MATH. SCIENCE AND TECH. DEPARTMENT
Mathematics Perspective
Our rapidly changing technological world is placing increasing demands on the mathematical skills and understanding of its citizens. The IYP implemented in our school has extensively researched how to help students meet these demands and it has become clear that the place of mathematics in the curriculum is a special one that provides a global language through which we make sense of the world around us. Mathematics is a powerful tool, enabling us to describe, analyze and effectively solve problems.
The IYP allows students to become fluent users of this language and look on mathematics as a way of thinking rather than as a fixed body of knowledge. It enables students to acquire mathematical understanding by constructing their own meaning, concept by concept. It is fundamental to the IYP that mathematics needs to be taught in relevant, realistic contexts.
Mathematics in the IYP curriculum places increased emphasis on:
Connecting mathematical concepts and applications to learning
Use of manipulatives to make math understandable
Real-life problem solving using mathematics
Instruction built in what they know and want to know
A variety of strategies for possible multiple solutions
Emphasis on process
Encouragement of speculation and the pursuit of hunches
A broad range of topics regardless of computational skills
Mathematics as a means to an end
Use of calculators and computers for appropriate purposes
Students investigating, questioning, discussing, justifying and journaling their mathematics
Students and teachers engaged in mathematical discourse
Science and Technology Perspective
Science is viewed by the IYP as the exploration of behavior and the interrelationships among the natural, physical and material worlds using the rational process of scientific inquiry. Technology is viewed as the application of the principles of science. The IYP recognizes the importance of science as an international curriculum as science is universal and cuts across gender, cultural, linguistic and national bias and transcends boundaries.
The inclusion of science and technology without the curriculum leads students to an appreciation and awareness of the world as it is viewed through he eyes of the scientist. It develops and understanding of, and competence using, the facilities of a rapidly changing scientific and technological world, while gaining a positive image of science and technology and its contribution to the quality of life today.
The science and technology process, by encouraging hand-on experience and inquiry learning, enables the student to make informed and responsible decisions, not only in science and technology, but also in other areas of life.
Science and technology in the IYP places increased emphasis on:
Hands-on activities to ensure that students experience and learn science process skills
High level of student involvement in a flexible learning environment
Units on inquiry that lend themselves to transdisciplinary investigations
Challenging students to answer open-ended questions with investigations so that they can abandon/modify misconceptions by observations, measurements or experimentation
A wider and responsible use of technology and all its forms as a tool for science learning.
Accepting uncertainty and ambiguity or more than one acceptable solution/hypothesis
More than one approach, model or process
Discussion, dialogue, elaboration and interpretation of data gathered, with students proposing explanations and conclusions
Challenging students to find applications for, and take actions on, what they have learned
Providing students with the opportunities to explore a science interest when it arises
A concept driven curriculum using a wide variety of materials and manipulatives
