Mathematics
Mathematics at JIS
At JIS, we are passionate about nurturing every student to become a confident and curious mathematician. In line with the PYP philosophy, our programme fosters rich mathematical inquiry, equipping students with the skills to solve problems and explore mathematics as a fascinating language for understanding the world. We encourage active learning, embracing mistakes, and developing a strong growth mindset in problem-solving.
Our Mathematics Scope and Sequence document aligns with the PYP Mathematics Scope and Sequence, while also being cross-referenced with global curricula to ensure transferability.
The five strands of Mathematics are:
- Data Handling
- Measurement
- Shape and Space
- Number
- Pattern and Function
Students learn mathematics through:
- Constructing Meaning: Making sense of new ideas and forming connections.
- Transferring Meaning: Using models, diagrams, and mathematical notation to apply their understanding.
- Applying Understanding: Demonstrating mathematical reasoning in practical situations.
Where possible, mathematics is taught within the relevant, real-world contexts of our Programme of Inquiry. It is also delivered as a stand-alone subject, using strategies that promote deep conceptual understanding and fluency.
We draw upon expert resources from John Van de Walle, Marlyn Burns, Kathy Richardson, and Jo Boaler. Mathematics at JIS involves engaging activities such as games, investigations, puzzles, and real-life challenges that inspire curiosity and encourage critical thinking. To further support and extend learning, we use IXL, an interactive platform that provides personalised practice and opportunities for students to consolidate skills or tackle extension activities at their own pace.
Mathematics at JIS is taught with a focus on differentiation to meet the diverse needs of our learners. Some concepts are explored in cross-grade rotations, where mixed-ability groups provide opportunities for collaborative learning and peer support. Within year levels, students may also work in similar-ability groups on tasks that are carefully tailored to their level of readiness. This flexible approach ensures that all students are supported to build confidence, develop conceptual understanding, and experience success in mathematics.
Assessment is varied to ensure appropriate challenge levels for all students. These include analysing problem-solving examples and conducting one-to-one or small-group diagnostic interviews to track developmental progress.