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"A think-global-act-local course, focusing on a collaborative, interdisciplinary and mission-aligned approach to the communication of ethical mathematical thinking."
"A think-global-act-local course, focusing on a collaborative, interdisciplinary and mission-aligned approach to the communication of ethical mathematical thinking."
Mathematics is about exploration, innovation, creativity, analysis, modelling, discovery, problem solving and logical reasoning. Mathematical ideas have evolved across and between cultures over thousands of years, and are constantly developing, uniting peoples, nations and cultures in a common pursuit of knowledge. This course empowers learners to develop a love of learning mathematics, see the relevance of mathematics to their lives and appreciate the elegance and beauty of mathematics as a powerful tool to offer mission aligned solutions in an ever changing and unpredictable world.
Course Aims
Course Aims
Promote a love of learning mathematics, see the relevance of mathematics in an ever changing and unpredictable world.
Foster skills of logical reasoning, develop the capacity to ethically analyse ideas and arguments and draw meaningful conclusions as change makers of the future.
Develop a willingness to take risks, experiment and learn through both success and failure, cultivating perseverance, competence, and confidence in mathematics.
Embed cross-curricular links to promote authentic applications of mathematics.
Course Outline
Course Outline
The Essential Mathematics course has been specifically designed for students to achieve a deep conceptual understanding, and a fluency in mathematics, to equip them with the prior knowledge content and skill requirements of all four IBDP Mathematics courses.
Although all skills overlap within mathematics, the essential concepts below are grouped inline with the IBDP.
Grade 9
Grade 9
Unit 1 - Cultural Origins and Diversity of Maths
Strand 1: Number theory - bases
Strand 2: Number systems
Strand 3: Linear patterns
Strand 4: Linear equations
Unit 2 - Spaces that Shape our World
Strand 1: Euclidean geometry
Strand 2: Geometric transformations
Strand 3: Coordinate geometry + Similarity
Unit 3 - Effective data handling to influence change
Strand 1: Univariate statistics
Strand 2: Modelling data, quadratic & cubic
Strand 3: Approximations using functions
Unit 4 - Quadratic Modelling
Strand 1: Manipulating quadratics
Strand 2: Graphical representations
Strand 3: Solving quadratic equations
Strand 4: Modelling
Grade 10
Grade 10
Unit 1 - What is the chance of that?
Strand 1: Probability
Strand 2: Set theory - Venn diagrams
Strand 3: Expectation
Unit 2 - Circular Modelling and Geometry
Strand 1: Trigonometry functions
Strand 2: 2D & 3D trigonometry
Strand 3: Mechanical engineering
Strand 4: Navigation
Unit 3 - Finance
Strand 1: Numbers in context
Strand 2: Exponential modelling
Strand 3: Financial modelling
Unit 4 - Individual Project
Demonstrate the application of new found skills and knowledge in an extended project aimed at preparing students for the IBDP while encouraging the pursuit of personal interests, creativity, and written expression in mathematics.
Learners will experience the power of mathematical analysis and statistical modelling and learn how to make accurate, informed, and ethical choices relating to the collection, modelling, analysis, and presentation of data, and develop key mathematical literacies to understand the complex world. With fast evolving technology, learners should expect to develop strong technological skills in order to gain a better understanding of the world and identify their place within it.
You can find further information about Maths options here.
Some examples of projects within the Essential Mathematics course are:
Skills Developed
Skills Developed
Students will cultivate a growth mindset with a willingness to take risks, experiment and learn through both success and failure, developing perseverance, resilience and a competence and confidence in mathematics. Working collaboratively, they will develop the skill to engage positively and productively in the pursuit to construct mathematical knowledge by building shared consensus, and - through this process - discover, appreciate, and leverage their own and others’ strengths and areas for change. They will learn the skills of investigation and exploration and develop procedures to enquire into and investigate relationships, draw and justify generalizations and apply them to different contexts.
They will also develop an appreciation of different yet equivalent methods and processes and the interconnectedness of mathematical concepts within and beyond the discipline of mathematics. Students realise the powerful applications of technology allied with statistical and mathematical modelling techniques for solving rich, complex and authentic real-world problems. Developing critical and logical thinking, learners will cultivate the skills to effectively communicate ideas and outcomes both verbally and written, and feel empowered to make responsible ethical change encompassing sustainability, unity and peace.
Recommended Calculator
Students are expected to purchase a graphical calculator, the TI-Nspire CX II, as our mathematical modelling concepts and investigations make direct use of this piece of technology. This can be purchased from the College Shop and can be considered a four year investment as the calculator is a key tool required for the IB Diploma in Grades 11 and 12.
Assessment
Assessment
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