Mathematics analysis and approaches is for students who enjoy developing their mathematics to become fluent in the construction of mathematical arguments and develop strong skills in mathematical thinking. They will also be fascinated by exploring real and abstract applications of these ideas, with and without technology. Students who take Mathematics: analysis and approaches will be those who enjoy the thrill of mathematical problem-solving and generalization. This course recognises 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, and proof by induction. The course allows the use of technology, as fluency in relevant mathematical software and hand-held technology is important, regardless of choice of course. The course also places a strong emphasis on the ability to construct, communicate and justify correct mathematical arguments by developing a conceptual understanding of interrelated elements related to approximation, change, equivalence, generalisation, modelling, patterns, quantity, relationships, space, systems, and validity.
It is expected that most students embarking on this course will have studied mathematics for at least 10 years. There will be a wide variety of topics studied, and differing approaches to teaching and learning. Thus, students will have a wide variety of skills and knowledge when they start this course. Most will have some background in arithmetic, algebra, geometry, trigonometry, probability, and statistics. Some will be familiar with an inquiry approach and may have had an opportunity to complete an extended piece of work in mathematics. Areas of number and algebra; functions; geometry, trigonometry, and probability are assumed prior learning for the mathematics courses. It is recognised that this may contain certain aspects unfamiliar to some students, but it is anticipated that there may be other topics in the syllabus itself which these students have already encountered. IELTS 5.5 or equivalent.
Formal internal assessments take place regularly once every half term and homework is set on a regular basis. Grades are determined by final examinations, which take place in May/June at the end of the 2-year course.
About Education Provider
| Region | South East |
| Local Authority | Kent |
| Ofsted Rating | |
| Gender Type | Co-Educational |
| ISI Report | View Report |
| Boarding Fee | Unknown |
| Sixth Form Fee | Unknown |
| Address | 68 New Dover Road, Canterbury, CT1 3LQ |
Mathematics analysis and approaches is for students who enjoy developing their mathematics to become fluent in the construction of mathematical arguments and develop strong skills in mathematical thinking. They will also be fascinated by exploring real and abstract applications of these ideas, with and without technology. Students who take Mathematics: analysis and approaches will be those who enjoy the thrill of mathematical problem-solving and generalization. This course recognises 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, and proof by induction. The course allows the use of technology, as fluency in relevant mathematical software and hand-held technology is important, regardless of choice of course. The course also places a strong emphasis on the ability to construct, communicate and justify correct mathematical arguments by developing a conceptual understanding of interrelated elements related to approximation, change, equivalence, generalisation, modelling, patterns, quantity, relationships, space, systems, and validity.
It is expected that most students embarking on this course will have studied mathematics for at least 10 years. There will be a wide variety of topics studied, and differing approaches to teaching and learning. Thus, students will have a wide variety of skills and knowledge when they start this course. Most will have some background in arithmetic, algebra, geometry, trigonometry, probability, and statistics. Some will be familiar with an inquiry approach and may have had an opportunity to complete an extended piece of work in mathematics. Areas of number and algebra; functions; geometry, trigonometry, and probability are assumed prior learning for the mathematics courses. It is recognised that this may contain certain aspects unfamiliar to some students, but it is anticipated that there may be other topics in the syllabus itself which these students have already encountered. IELTS 5.5 or equivalent.
Formal internal assessments take place regularly once every half term and homework is set on a regular basis. Grades are determined by final examinations, which take place in May/June at the end of the 2-year course.