The Mathematics Department of Harare International School is committed to providing an equitable opportunity for all students to become mathematically self-confident and literate workers, to develop the higher order thinking skills characteristic of fulfilled and lifelong learners, and to utilize mathematical habits of mind in solving the complex social and economic issues of a technological world.

The faculty of H.I.S. believes that mathematics consists of far more than a collection of concepts and skills to be mastered.  Integrated throughout the K-12 mathematics program are extensive opportunities for students to recognize and explore open-ended and non-routine problems, acquire new knowledge from which to construct personal meaning, make conjectures and scientifically test them, discuss and evaluate problem-solving strategies, receive feedback and revise thinking, provide clear communication of data analysis through multiple representations, choose the most appropriate solution for problems under specific conditions, and back conclusions with strong supporting mathematical reasoning and evidence.

All the strands of mathematics are visited at each grade level, with increasing complexity appropriate for the experience and maturity of the students.  The strands include number and systems, patterns and algebra, geometry and transformations, measurement and trigonometry, probability and statistics.  Students are actively encouraged to explore and enjoy the mathematical connections revealed within mathematics itself and between other disciplines such as music, art, architecture, science, sociology and historical perspectives. We believe that mathematics is a foundation discipline which grows in direct proportion to its utility.  Therefore, the curriculum is permeated with opportunities to discover mathematical structures and simulations applicable to many disciplines.

We believe that instructional practices in math classes must include regular exposure to genuine problems through project work, individual and team tasks, active discussion among students and with the teacher, long-term investigations, procedural practice, reflections on construction of meaning and embedded assessment.  A genuine problem is a situation in which, for the individual or group concerned, one or more appropriate solutions have yet to be developed.  The situation should be complex enough to offer challenge but no so complex as to be insoluble.    

The appropriate use of calculators and computers for processing information during problem solving is facilitated at all levels.  This practice does not eliminate the need for students to learn algorithms, practice estimation, and utilize paper-and-pencil methods.  It does, however, reflect our acknowledgement that technology has altered not only the nature of the problems that are becoming important, but also the electronic capabilities that empower students to expand and enhance their mathematical investigations.  

Elementary School Mathematics emphasizes the empirical language of mathematics, with activities growing out of physically modeled problem situations.  The larger ideas that unify the mathematical experiences are quantification of things around the students, discovering and describing patterns, and creating representations of quantities and shapes.  Manipulatives are utilized to model familiar as well as new situations, and students are encouraged to construct meaning by utilizing their prior knowledge and new information.

Middle School Mathematics, building on the elementary experiences, extends the empirical mathematics to more symbolic and complex systems.  Manipulatives and models are utilized to construct meaning of new concepts, but there is a shift toward building some of the abstract language and processes of mathematics needed for continued growth.  Patterns and generalization, proportional relationships, and multiple representation are ideas that unify middle school mathematics.

High School Mathematics continues to solve genuine problems with emphasis on mathematical modeling, variation, algorithmic thinking, mathematical argumentation, and multiple representations. Students are presented with more complex and abstract mathematical problems which are currently encountered by cultural, academic, scientific, business, and government groups and leaders.

In essence, we believe that mathematics education has become a critical filter for employment and full participation in our society.  Equity in attaining mathematical power has become an economic necessity worldwide.

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