Many IB DP Mathematics students view the Internal Assessment (IA) as a daunting mountain of spreadsheets and abstract formulas. But last week, my Applications and Interpretation class found that the best way to understand the pitfalls of mathematical modeling and collecting data is on the beach; dodging a rising tide, while your carefully planted ruler floats away. Here is how I used a blend of experiential learning, AI-generated critiques, and digital collaboration to transf

The "Mock Season" for Year 2 IBDP Applications and Interpretations (AI) SL  students is a unique kind of pressure cooker. They are transitioning from learning new content to synthesizing everything they know under timed conditions. I noticed a recurring theme in my classroom: students weren't getting stuck because they didn't know the math; they were getting stuck because they were missing some of the technicalities. Which hypothesis test do I use? How do I find the p-value o

As a mathematics teacher, I often find that the biggest hurdle for my Year 1 IBDP  students isn’t the math itself—it’s the communication. They are comfortable with formulas, but when it comes to the Internal Assessment (IA), they are suddenly asked to be technical writers, a modality many haven't explored in a math context before. This week, I decided to tackle this "writing anxiety" by using Gemini to create a "perfectly imperfect" learning experience. The Strategy: Designin

As I progress through my Master’s in Education Technology, I’ve become increasingly preoccupied with a specific hurdle in the math classroom: Invalidity Blocks . According to the Teaching and Learning Research Programme (TLRP, 2009), students often become so reliant on routine, "sanitized" mathematics that they struggle when faced with the "messiness" of the real world. Last week, I decided to tackle this head-on using a Goodness of Fit test, a bag of Skittles, and a healthy

In the current educational landscape, "AI" has become synonymous with students staring at screens—either using chatbots to help draft essays or engaging with personalized learning platforms. While these use cases have their merits, they often contribute to a "tech-front" classroom where the device is the center of attention. But what if we used AI to do the exact opposite? What if AI was the "Stage Manager" that allowed us to get students away from their desks, off their scre

Two weeks ago, I stood in front of 125 Year 1 IBDP students. The goal wasn't to lecture them on the mechanics of ChatGPT, nor was it to hand down a terrifying list of "do nots." We know that simply banning tools doesn't build literacy. Instead, the goal was to spark a genuine conversation about the world they are inheriting. We treated the session as a launchpad for our new AI Digital Literacy Hub , but to get them to care about a website, I knew I had to get them to care abo

Hello EdTechEquation community! I'm excited to finally share a project that's been a passion of mine for months, inspired by the ever-evolving landscape of AI in education and valuable conversations with educators like you. We're all witnessing the incredible potential of AI tools, from sparking creativity to streamlining research. However, I've also observed a significant challenge: students often use AI outputs without truly pausing to engage in critical analysis. It's eas