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MATHEMATICS

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Mathematics is an important aspect of our skillset, responsible for solving problems in our everyday life, and deeply rooted in human history. 

Mathematical concepts exceed numbers and symbols; the help us create, criticize, and communicate, all in a complex package. They are furthermore valuable when analyzing problems, generating solutions, and predicting the effectiveness of said solutions. Mathematical habits developed at a young age help us view math in our environments and provide the confidence we all need to solve everyday problems.

Furthermore, engaging, observing, and learning in mathematical thinking lets us make sense of our environment. This could include games and puzzles that can shape a constructive mathematical disposition, leading to a confident and motivated student with unique mathematical perspectives. The design of the mathematics curriculum ensures students can pursue their interests and passions, whether they choose to explore deeper in the world of mathematics.

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        The mathematics curriculum is shaped to build on students preexisting mathematical knowledge and to apply this knowledge into a broad spectrum of situations from everyday life. This is facilitated by compressing the learning standards, and putting more focus on flexible learning and teaching, and developing a strong foundation of skills, as one part of a cross-functional set of skills.

         Although the curriculum for mathematics isn’t as flexible as say, English, it still provides adequate instructional flexibility. For example, the curriculum components can be combined to provide a broad range of possible learning opportunities. There are also opportunities to support the growth of student’s mathematical skills by combining learning standards to better suit students. This flexibility allows for teachers to provide diverse and captivating lessons, and to enable “Hands-on” learning opportunities.

         The mathematics curriculum has the same standard format as other subjects, namely the three curricular elements – Big Ideas, Curricular Competencies, and Content.

The Big Ideas in the Mathematics Curriculum highlight the progression of related of skills and concepts. The curriculum provides the concepts of computational fluency, numbers, patterns and relationships, spatial sense, as well as statistics and probability from kindergarten to grade nine, where important concepts are introduced in kindergarten, and slowly expanding in variety and depth progressing through the grades. From ten to twelve, students explore through diverse mathematics courses, each one specialized to expand on a specific concept.

The Content in mathematics is concept-based and reflects what the students are expected to know. The content identifies the concepts/topics that students learn at certain grade levels. It furthermore acts as a support, assisting students in demonstrating their understanding of the curricular competencies and is a foundational element guiding students to the Big Ideas of mathematics. Said content includes:

  • Number concepts to 10/1000 in Kindergarten/grade three

  • Small to Large numbers (up to Billions) in grade six

  • Operations with rational numbers in grade nine,

  • Polynomial equations and functions in grade 12 (pre-calc).

The Curricular Competencies introduced in kindergarten are expanded throughout the grades and is focused on what the students can do with their knowledge of the content. Students also build on their competencies each year, namely

  • Using reasoning to explore and make connections from kindergarten to grade five,

  • Using reasoning and logic to deeply explore, analyze, and apply mathematical ideas from grade six to ten,

  • And in grades eleven to twelve, explore, analyze, and apply mathematical ideas using reasoning, technology, and various other tools.

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Curriculum Goals and Rationale

         The BC Mathematics curriculum should contribute to students’ development educated citizens through following goals. Students should:

  • Develop a deep understanding of factual and process-based information,

  • Reason mathematically, using numbers, patterns, and relationships to critically analyze data,

  • Become financially literate, to support future financial decisions,

  • Use flexible, effective, and personalized strategies to analyze and solve increasingly complex problems in situational contexts,

  • Explore the connections between mathematics and other ways of knowing, such as First Peoples knowledge and other worldviews,

  • Develop the perseverance and confidence to apply mathematical thinking in various abstract and concrete contexts,

  • View and navigate their world with a mathematical perspective,

  • and develop a capacity for abstract thinking, which includes the critical thinking skills necessary for understanding global issues in society.

The BC Mathematics curriculum shoots towards a goal that

citizens are numerate and can mathematically think for themselves. The curriculum helps foster skills that we can use to critically view information and provides the basics for which we need in our future education and career.

         The mathematics curriculum is designed to pursuit deep understanding and fluency across a broad range of mathematical concepts, as well as logical, creative, and analytical reasoning and thinking.  Throughout the curriculum, students should embrace a mindset to take risks, experiment, and make logical guesses. They should also learn to become a confident as well as a competent student.

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Teacher's Interview (No Video Was Provided)
1. How often will there be test or quizs?
     - Varies between units.
2. How much homework is give each week?
     - Homework will be given out daily.
3. Which textbooks do we use?
     - We currently utilized Michaelson text books.
4. How should students prepare for tests or exams?
     - Students should revise important material and avoid cramming last seconds.
5. What common mistakes do students make in this course?
     - Student often make mistakes while solving foundation computation problems.
6. How often are new concepts introduced
     - New concepts will be introduced daily.
7. Do assignments include group work
     - Depend on units
8. Are calculators required for this course
     - Not necessary, but will be useful
9. Are online tools required for this course
     - Yes, Microsoft Teams
10. What major unit does this course include?
     - Major units include polynomials, linear equations, rational numbers, exponent laws, linear equations, similarity of shapes, intro to statistics, incomes, budgets and interests.

Math Teachers

  • Ms. A. Erfan @ 105

  • Ms. T. Fensom @ 126

  • Ms. A. Irshad @ 111

  • Mr. M. Kwan @ 206

  • Mr. M. Kwan @ 125

  • Mr. J. Lam @ 108

  • Mr. I. Li @ 117

  • Mr. E. Pao @ 113

  • Ms. Y. Wang @ 109

  • Ms. J. Newton @ 126/105

  • Ms. M. Yun @ 104/112

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