Beyond the Formula: Math as a Skill for Life at DCB

At Dulwich College Beijing (DCB), maths education goes beyond exam preparation and challenges the idea that students are either “maths people” or aren’t. Tailored pathways align with each student’s strengths, interests, and career goals, showing that maths is an adaptable skill—whether for advanced STEM, practical applications, or creative pursuits.

By connecting maths to real-world applications and personal passions, we empower students from all backgrounds—even those initially hesitant—to find relevance, purpose, and often enjoyment in the subject.
 

A Personalised Approach to Learning

Every student’s learning journey at DCB is unique, and our maths programme also reflects this individuality. Moving beyond a one-size-fits-all curriculum, we offer tailored pathways that allow students to explore maths in ways that align with their goals.

What makes DCB’s maths programme special is the diversity of students who study together. In the same cohort, you’ll find students like Sophie S, who has always loved maths, studying alongside Steven W, a history enthusiast who discovered a passion for maths after joining DCB. Some students, like Sean P, are drawn to the logical rigour of maths as they prepare for careers in the sciences, while others, like Selena Z, see maths as a complementary tool for fields like psychology or art. This diversity enriches the learning environment, showing that maths isn’t just for future mathematicians or scientists—it’s a skill that can serve a wide range of interests and aspirations.

DCB’s maths programme focuses on fostering each learner’s potential. We aim to make maths accessible and enjoyable, building confidence and skills that can be applied across disciplines. Sharon Shi, Head of Senior School Math, explains, “We focus on helping students understand that math is a skill they can grow in their own unique way, regardless of where they start.”
 

Building a Strong Foundation in Years 7 and 8

When students enter Year 7, they are placed in one of two broad tiers, with the flexibility to move fluidly between them throughout the year as their confidence, interests, and skill levels grow. This stage emphasises on foundational concepts in Number algebra, geometry, and data handling while also encouraging exploration, critical thinking, and habits of reflection on study skills and progress. Students are taught to ‘write’ maths, understanding how to express their ideas clearly and logically—an essential skill for academic success.

For those ready to tackle more challenging material, enrichment opportunities such as problem-solving and collaborative math challenges are available, laying the groundwork for more specialised tracks in later years.

In Years 7 and 8, alongside teaching the mathematical content of English National Curriculum Key Stage 3 mathematics, we also include aspects in our teaching that we hope will inspire, interest and intrigue different students. For example, those with a keen interest in mathematics often enjoy learning about the idea of proof in mathematics and learning some basic geometric proofs. Many enjoy learning about the history of mathematics, while others are fascinated by the subtle differences in mathematical methods across cultures. Some find joy in being encouraged to ask questions and explore the wonders of mathematics, and others are drawn to the connection between mathematics and programming.

And learning is not limited to the classroom. With almost 100 co-curricular activities (CCAs) on offer, students are encouraged to join a CCA that’s of interest to them, sometimes organised by older students. The CMIT (Competition Mathematicians in Training), led previously in part by former Global Citizenship Prefect Sophie S, who joined as early as Year 7, played a big role in creating a community for students to bond over Math. It prepares students for math competitions such as the AMC (American Mathematics Competition), the Ritangle CCA, where students collaboratively use technology to solve mathematical challenges, and the UKMT (United Kingdom Mathematics Trust).

 

The IGCSE, the IB Programme and the A Levels: Tailored Options for Every Interest

From Year 9, students can pursue IGCSE maths on three distinctive tracks: Accelerated, Regular, and Supported. The Regular Track is further divided into two options based on performance and progress, allowing students to work at the right level of challenge and support

• Accelerated Track: Students complete the IGCSE at the end of Year 10 and advance to additional math content in Year 11, preparing them for higher level studies such as IB High Level, A Levels or Further Maths.
• Regular Track: In this track, students sit the IGCSE Math at the end of Year 11, with those in Tier 1 opting to take additional math content and possibly join the IB Math High Level or A level mathematics.
• Supported Track: Students in this track also finish their IGCSE in Year 11 but receive additional support in smaller classes to help build confidence and solidify their understanding.
• Our emphasis on wellbeing ensures that students are equipped to manage the natural stresses of exams, such as teaching students proper notetaking in math. Shares Ms Shi, “We aim to shift the culture around tests. It’s not just about the score but about using tests as a way to see how far you’ve come and as a tool to help you reflect on both your current study methods and your strengths and areas to focus on in future learning and revision”.

 
In the IB programme, DCB offers two distinct courses—Analysis and Approaches (AA) and Applications and Interpretations (AI)—each available at both standard (SL) and higher levels (HL), so students can choose a path that aligns with their interests.  

• The AA track is ideal for students interested in mathematical theory and abstract problem-solving.
• The AI track focuses on practical applications, suited for those looking to use math in real-world contexts such as data science, business, and the social sciences.

This range of options ensures that DCB’s maths programme is adaptable and accessible, supporting students’ diverse academic and career ambitions. From the next academic year, A Level students will have the option to take A-level Mathematics and A-level Further Mathematics.

 

Student Stories: Discovering Purpose and Passion in Math

History-loving Steven W joined DCB in Year 10, where he was placed in Regular Track Tier 1. Here he discovered that he liked math thanks to his attraction to websites like 3blue1brown and subsequently took the test for additional math in Year 11. He also enjoys current events and even has a video series with his friends called GenZ. Here, they interview entrepreneurs and economists about their experiences and career journeys. He now studies alongside peers in the AA HL track, aiming for a course that blends his interests in maths and history.

GenZ interviewed entrepreneurs Chen Dongsheng and Zhou Hongyi and economist Mao Zhenhua. Photos: Steven W

Math was always a strength for science-leaning Sean P, but it was during his IGCSE years when he found it more engaging. “I started to enjoy thinking deeper while solving math questions, as I felt like my academic and cognitive abilities were growing as I do so. As I recognised the meaningfulness of math, I started to enjoy it a lot more.” 

Every student is unique, and not all students aim for a maths-intensive career. Vicky M plans to study business and economics, and sees maths as a valuable foundation for her goals, even if it’s not her primary focus. Meanwhile, Selena Z plans to pursue art or psychology. For her, maths is a versatile tool, enhancing her understanding of both psychology and biology, with the support of teachers like Ms Shi, who has made maths accessible and enjoyable.

Outside of her academic life,  former Student Support Prefect Vicky M helped younger students with their schoolwork through peer tutoring. Photo: Vicky M

Sophie S has always loved maths, even spending evenings as a child tackling complex problems for fun and challenging her father in math brainteasers. Throughout her Senior School life, she helped promote a positive culture around math by taking part or organising activities such as CMIT, House Math, the Girls in Math community and Pi Day, where lunchtime was transformed into a lively maths trivia event. Students eagerly lined up to draw raffle-box questions, successfully answering 150 questions within 30 minutes—a testament to the excitement and engagement the event inspired.

Math as a Life Skill

At Dulwich College Beijing, mathematics is more than a subject; it’s a pathway to discovery, creativity, and real-world problem-solving. Here, maths isn’t just about memorising formulas—it’s a versatile toolkit, adapted to fit each student’s unique goals and interests. Whether they’re uncovering hidden links between math and history, pushing the boundaries of data science in fields like artificial intelligence and machine learning, or creating art influenced by the psychology of human behaviour, our classes connect students to their personal aspirations, fostering a love for learning that reaches beyond the classroom. Our personalised approach helps students understand that learning maths can be relevant and meaningful.
As Mr Gregory Lee, one of our Senior School Mathematics Teachers, pointed out, “There is no glass ceiling in Maths at DCB. Students can use a variety of resources to extend their knowledge and excel in it.” Whether they pursue careers in STEM, the arts, business, or beyond, our students leave DCB with a strong foundation in maths and the confidence to apply it in whatever path they choose.