1. 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.

2. 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

 

3. 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