Mathematics
- Objectives
S1 to S5: New syllabus
(Entry in force on 01/09/2019 for S1 and S4, 01/09/2020 for S2 and S5, 01/09/2021 for S3).
Careful thought has been given to the content and the structure to where topics are first met in a pupil’s time learning mathematics in secondary education. It is believed that this is a journey and if too much content is met at one point, there is a risk that it will not be adequately understood and thus a general mathematical concept will not be fully appreciated. By limiting the content of this syllabus each year more time can be used to develop core mathematical concepts that may have been met before or new mathematical concepts introduced are given ample time for extension. It must be noted that extension activities are conducted at the discretion of the teacher, however, it is suggested that rather than look at a vertical approach to extension a horizontal approach is used, thus giving the pupil a deeper understanding of the mathematical concept.
Furthermore, to this point it is believed that with a focus on competences this syllabus can encourage pupils to have a greater enjoyment of mathematics, as they not only understand the content better but understand the historical context and how the mathematics can be applied in other subjects, cross cutting. As such the syllabuses have specifically been designed with reflection to the key competences and the subject specific competences.
S5 to S7: Syllabus in force
Mathematics instruction must progress systematically and create a lasting foundation for the assimilation of mathematical concepts and structures. The aim is to develop pupils’ mathematical skills, such as creative, logical and analytical thinking. Pupils should develop the skills of formulating mathematical problems appropriately, then finding the solutions to the problems and finally presenting their methods and conclusions in a neat and orderly fashion. Problems that come up in day-to-day situations, and that can be resolved with the aid of mathematical thinking or operations, are to be utilized effectively. […]The syllabus preserves the foundations of mathematics teaching and leaves the core of the subject unchanged but at the same time it has as a new objective the systematic implementation of modern technological tools in the teaching. It also aims to create a common vehicle for teaching while allowing the teachers the freedom to introduce the fundamental concepts of the syllabus according to their own teaching methods.
S6 to S7:
Elementary level:
This course is intended for pupils who do not consider continuing with studies where mathematics plays an important role. Its purpose is to help pupils to understand the scientific and technological world surrounding them without putting too much emphasis on theoretical aspects of mathematics. In the years 6 and 7 the 3-period course is normally preceded by the 4-period course in years 4 and 5.
Standard level:
This course is intended for pupils who need mathematics in their higher-level studies and because of this can benefit from a solid foundation and a good general knowledge of mathematics. In years 6 and 7 the 5-period course is normally preceded by the 6-period course in years 4 and 5.
Further level:
This course is only intended for pupils who have taken the 5-period course in years 6 and 7. Its purpose is to provide pupils with the knowledge sufficient for higher studies where mathematics has an important and fundamental role. The course requires dedication and the pupils are trained to solve problems with more varied methods. The syllabus consists of two parts – one compulsory and the other optional – which allow for the incorporation of national syllabuses as well as entry requirements to institutions of higher education in different member states.
- Math teachers – year 2019 – 2020
| Professeur | Cours | |
| 1 | M Pietro Albano | S4, S5, S6 |
| 2 | Mme Emmanuel Allaud | S2, S6, S7 |
| 3 | Mme Maria-Pilar Alonso-Polo | S3, S4, S5, S6, S7 |
| 4 | Mme Claudia Arena | S1, S3 |
| 5 | M Franck Avignon | S1, S3, S5, S6 |
| 6 | M Peter Cady | S4 |
| 7 | M Fabrice Castres | S5, S6, S7 |
| 8 | Mme Dorottya Csonka | S3, S6, S7 |
| 9 | Mme Ilona Cytarzynska | S1, S5, S6, S7 |
| 10 | Mme Benedicte Duroyon-Marchand | S2, S5, S6, S7 |
| 11 | Mme Mina Farris | S1, S2, S3 |
| 12 | M Alan Fielding | S4, S5, S6 |
| 13 | M Franz Ganglbauer | S2, S4, S5, S6 |
| 14 | Mme Sabine Hammer | S1, S3, S6, S7 |
| 15 | Mme Karen Hansen | S2, S6 |
| 16 | Mme Anna Harsanyi | S4, S5, S6, S7 |
| 17 | Mme Genevieve Heinrichs | S1, S3, S4, S6, S7 |
| 18 | M Fernando Huertas-Sanchez | S2, S4, S5, S6, S7 |
| 19 | Mme Clara Huizink | S2, S4 |
| 20 | M Slawomir Kwasny | S3, S4, S5, S6, S7 |
| 21 | Mme Anna-Chiara Lenti | S4, S5, S7 |
| 22 | Mme Iwona Stepien—Moskalik | S2, S4 |
| 23 | Mme Berta Nagyne-Hermann | S1, S2, S4, S5 |
| 24 | Mme Sylviane Nicaise | S1, S2, S3 |
| 25 | Mme Cristiana Petruz | S6, S7 |
| 26 | Mme Hanne Pindstrup | S1, S4, S5, S6, S7 |
| 27 | Mme Anne Remy | S1, S4 |
| 28 | M Thomas Sanger | S4, S5, S7 |
| 29 | M Christopher Searle | S3, S5, S6, S7 |
| 30 | M Carlos Silvero | S1 |
| 31 | M Rachid Souissi | S1, S4, S5, S6, S7 |
| 32 | Mme Charlotte Stefansen | S3, S4, S5, S7 |
- Official Mathematics Syllabus
| 1 | S1 | 2019-01-D-47-en-2 |
| 2 | S2 – S3 | 2007-D-3310-en-3 |
| 3 | S4 Mathematic – 4 periods | 2019-01-D-48-en-2 |
| 4 | S4 Mathematic – 6 periods | 2019-01-D-49-en-2 |
| 5 | S5 Mathematic – 4 periods | 2011-01-D-27-en-2 |
| 6 | S5 Mathematic – 6 periods | 2011-01-D-28-en-2 |
| 7 | S6 Mathematic – 3 periods | 2010-D-601-en-2 |
| 8 | S6 Mathematic – 5 periods | 2010-D-611-en-3 |
| 9 | S6 Mathematic further level | 2010-D-621-en-2 |
| 10 | S7 Mathematic – 3 periods | 2011-01-D-40-en-3 |
| 11 | S7 Mathematic – 5 periods | 2011-01-D-41-en-2 |
| 12 | S7 Mathematic further level | 2011-01-D-42-en-2 |