Mathematics

Group 5: Mathematics

Group 5 – Mathematics: Analysis and Approaches (AA)

Content and Methodology

This course caters for students with a good background in mathematics who are competent in a range of analytical and technical skills. Most of these students will be expecting to include mathematics as a major component of their university studies, either as a subject in its own right or within courses such as physics, engineering and technology. Others may take this subject because they have a strong interest in mathematics and enjoy meeting its challenges and engaging with its problems. 

The course focuses on developing important mathematical concepts in a comprehensible, coherent and rigorous way. This is achieved by means of a carefully balanced approach. Students are encouraged to apply their mathematical knowledge to solve problems set in a variety of meaningful contexts. Development of each topic should feature justification and proof of results. Students embarking on this course should expect to develop insight into mathematical form and structure and should be intellectually equipped to appreciate the links between concepts in different topic areas. They should also be encouraged to develop the skills needed to continue their mathematical growth in other learning environments. 

Distinction between SL and HL

The HL course is a demanding one, requiring students to study a broad range of mathematical topics through several different approaches and to varying degrees of depth. Students not wishing to focus on math as a specific part of their higher education studies in the future but require math for a standard education, should study Math AA SL. Additionally, students with an interest in math application and statistical techniques/modelling should opt for Math application and interpretation on the next page. Please note that both Math AA and Math AI share 60 hours of common content.

Assessment

Internal assessment (SL 20%): An individual report based on a mathematical exploration. 

Internal assessment (HL 20%): An individual report based on a mathematical exploration.

Paper 1 (SL 40%): (No calculator allowed). 

Section A – short response questions based on the whole syllabus. 

Section B – extended response questions based on the whole syllabus.

Paper 1 (HL 30%): (No calculator allowed). 

Section A – short response questions based on the whole syllabus. 

Section B – extended response questions based on the whole syllabus.

Paper 2 (40% SL): (Graphic display calculator required). Section A – short response questions based on the whole syllabus. Section B – extended response questions based on the whole syllabus

Paper 2 (30% HL): (Graphic display calculator required). Section A – short response questions based on the whole syllabus. Section B – extended response questions based on the whole syllabus.

Paper 3 (20% HL): Graphic display calculator required. Two compulsory extended response problem-solving questions.

Prior Knowledge

Students should have a wide variety of skills and knowledge when they start mathematics. Most will have some background in algebra, functions and equations, circular functions and trigonometry, vectors, statistics and probability and calculus. Some will be familiar with an inquiry approach and may have had an opportunity to complete an extended piece of work in mathematics. It is a recommendation for Mathematics AA HL that students have achieved a grade of 6 or 7 from MYP10, alternatively a grade A or B from PreIB courses Math 1c/2c.

Group 5 – Mathematics: Applications and Interpretation (AI)

Content and Methodology

Math applications and interpretation has an emphasis on applications of mathematics with the largest section on statistical techniques and modelling. It is designed for students with varied mathematical backgrounds and abilities. It offers students opportunities to learn important concepts and techniques and to gain an understanding of a wide variety of mathematical topics. It prepares students to be able to solve problems in a variety of settings, to develop more sophisticated mathematical reasoning and to enhance their critical thinking. The individual project is an extended piece of work based on personal research involving the collection, analysis and evaluation of data. Students taking this course are well prepared for a career in social sciences, natural sciences, humanities, languages or arts.

The course syllabus focuses on important mathematical topics that are interconnected. The syllabus is organized and structured with the following tenets in mind: placing more emphasis on student understanding of fundamental concepts than on symbolic manipulation and complex manipulative skills; giving greater emphasis to developing students’ mathematical reasoning rather than performing routine operations; solving mathematical problems embedded in a wide range of contexts. 

Distinction between SL and HL

Students who wish to take Math AI at HL should have a good background in algebra and be comfortable with using technology to explore and solve problems within the real-world.

Assessment

Internal assessment (20% SL/HL): An individual report based on a mathematical exploration.

Paper 1 (SL 40%): (Graphic display calculator required). 

Short response questions based on the whole syllabus. 

Paper 1 (SL 30%): (Graphic display calculator). 

Short response questions based on the whole syllabus. 

Paper 2 (40% SL): (Graphic display calculator required). Compulsory extended-response questions based on the syllabus.

Paper 2 (30% HL): (Graphic display calculator). Compulsory extended-response questions based on the syllabus.

Paper 3 - Graphic display calculator required. Two compulsory extended response problem-solving questions.

20% HL

Prior Knowledge

Students should feel comfortable with the study of Number and algebra, Descriptive statistics, Logic,

sets and probability, Statistical applications, Geometry and trigonometry, Mathematical models and

Differential calculus. It is recognized that some of these topics may be unfamiliar to some students,

but it is anticipated that there may be other topics in the syllabus that these students have already

encountered.