Math Department




The mathematics program at Cairo American College is based on the AERO standards used by many other international schools in the NESA region and elsewhere. These standards emphasize learning in four process areas: Problem Solving, Reasoning and Proof, Communication, and Connections. The CAC Mathematics program aims to create inspired life-long learners who are mathematically literate and statistically fluent, and who can demonstrate the critical thinking essential for informed citizenship in a data-rich world. CAC Mathematics teachers celebrate the wonders of mathematics, seeking to inspire students with attention to the fascinating elements of Mathematical knowledge, instilling a positive attitude towards mathematics. CAC Math teachers and teaching promote perseverance and intellectual risk taking, while utilizing a variety of ‘best practices’ to reach all learners. Technology and technological tools play an integral role in Mathematics teaching and learning at CAC.

CAC students’ mathematical learning and CAC mathematics instruction are based on the following beliefs:

  • Mathematics is accessible to all learners.
  • All learners can engage in the practices and thinking dispositions of mathematicians.
  • Learners construct deep mathematical understanding through exploring meaningful, complex problems both independently and in collaboration with other learners.
  • Learners develop mathematical understanding through reflecting, explaining, questioning and defending strategies.
  • Learners use authentic mathematical representations to organize, record, and communicate their understanding.
  • Using multiple valid strategies and varied resources, learners build new understanding and mathematical knowledge by expanding on prior experience and knowledge.
  • Learners should develop and demonstrate a balance of conceptual understanding, procedural proficiency and factual knowledge.

Our mathematical teaching practices that promote student learning are based on the following beliefs:

  • Teachers promote a culture of thinking by empowering students with the dispositions and thinking routines to develop deep mathematical understanding.
  • Teachers provide opportunities for learners to behave as mathematicians by
  • modeling effective questioning techniques
  • posing real life open-ended problems requiring students to use multiple valid strategies
  • reflecting
  • communicating thinking both individually and collaboratively
  • providing meaningful, relevant opportunities for practice and skill development.
  • utilizing varied instructional techniques and various resources to promote procedural competence and genuine mathematical understanding.
  • Teachers ensure that learners develop a balance of conceptual understanding, procedural proficiency and factual knowledge.
  • Teachers design effective lessons that build on a learner’s prior experience and knowledge, and plan for individual learning styles and needs.
  • Teachers differentiate to ensure that students and their different learning modalities are supported. Students will start with basic exponent laws. Students will use what they know about linear functions to build a basic exponential growth function. Students will explore and work with exponential growth and decay, as well as percentage growth and decay. Time permitting, students will explore the graphs of exponential equations, while students who demonstrate competence are supported, challenged and enriched.
  • Teachers provide multiple means (assessments) for students to demonstrate competency in reaching CAC standards.
  • Teachers collaborate with colleagues across divisions and disciplines to ensure coherence and consistency.
  • Teachers pursue professional development reflecting current research in mathematics education, ensuring the use of best practices.

Program of Studies 2017-18