Learning and beyond > Academic disciplines > Mathematics


We maintain that mathematics is more about process than results. Thus, students should be expected to communicate effectively, orally and in writing, using terminology relevant to the discipline. The ISD mathematics programme strives to establish an atmosphere of self-discovery within the classroom, recognizing that students need to be active participants within the learning process. Students will be taught using a variety of methods, which include the use of technology and manipulatives. The mathematics classroom will provide a safe and respectful environment which is tolerant of mistakes and considerate of the learner's language level...
--excerpt from K-12 Mathematics’ Philosophy

The Mathematics Curriculum is currently delivered across three programmes of the school within three separate but related programmes.

The Elementary School offers the International Baccalaureate Primary Years Programme (IB/PYP), using major themes as a way for students to access topics and to acquire skills through to grade five. The curriculum focuses on the general branches of Number, Shape, Space and Measure. Development of the curriculum included drawing from several national models in order to provide the most internationally-based programme possible.

The five-year programme extends from grade six to grade ten, helping to provide a seamless, curricular link across the grades. IB/MYP mathematics aims to give students an appreciation of the usefulness, power and beauty of the subject. The programme provides a framework for mathematics outlining five branches of mathematical study. These branches are:

  • Number
  • Algebra
  • Geometry and Trigonometry
  • Statistics and Probability
  • Discrete Mathematics

Grades six and seven are concerned with introducing the student to the fundamental ideas of these branches, excluding Discrete Mathematics. All students will study concepts and learn skills at the core level. Grade eight aims to build upon the student‘s skill base as the concepts are explored at a depth appropriate to the student‘s level and ability. Students study topics at either the core or the extended level.

The objectives of the IB/MYP relate directly to four broad assessment criteria. These include knowledge and understanding of the concepts, application and reasoning skills attained, the student‘s ability to communicate, as well as reflection and evaluation. Additionally, students are required to explore and experience the five areas of interaction. These areas provide a means of broadening student experience, placing learning in context and helping students develop horizontal links between mathematics and other disciplines. There are five areas of interaction: approaches to learning, community service, health and social education, environment and human achievement.

Year Four and Year Five of the IB Middle Years Programme provides a bridge to the IB Diploma Programme in grades eleven and twelve. Mathematics is the Group Five course within the six-point, hexagonal IB Diploma Programme, an internationally recognized and respected secondary school programme. Students will study courses at either the higher level or the standard level. The higher level programme offers only one option, namely, IB Mathematics HL 1 and 2; the standard level has two offerings: IB Mathematics SL 1 and 2 as well as IB Mathematical Studies 1 and 2. Note: Students interested in attending German University should familiarize themselves with the conditions stipulated by the German Ministry of Education for IB recognition.

Assessment at all levels of the Mathematics Programme will include both summative and formative components. Students will be assessed against criteria that clearly outline the learning objectives within each branch. Assessment tasks will include tests, quizzes, mathematical investigations, mathematical modeling assignments, group activities and individual presentations as well as comprehensive summative examinations.

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