1.1.    PHILOSOPHY
1.1.1.  Mathematics is a creative, active process, very different from passive mastery of concepts and procedures. Mathematics is a science of the study of patterns and the understanding of this is vital to the study of mathematics. The process of problem solving, gaining insights about relationships, and understanding of the underlying concepts are what is important to the learning of mathematics.
Development of analytical skills, using the language of mathematics in application problems of science, business and commerce, and investigating and expressing relationships and connections in mathematics are essential. Trial and error, hypothesis and investigation, and measurement and classification are part of the mathematician’s craft. Calculators and computers are necessary tools. Sources of methods of displaying relationships are necessary in learning and doing mathematics.















1.2. OBJECTIVES

1.2.1.    Develop fluency in basic computational skills.

 1.2.2. Develop an understanding of mathematical concepts.

 1.2.3. Develop mathematical problem solving so that students can recognize and  
 solve routine problems readily and can find ways to reach a solution or goal where
 no routine path is apparent.

 1.2.4. To communicate precisely about quantities, logical relationships, and  
 unknown values through the use of signs, symbols, models, graphs, and  
 mathematical terms.

 1.2.5.  To reason mathematically by gathering data, analyzing evidence, and building
 arguments to support or refute hypotheses.

 1.2.6. To make connections among mathematical ideas and between mathematics
 and other disciplines.

 1.2.7. To make appropriate use of technology to enhance the understanding of
 mathematical concepts.  

Services
4.1.  Location
4.1.1. The Math Department is located on the 3rd floor (Room 314) of the building.

4.2.  Homework On-line Service
4.2.1.  Homework services are available through the school website.  Math activities and problem of the week are also posted and updated regularly.

4.3.  Skill Development Sessions
4.3.1.  Private and group tuition sessions are provided to those students in need of additional help in mathematics.

4.4.  Kanto Plains Math Field Day Training
4.4.1. This is an after school service offered by the department to those students chosen for participation in the Kanto Plains Math Field Day. Usually runs 2or 3 times a week from February through April.









5.  Procedure   

5.1.  Selection and Assessment
5.1.1.  All students are assessed at the beginning and end of year using our specially prepared in-house assessments. Along with teacher evaluation for existing students and ISA, placement into the appropriate learning environment takes place with regard to suitability in terms of maturity, learning style as well as ability, this ensures maximum learning for each student.

5.1.2.  Assessment Procedure
5.1.2.1.  Beginning and end of year assessment by in-house prepared assessments. This includes translated assessments for those students with little or no English.
5.1.2.2.  Term final grades based upon summative assessments; term exams, chapter and unit tests, projects and quizzes, and formative assessments.
5.1.2.3.  Departmental meetings to discuss the placement of each student and with regards to course offerings and suitability of learning. Where students are unable to attain the standards expected of a particular class they are placed under review and in the light of all evidence may be placed in a class more suited to their current needs and abilities.


5.1.3.  Formative Assessments
5.1.3.1.  Teachers are asked to use at least one formative assessment in every lesson, or chunk of learning.  Formative assessments should measure whether or not students understood the concept(s) taught, and should measure every student in the class.  If the teacher determines that any student(s) did not understand the concept(s) presented, the teacher needs to ensure that the student(s) needs are met before moving on.  The teacher may decide to re-teach the lesson if enough students have difficulty or the teacher may decide to address one or two individuals during non-instructional time, such as recess.  How difficulties are addressed is up to the teacher, but all students need to be assessed and difficulties addressed every lesson.  Characteristics of formative assessments are that they are: diagnostic, non-judgmental, partial, and specific.

5.1.4.  Summative Assessments
5.1.4.1. Summative assessments tend to be holistic and measure how well students understood the content.  Summative assessments are the basis for grades.  Where formative assessments examine the pieces of learning; summative assessments record achievement for a whole project, or broad area of study. Characteristics of summative assessments are that they are: final, evaluative, administrative, and holistic.


5.1.5.  Grades

5.1.5.1.  Grades are calculated based on summative assessments and are based on the following criteria:
40% - Homework, assignments, projects, class participation, etc.
30% - Tests & quizzes
30% - Term exam


5.1.6.  AJIS Accelerated Math Program
5.1.6.1.  Whilst AJIS has a rigorous mathematics curriculum at every grade level, the aim of the accelerated mathematics program is to offer a more suitable challenge to those students of exceptional ability. We believe only by nurturing such talent at an appropriate level, can students fully express their ability in mathematics.

5.1.6.1.1. Elementary Level
5.1.6.1.1.1. Grade 5 is the earliest entry into an accelerated course. Through recommendation by the grade 4 homeroom teachers and assessment testing, students are chosen according to ability and maturity to study a middle school level math program. Students work primarily at grade 6 level mathematics with emphasis on problem solving and critical thinking skills. Students continue their work in grade 5 level mathematics in conjunction with their homeroom teachers, so that there are no gaps in their knowledge.

5.1.6.1.2. Middle School Level
5.1.6.1.2.1. Students at the grade 6 and 7 level have two options in terms of accelerated courses. Depending on progress, they may enter an elementary algebra course which introduces algebraic concepts for the first time, such as the real number system, equations and inequalities, graphing linear equations, and linear systems. For exceptional ability students there is also a full one-year algebra course, covering the more advanced topics of exponents and polynomials, rational expressions and quadratic functions.

5.1.6.1.3.  Advanced Level
5.1.6.1.3.1.  For those grade 9 students who have made good progress in other courses we also offer courses more traditionally associated with high-school such as Algebra 2 and Pre-Calculus. Former students of these courses usually prepare for the highest-level Calculus courses later at high school and have usually had great success in the Kanto Plains Math Field Day.
































5.2.  Teaching Philosophy
5.2.1. The heart of teaching is interaction with learners; the rest is preparation to make this interaction useful. Activity by learners creates opportunities for pedagogically effective interaction. Where learners take the initiative, the teaching can guide, support and foster learners’ use of their mathematical powers to investigate phenomena which can be analysed mathematically.

5.2.2.  Activity is initiated by tasks, which are constructed so as to put the learner in contact with important ideas in curriculum topics and major mathematical themes and, wherever possible, to enable learners to take the initiative. Progress involves learners’ increasingly sophisticated use of mathematical powers and themes, and increased sensitivity to opportunities for using those powers, associated techniques and ways of thinking, both within school contexts and beyond.


5.2.3.  Typical classroom activities used that facilitate learning are as follows:

Project Work                Investigations        Learning Diary                Cooperative Learning                 Math Races                   Presentations                               Student created question           Data Surveys              Poster Creation
Quiz competitions                      Games              Constructions in Geometry           TI calculator programming             "Jigsawing"                Enquiry based learning


















5.3.Weekly Meetings

5.3.1.  Weekly meetings for the efficient running of the mathematics program take place. Topics covering all aspects of the department such as assessment, student progress, curriculum and learning are discussed as well as implementing plans.
   






































   
5.4. Lost Textbooks/Workbooks
5.4.1.  Students who lose textbooks or associated materials are liable for the cost of replacement. The cost of replacement includes the present cost of the books and the processing cost as determined by PPD.