Mathematics

At JIS, we are passionate that very student becomes a true “mathematician”.  In line with PYP philosophy, our programme provides opportunities for rich mathematical inquiry where students develop the skills necessary to solve problems and use mathematics as a fascinating language with which to explore the world. WEe encourage our students to learn through doing, making listakes and developing a strong growth minset as to their problem solving skills.

Our Mathematics Scope and Sequence document is based on the International Baccalaureate PYP Mathematics Scope and Sequence, but had been cross- referenced with curriculums across the world to provide transferability.

There are 5 strands to our mathematics curriculum:

• 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: finding ways to transfer their understandings through modelling with concrete objects, pictures, diagrams and mathematical notation

Applying with understanding: demonstrating their understanding and mathematical reasoning in practical situations

Mathematics in our Programme of Inquiry

Where possible, mathematics is taught through the relevant, realistic context of our Programme of Inquiry. Mathematics is also taught as a ‘stand-alone’ subject through teaching strategies which encourage students develop a deep understanding of mathematical concepts and become fluent in applying them. 

We use a range of resources to support our mathematics teaching from experts such as John Van De Walle, Marlyn Burns, Kathy Richardson and Jo Boaler.  Students at JIS become very enthusiastic about mathematics as they take part in a wealth of games, investigations, puzzles and real-life situations which require them to push their thinking and give them the satisfaction of stretching themselves.

 We use a range of assessments in mathematics to ensure that students are engaged in an appropriate level of challenge.  Assessments include analysing examples of student problem solving and one-to-one/small group diagnostic interviews to determine developmental progress.