The mathematician’s patterns, like the painter’s or the poet’s must be beautiful; the ideas like the colours or the words, must fit together in a harmonious way. Beauty is the first test: there is no permanent place in the world for ugly mathematics.

Godfrey Harold Hardy



1.Be attentive and focused during the course.
2.Have a neat, complete and well-structured notebook.

Regularly review and learn the course in order to assimilate the skills in a lasting way.

Reviewing the day before and the day before a class assignment is not enough!

4.Do the exercises at home, noting all the details and justifying the calculation steps/statements.
5.Rework all the exercises in the homework assignment.
6.Participate actively in the course by taking an interest in the material and asking questions.
7. Dare to ask questions if you have not understood a concept of the course!


The teaching of mathematics is aimed at all pupils from class 7 to class 1 of the Luxembourg regime and for the International classes. The mathematics department of the Lycée | International School Michel Lucius has 9 mathematics rooms located on the 1st and 2nd floors of the 2000 wing.


The task of the department’s internal curriculum is to build the contents and develop the basic skills specified (in a binding manner) in the requirements and programmes of the Ministry of National Education for each school level.

The official curricula and textbooks are updated every year before the start of the school year and are available on the page  horaires et programmes of the Ministry of National Education.

The curriculum form the basis for planning the teaching of mathematics and contain concrete criteria on the skills to be aimed for in the different grades, the setting of priorities, the distribution and weighting of content and teaching themes.

In their daily work, mathematics teachers attach great importance to encouraging, advising and supporting students in their learning process.


We are encouraging students with a particular interest in mathematics : the Mathematics Department participates in competitions every year, including Maachmat(h) , a competition for students in grades 7 to 4, and the Belgian Mathematical Olympiads, a competition for students in grades 7 to 1.


Mathematics teachers have set themselves the following objectives:

Solid teaching of the subjects in the curriculum in an age-appropriate manner.

Diagnosis, differentiation, and promotion with the aim of supporting lower-performing pupils and encouraging stronger pupils (“fördern und fordern”).

Promotion of learning motivation,
the use of modern teaching materials (mathematical apps on iPad, Internet) for appropriate media design of lessons.

Enable students to work independently and autonomously (working individually, in pairs or in teams) by promoting responsibility for their learning process and strengthening team spirit.

Inclusion of extracurricular learning opportunities : For good access to the world of mathematics, we also offer support measures, called remediation measures (Cours d’appui and Mathé Coaching : see below) where gaps are filled and answers to students’ questions are given.


The teaching of mathematics in the French language for classes under the Luxembourg regime is aimed at pupils :

of the classes in the lower cycle(*) of general secondary education
(*): In grades 6 and 5, students are grouped into basic and advanced courses. Individual student support is provided, in particular through the subject plan drawn up by the mathematics teachers and team teaching (one lesson per week).

of the classes in the middle and upper cycle of general secondary education in the following sections :

General Engineering Section (GIG) from 4e to 1ère

General Section Natural Sciences (GSN) 4e to 1ère

General Trade and Management Section (GCG) from 4e to 1ère

General Section Health and Social Professions (GPS) from the 4e to 1ère

In our classes, we use extensively the 365 MS Office platform as well as interactive and visual learning aids (e.g. GeoGebra and Desmos) so that learners can further develop their skills in mathematical logic.

We prepare our students for the general secondary school leaving certificate (GIG, GSN and GCG sections), respectively for learning either an educational and social profession or a health profession (GPS) in another school.


The teaching of mathematics in English for international classes is aimed at English-speaking students:

classes 7iec, 6iec and 5iec: Key Stage 3
classes of 4iec and 3iec: IGCSE
classes of 2iec and 1iec: AS/A Level

In our classes, we use extensively the 365 MS Office platform, we use interactive and visual learning aids (e.g. GeoGebra and Desmos) so that learners can further develop their skills in mathematical logic, as well as a variety of online teaching resources such as Maths Watch, myMaths etc. to enhance teaching and learning.

Our programme allows all the students to develop according to their ability and interest by following Additional Mathematics (IGCSE) and Further Mathematics (A levels) in addition. These programmes also help the students to prepare themselves better for their university studies.

We prepare our students for various international diplomas :

Cambridge Checkpoint (Cambridge International) : This is a three year course for Middle years 7IEC, 6IEC and 5IEC.

International GCSE (Edexcel and Cambridge) : This is a two years course for 4IEC and 3IEC)

Pre University routes :
AS Level (Cambridge International) – 2IEC
o A Level (Cambridge International) – 1IEC

Hello, my name is Ege and I am from Turkey. I am currently 17 years old. I came to Luxembourg and therefore started in the school lycée Michel Lucius (LML) 2 years ago, when I was 15. My classmates in my first year were really open and social, so I felt comfortable and made myself a friend circle from the start with no problems.

My admiration for Mathematics was present way before I came to LML, since when I was 12 or so. What had fueled my passion even more was how LML treated my interest in mathematics. From the first year, we (4EC students) had a test to see at what level we were in mathematics. The teachers immediately found out I was good and passionate; therefore I was learning different things with a different pace than the normal 4EC classes. I got put on the IGCSE exam on 4EC instead of 3EC, I was learning what was more interesting and challenging for me in 3EC, which I was very happy about. Since the first day, I have been learning further mathematics.

The reason I liked mathematics more than other subjects were that it was completely abstract (therefore little to no practical learning from observations) and had pure logic in a way that other sciences d_i_d_n_’t_. Other sciences such as chemistry/biology have logic too of course, but I believe there is a difference between the logic being used in mathematics and the logic used in chemistry/biology. The thing I am also fascinated about in maths is that: There are no exceptions/things to memorise! You can derive every formula, every pattern, or even rules of differentiation in maths without memorising anything. What I found in chemistry and biology is that some knowledge had to be memorised as it could not be derived, such as a color of a substance, or various names of arteries in our body and how they work.

What I would like to do in the future is to be a mathematician or a physicist. When I was younger, I would want to be an engineer. I also still consider engineering, but it is getting less and less interesting for me, as engineers are manufacturing products they also have to think about the safety, the cost, the availability and maintenance etc, therefore they can never use such state of the art technology as much as the advancements in Pure theoretical mathematics/physics/chemistry fields as the advancements in these pure fields do not think about practicality. I would want to invent/discover something new and useful for humanity but not directly practically useful such as an advanced computer. I would like to discover something never found before in pure maths/physics, which can possibly be used to explain other phenomena in these fields that are not proved yet. Or I could also prove theories that w_e_r_e_n_’t_ _proven before.

I participated in the Benelux mathematical Olympiad. I passed the eliminatoire, semi-finals. They were in French and were a multiple-choice test. I did not have very good French, so I did not understand a few questions and skipped them. Even though I skipped a few, I passed these tests. The questions here were not hard in a way to find or calculate. We w_e_r_e_n_’t_ _permitted a calculator, so we had to do only very easy mental maths, such as 2 digit addition or 1 digit multiplication. The hard part of the test was, we did not know how to do the question, we did not know how to progress. The questions were very simple and easy to understand, even technically a 12 year old would have enough knowledge to solve the questions, but the problem was that the answer did not seem obvious in anyway. There were only 40 people in the finals, 10 people each in every country. (Belgium-Luxembourg-Netherlands-Sweden). The finals were translated to English, French and German. There were only 4 questions, and we had 4 and a half hours. The questions were so simple and abstract, that I d_i_d_n_’t_ _have a single clue on how to start. I even did not have enough time for question 3! I was 36th in the finals.

Overall, I was quite surprised to see such maths questions. I never saw questions that were so simple yet so hard to solve before. Maybe If I had some training for mathematics Olympiads, I would be able to see how to solve the questions better. Nevertheless, I am looking forward to participate in this competition next year too.

Ege Karaahmet


Having been in Lycée Michel Lucius for the past 5 years, the international environment has greatly helped to improve my social skills; permitting a higher degree of conversation. This has also assisted in learning about a wide variety of cultures.

Academically, the faculty aim to identify and help students excel in their domain of expertise, providing encouragement and support throughout the students’ journey in their final years of schooling. Furthermore, the institute’s infrastructure provides pupils with an optimum learning space, aiming to provide them with various services (e.g. extra-curricular activities) on campus.

Particularly, my interest in mathematics has been revamped due to teachers, having showed me the many facets to this subject. This has been of great benefit whilst making my AS and A level choices. In addition to this, taking this subject has indeed promoted autonomous learning; allowing to verify queries when present.

Nityapriya Hari Krishnan


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