JC1 MAAHL (Final Entry) :)

Introduction

JC1 is coming to an end and this will be the last entry that I will publish in JC1, sed 😦

My journey throughout first year of IB MAAHL has been eventful, fun, stressed, and hardcore 😉 IB have thought me more ways to think and view problems than my previous years of school. Additionally, it also added some wise and extra knowledge on different formulas and mathematical concept, international mindedness, as part of the education. This increases our knowledge and awareness on where and when different mathematical concepts we are using today are invented or discovered. Whereas, a non-ib program does not cause this kind of exploration on the arise of different mathematical concepts, I considered myself lucky, or not…

Coming into my first class of MAAHL was very confusing, as IB set us up in a new math syllabus. It makes us wonder throughout weeks of Term 1, its makes me uncertain as we don’t know what to do yet, so we just study whatever we can. Not long after, mathematics have become a very challenging subject as you often need to critically think when you solve a question.

GROUP PROJECT IN MAAHL

But during the journey, things have become eventful as we started doing our very first video-making group project:

Not long after comes our second project, collaboration with the JC2s, our very first time that we hosted a successful mathematics olympiad event, SISMO.

This huge project will be our biggest step on improving the mathematical department in school. Me being involved in the project make me feel very honored. It ended successfully and this can happened thanks to the perfection of our captains and head of the department for making this possible and a reality. I would also like to credit our seniors for creating this idea in the first place, but sadly not having enough time for them to be involved physically in the day of the olympiad.

We all hope that hosting our 2nd year of SISMO next academic year will be possible with many more improvements in the future to make it more fun and challenging for the competitors!

Look at Mr Kichan’s big smile, makes me so excited. I’m afraid that talking about more pass events will be very emotional, so I’ll stop now. Instead, more of this kinds of memories should be made later on during JC2! I look forward to it very much, not the studies in class but the jokes made! hehe (Calculus)

TOK in maths

Is mathematics discovered or invented?

According to Pythagorians around the 5th century BC, numbers are living entities and universal principles.

Plato argued mathematical concepts were concrete and as real as the universe itself, regardless of our knowledge of them.

Euclid, the Father of Geometry, believed nature itself was the physical manifestation of mathematical laws.

While other mathematicians argues on different opinions among themselves, what’s certain is that mathematical statements don’t exist as they are based on rules that are created by humans, axioms. These axioms created are eligible to an extent in solving further mathematical processes, but we don’t if it is entirely true. The existence of many representatives, symbols, and formulas can be said as false, as mathematicians created this symbols to easily represent meaning when doing mathematics during old times, which is still used by people now.

Questions involving the invention or discoveries of mathematics is very difficult to determine. Debates and arguments between millions of past mathematicians is so deep that results in no conclusion up until the present. The question will remain unanswered and will have no specific answer on the concepts of mathematics.

For more intriguing topics on mathematics is shown below:

International Mindedness

Visual Approach

The Mandelbrot set is generated by what is called iteration, which means to repeat a process over and over again. In mathematics this process is most often the application of a mathematical function. 

The theory of iterated functions is motivated by questions of real life. Modelling the growth of population is an example, and relating it with another variable is possible as well.

Analytical approach

The Bourbaki group was found in Paris, France in 1934 and they are a group of mathematicians originally intended on preparing a new textbook (Elements of Mathematics) about mathematical analysis as their central work. The group tackle mathematics in an analytical approach.

They later on became more ambitious, publishing more textbooks related to mathematics. These books became useful, influencing many people on the knowledge given by the Bourbaki group. Many elements including symbols arise from the past studies of the Bourbaki group and are used until today, like the null set symbol. Books published are also discussed further among them beforehand about abstract algebra, topology, and analysis.

IB Learners Profile

inquirers

We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. During class discussion with the teacher and even at home where we inquire from our teachers and friends while doing research so we can receive valuable information that may be useful to us.

Knowledgeable

We develop and use conceptual understanding, exploring knowledge across a range of topics and mathematical concepts when we learn in class. We engage with issues and ideas that have important significance.

Thinkers

We use critical and creative thinking skills to analyse and take action on complex problems. This will be my favourite as solving math problems aren’t easy. Literally all of the questions must involve my brain stressing out in order for me to solve the problem correctly.

communicators

We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals during class discussion and lectures.

principled

We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their
consequences. This can refer to SISMO when problems arise in the event. We took care of it responsibly and professionally so that people will view us highly when they compare with other hosted events similar to us.

Open-minded

We seek and evaluate a range of points of view, and we are willing to grow from the experience. Starting in class, we learned to be open-minded to in solving problems as each of us will have different answers. We also evaluate after SISMO so that we can learn from it and grow from the experience that day.

caring

We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us. Being part of JC1 MAAHL Fam this past year allow me to grow as an individual to care for each and every one of us so we can also grow together as a group emotionally and academically.

risk-takers

We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change. This will be the very first term in the learner profile I absorbed fully into my mind. Throughout the year, we have been taking a lot of risks to get a better opportunity for us.

balanced

We understand the importance of balancing different aspects of our lives—intellectual, physical, and emotional—to achieve well-being for ourselves and others. We recognize our interdependence with other people.

reflective

One of the important learner’s profile as well is to be reflective and reflect upon the events happened before. This can lead us to grow as an individual and as a group in many different ways so that different and better actions is done to similar problems that will lead to a smaller mistakes and impact, to prevent chaos and misunderstanding.