structure needed to enter the profession with confidence.

However, as I gained more experience in teaching, I also began to develop and refine my own educational philosophy. Roughly ten years into my teaching career, I found myself increasingly drawn to emerging research and new ideas in education, which inspired me to reconsider some traditional practices. Shifting my focus from simply covering content to thinking about how students learn most effectively fundamentally changed my approach to teaching mathematics—not only in individual lessons, but in a broader, more strategic way. This prompted deeper reflection on course planning and more thoughtful exploration of how to assess student understanding meaningfully.

Transitioning to the Middle Years Programme (MYP) at Marymount International School London allowed me to embrace a framework where the assessment criteria enable students to view success in new and empowering ways. While there remains a strong emphasis on skill development, equal importance is placed on applying knowledge to real-world problems and critically analysing outcomes. By separating these elements in the assessment process, students have the opportunity to succeed in different areas of mathematics, even if they face challenges in others.

The concept-based curriculum enables me to spend more time within each unit, ensuring students develop both the essential skills and a deep understanding of the underlying concepts. Rather than following a set of rigid instructions, each unit is thoughtfully designed to promote a holistic and student-centred learning experience. The International Baccalaureate (IB) provides a suggested list of topics—many of which overlap with GCSE/IGCSE—but the flexibility lies in how teachers choose to approach and emphasise those topics. This aligns closely with the educational ethos at Marymount International School London.

“It encourages me to reflect constantly on my own practice, collaborate with colleagues, and engage more meaningfully with students.”

The separation of assessment into different criteria also allows for varied and purposeful evaluation. Some subtopics are best assessed through traditional tests of skills, while others lend themselves better to investigative tasks that require students to present and justify their findings. I value these varied assessment methods because they reveal students’ transferable skills—an area that Marymount International School London rightly prioritises. For example, students apply methods learned in Science to mathematical investigations or use public speaking skills from English when presenting their conclusions in Maths. This interconnectedness supports the development of well-rounded learners—a hallmark of holistic education.

Of course, the benefits of the Middle Years Programme do come with increased demands on the teacher. More detailed planning is required, and the focus shifts from procedural teaching to deep conceptual instruction. However, I find this both challenging and invigorating. It encourages me to reflect constantly on my own practice, collaborate with colleagues, and engage more meaningfully with students. This professional growth has made me a better teacher.

Feedback from parents has been overwhelmingly positive. Those whose children previously struggled with Maths are relieved to see that their child’s abilities are not defined by a single grade. Instead, they learn that strengths in one area can coexist with challenges in another. Parents are also given tools and insights to better support their children across the various criteria.

While GCSE and IGCSE offer clear structure and value within traditional education, I have found the Middle Years Programme to be a more engaging and effective model—for myself as a teacher and for many of my students. At Marymount International School London, I have rediscovered a genuine passion for helping students not just understand what we are learning, but also why it matters and how it can be used in their lives beyond the classroom. The most fulfilling aspect of teaching for me lies in supporting students to develop a lasting appreciation of mathematics—not just preparing them for tests. With the MYP’s emphasis on inquiry, reflection, and real-world application, I’m grateful for the opportunity to teach in a way that truly resonates with the values of a holistic, forward-thinking education.