Providing learners an opportunity to develop abstract, systematic and logical thinking, problem solving skills and analytical reasoning, the study of Mathematics provides students with a universal language that can be applied to the world they live in. Through the Global Contexts, MYP Mathematics focuses on the real life applications of the Mathematics that they learn in class through the development in the skills needed to communicate and think mathematically in class exercises, tests and mathematical investigations. CIS uses a spiralling integrated curriculum ensuring that all students see various branches of Mathematics every year.

What is the difference between Core Mathematics and Extended Mathematics?

The Mathematics department streams students in Grades 9 and 10 as a differentiation technique to target the diverse instructional needs of students.  In both grade levels, the content covered in the Core class is a subset of content covered in the Extended class.  In addition to the Core content, students in the Extended class can expect to study each unit in more depth and breadth.  The main differences between the two courses are (1) pacing and (2) the extent to which students are expected to be independent learners.

The Core class aims to continue building students’ Mathematical foundation and, therefore, time will be spent reviewing previously learned skills alongside the new content.  Students placed in the Extended class are able to demonstrate a strong grasp of these previously learned skills, and class time will mostly be dedicated to introducing new concepts.

Although we encourage all students to be independent learners in Mathematics by consistently challenging themselves, this is a requirement of students in the Extended class. Assessment tasks in the Extended classes are more open-ended and requires a higher degree of independent thinking. 

Placement

We believe the appropriate placement of a student in either Core or Extended is extremely important in their continued development as Mathematicians.  A student who is wrongly placed in the Extended class is likely to quickly fall behind in the development of necessary skills due to the fast-paced nature of the course.  Therefore, if we are not completely convinced that Extended is the right place for a student, they will be placed in Core.

Regardless of the initial placement, teachers may decide that a student should move to another class based on their overall performance. To ensure minimum interruption, the timing of each unit is similar across both Core and Extended, and any movement would take place at the start of a new unit.  Parents will always be informed of changes of classes before they occur.    

For students entering Grade 9, placement in either Core or Extended is determined based on the results of a placement test that assesses the student’s foundational Mathematical skills, as well as their Mathematical reasoning.  Current CIS students will be recommended to be assessed for Grade 9 Extended by their Grade 8 teacher.

For students entering Grade 10, placement in either Core or Extended is determined by the results of the Grade 9 end-of-year assessment, as well as teacher recommendation.  Students enrolled in Grade 9 Extended are not guaranteed to be recommended for Grade 10 Extended, and vice versa.

Students who are new to CIS in either grades 9 or 10 will have the opportunity to complete the same placement test as other students entering the same grade.

The Purpose of Mathematics at CIS:

The aspirations and expectations of the Mathematics programme at CIS are to develop learners who:

• Have a positive, confident attitude and mindset towards Mathematics.
• Appreciate Mathematics as a life skill to help us make sense of the real world.
• See Mathematics as an open and visual language to arrive at a solution through perseverance, creativity and inquiry.
• See relationships between Mathematical concepts and other disciplines to make connections and provide deeper learning and understanding.
• Think critically, logically, systematically, abstractly to solve problems.
• Are able to clearly communicate their mathematical thinking and how they arrive at solutions.

How do we teach Mathematics?

Teaching and learning of Mathematics is most powerful when:

• Learning is differentiated through a variety of methods, strategies and structures.
• All students can access and engage with Mathematics at their own level.
• All students are encouraged to take risks in their learning and feel safe to do so.
• There is a balance of knowledge, skill acquisition, conceptual inquiry and application.
• We emphasise the process, recognising that there are multiple perspectives and diverse strategies to arrive at solutions.
• Common language and terminology is universal across all grades.
• Concepts are frequently revisited to allow for students to make connections between mathematical concepts and to deepen understanding.
• Real world problems, everyday life, and genuine contexts are used.
• Students engage with mathematics on a regular basis.

The experience of Mathematics at CIS is one which:

• Prepares students to use mathematics for future endeavours.
• Challenges students in stimulating and engaging ways.
• Is underpinned by rigour, collaborative teaching, high expectations, quality, and a sense of purpose.
• Builds student confidence with problem solving.
• Emphasizes a balance of fundamental skills and abstract applied skills.
• Is underpinned by an articulated continuum that encompasses expectations for age groups and transitions between schools.
• Provides possibilities for students to grow in their learning of Mathematics beyond IBDP Mathematics as appropriate.
• Incorporates learning challenges that are inclusive, individualised and differentiated for all learners.
• Has clear expectations for students, teachers and parents.
• Students and teachers alike are set up for success.