My Journey Through the IBDP Mathematics Analysis & Approaches Workshop

Day 2: Teaching for Understanding

The second day was all about curriculum planning and conceptual teaching. We explored ways to structure both HL and SL content across the IB timeline, and the conversation constantly returned to a key idea: teach for understanding, not procedure.

We talked about explicitly teaching mathematical language and command terms. Those subtle yet powerful words such as “deduce” or “hence” shape how students communicate mathematical reasoning.

Shelley emphasized inquiry-based learning and vertical planning, encouraging us to connect topics across years to strengthen conceptual understanding. Reviewing exemplar Internal Assessments (IAs) was also eye-opening. Seeing how students explored mathematics through real-world contexts reminded me that mathematics is a living subject, one that exists beyond textbooks and exams.

Day 3: Tools, ToK, and Transformation

By Day 3, I had already absorbed so much. The final sessions were the most transformative. We focused on Graphical Display Calculator (GDC) skills, and while that might sound technical, it was deeply practical.

Shelley reminded us that technology is a tool, not a crutch. Students need to understand what the calculator is telling them and not just accept its output blindly. Her mantra, “No method, no mark,” resonated with me. Mathematics, after all, is not about the answer but the reasoning behind it.

We also explored the connection between mathematics and Theory of Knowledge (ToK). Mathematics embodies proof, argument, and justification. This was a powerful reminder that mathematics is not just a subject. It is a language of truth and logic and a way to make sense of the world.

Reflection: The Teacher’s Journey

Coming from different curricula such as the British and American systems, my perspective was not completely overhauled, but it was refined. The IB philosophy is deeply student-centered. It encourages us to see learners not as receivers of knowledge but as co-creators of understanding.

I realized that while I have always valued conceptual teaching, the IB approach pushed me to be even more intentional. It challenged me to give students ownership of their learning journey. Some of my methods, I admit, need updating. But as I reflected on those three days, I felt inspired rather than intimidated.

Education evolves, and so must we. If our students are expected to be lifelong learners, then we, too, must model that spirit.

Jakarta: A City of Warmth and Memory

Outside the workshop, Jakarta itself offered a tapestry of colors, flavors, and memories. The city was vibrant, full of life, traffic, and charm. The food was incredible, though I had to ask the locals to go easy on the spice. Nasi Goreng and Rendang truly lived up to their fame. They were everything people said they would be.

I had an unexpected reunion with an old friend, Bayu Wisnu, whom I had not seen in sixteen years. He showed me around the city and treated me to a meal at an Indonesian restaurant in Senaya City Mall. What made it even more special was that our final day, October 19, happened to be my birthday. Celebrating it in Jakarta, surrounded by warm people and good food, made it a birthday I will never forget.

At the workshop, I also met Ardiles, a local design teacher and violinist. Our conversations reminded me that teaching, like music, is an art form full of rhythm, improvisation, and passion.

Looking Back

As I flew back home, I thought about how much those three days had given me: new strategies, new friends, and a renewed sense of purpose.

If I were to describe the experience in one sentence, I would say that it reminded me why I teach.

The workshop was not just about mastering IB Mathematics. It was about becoming a better educator—more reflective, adaptable, and human. That, I believe, is what the IB philosophy is all about.

Would I recommend the workshop? Absolutely. Even if you have attended before, there is always something new to learn because teaching, much like mathematics itself, is a lifelong exploration.