Our vision, as a community, is to inspire a passion for teaching and learning, to ensure that the students become fluent in fundamentals of mathematics, developing conceptual awareness and an ability to recall and apply knowledge accurately.
We aim to foster positive attitudes, motivation and excitement of discovery through the teaching and learning of mathematical concepts. We use and maintain a variety of appropriate technological tools throughout our curriculum. Moreover, we provide opportunities for faculty to participate in various seminars, conferences and training workshops.
Our department strives to help students for their academic excellence to reach global standards and to provide the best mathematics education required to strengthen the backbone of all students.
As a Mathematics Department, our mission is to provide students with a solid foundation in Mathematics that enables them to succeed and become independent, lifelong learners, critical and analytical thinkers, collaborative and problem solvers. This is achieved through an innovative curriculum, which enables students to explore mathematics not only for its own sake, but also for the myriad ways it is used in the modern world.
We endeavor to help students appreciate the beauty of mathematics, the richness of its language, the elegance of its logic, the power of its applications and the joy in discovering and understanding its concepts and results.
The development of elementary mathematical concepts in the Preschool Division lies in the hands of a variety of questioning strategies, mathematical tasks, learning environments as well as knowledge of the content in this subject matter. The students will receive instruction in and demonstrate the ability to perform basic mathematical functions and problem solving in the areas of identifying and counting numbers, place value, addition, subtraction, patterning, classifying, colors, lines and shapes. Our preschool educational approach conventionally includes activities such as singing, drawing, and practical activities that help nurture social skills.
Lower Elementary Division:
The course aligns its mathematical expressions and concepts with the common core math standards. The Math program develops a familiarity with numbers, addition, subtraction, multiplication and division as well as geometry for students using hands on approach and knowledge of the subject matter. It promotes problem solving reasoning and the development of critical thinking skills. A selection of topics, inquisitive strategies and mathematical tasks are administered to enhance the student’s relation to real life situations and further comprehend the mathematical concepts given.
Upper Elementary Division:
The Math program inspires students to embrace the power of math through real-world applications, experiencing just how fun math success can be. The program interweaves the three components of rigor—conceptual understanding, procedural skill and fluency, and application-enabling our students to steadily progress and grow their math confidence. It aligns to the Core and requires students to think more, talk more, and write more about learning Math. It helps them reflect and think more about problem-solving.
Intermediate Division (American Program):
This course includes formal mathematical concepts such as functions, relations, algebraic expressions, the solving and graphing of equations and inequalities, exponents, roots, sequences, series, polynomial operations, linear equations, and the quadratic formula. Emphasis is placed on studying algebra in context through problem solving and real-life applications. This course will benefit the student by equipping them with the necessary skills and understanding for future math and science studies.
Intermediate and Secondary Division (Lebanese Program)
The curriculum, through the acquisition of adequate mathematical knowledge, aims to achieve the following:
Training in the construction of arguments and evaluating them, developing critical thinking, and emphasizing Mathematical reasoning. The course helps students to observe, analyze, abstract, doubt, foresee, conjecture, generalize, synthesize, interpret and demonstrate solving Mathematical problems. This is the most significant activity in the teaching of mathematics. On one hand, every new mathematical knowledge must start from a real-life problem. On the other hand, students must learn to use various strategies to tackle difficulties in solving a problem. Toward this end, he must be able to serialize, classify, quantify, discover mathematical methods, manipulate simulation techniques, construct and use algorithms, take decisions, verify, apply, measure, and manipulate information.
The curriculum offers the students an opportunity of practicing the scientific approach, developing the scientific spirit, improving skills in research, establishing relations between mathematics and the surrounding reality in all its dimensions and valuing the role of Mathematics in technological, economic and cultural development. This course helps the students to communicate mathematically. To achieve this, he must learn formulate, express information orally, in writing and/ or with the help of mathematical tools.
Mathematics is also an art. The curriculum gives the student a chance to value Mathematics by helping him to acquire confidence in mathematical methods, to appreciate precision, rigor, order and harmony of mathematical theories, to develop intuition, imagination and creativity, to find pleasure in intellectual activities and persevere at work.
Secondary Division (American Program)
The Mathematics American High School – IB Program has for main objectives the development of the student to its full potential in the understanding of mathematical concepts, skill accuracy, reasoning ability, thinking and problem-solving independence, visual interpretation and real-world applications of the objectives. The program provides opportunities for all students to follow a rich curriculum according to their level and future expectations
It is a course for students with a good background in mathematics who are competent in a range of analytical and technical skills. The majority of these students will be expecting to include mathematics as a major component of their university studies. Others may take this subject because they have a strong interest in mathematics and enjoy meeting its challenges and engaging with its problems.
IBDP HL and SL:
Mathematics: analysis and approaches
This course recognizes the need for analytical expertise in a world where innovation is increasingly dependent on a deep understanding of mathematics. This course includes topics that are both traditionally part of a pre-university mathematics course (for example, functions, trigonometry, calculus) as well as topics that are amenable to investigation, conjecture and proof, for instance the study of sequences and series at both SL and HL, and proof by induction at HL.
The course allows the use of technology, as fluency in relevant mathematical software and hand-held technology is important regardless of choice of course. However, Mathematics: analysis and approaches has a strong emphasis on the ability to construct, communicate and justify correct mathematical arguments.
Mathematics: analysis and approaches: Distinction between SL and HL
Students who choose Mathematics: analysis and approaches at SL or HL should be comfortable in the manipulation of algebraic expressions and enjoy the recognition of patterns and understand the mathematical generalization of these patterns. Students who wish to take Mathematics: analysis and approaches at higher level will have strong algebraic skills and the ability to understand simple proof. They will be students who enjoy spending time with problems and get pleasure and satisfaction from solving challenging problems.