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MATH


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The Department of Math aims for each student to develop his mathematical thinking with the progressive mastery of the following capabilities: Mathematical communication, management of algorithms, and problem solving. For its part, and for curricular purposes, the basic contents of the department are organized into the following cross-developed components:


Numbers, Relations, and Functions:

This component aims for to students to acquire knowledge on counting, theory of numbers, operations and their properties, numerical datasets, and the relations and functions that can be established between these. For this reason, it is necessary that students understand, interpret, and use different forms to represent structures and patterns, relations and functions, in a real way. In addition, they must develop the necessary skills to be able to outline mathematical models that allow them to understand and represent quantitative relationships that arise in everyday life.


Geometry, Trigonometry, and Measurement:

It deals with the study of geometric figures in two and three dimensions, different systems of representation (including coordinate geometry), transformations, measurements, and trigonometry.

This component will allow students to examine and analyze the forms, characteristics, and relationships of two- and three-dimensional representations, as well as interpret spatial relationships using coordinate systems and other systems of representation. It will also enable them to understand the attributes or measurable characteristics of objects, as well as the units, systems and processes of measurement, and the application of appropriate techniques, instruments and formulas for obtaining measurements.


Statistics and Probability:

This component must ensure the collection and organization of data, as well as the representation and interpretation of tables and graphic statistics. In the same way, it presents how mathematically uncertain situations can be treated, and how the greater or lesser likelihood of certain events can be regulated. Students must be able to make relevant decisions against random phenomena. The interpretation of data and statistics allows both teachers and students to make important connections between ideas and procedures of the other components of the department.


MATRIX:

SET 2014


SET 2009


SET 2008


SET 2007


OCT 2006


SET 2005


MAY 2005


OCT 2004


OCT 2003


JUL 2003


OCT 2002


SET 2002


JUL 2002


ABRIL 2002


OCT 2001


SET 2001


AGO 2001


MAY 2001




Ricardo Castillo
Math



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