Analysis and Approaches 

The IB DP Mathematics: analysis and approaches course recognizes the need for analytical expertise in a world where innovation is increasingly dependent on a deep understanding of mathematics. The focus is on developing important mathematical concepts in a comprehensible, coherent and rigorous way, achieved by a carefully balanced approach. Students are encouraged to apply their mathematical knowledge to solve abstract problems as well as those set in a variety of meaningful contexts. Mathematics: analysis and approaches has a strong emphasis on the ability to construct, communicate and justify correct mathematical arguments. Students 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. 

Both courses at HL and SL share the same common core of 120 hours. HL then takes each topic and adds more depth of analysis, adding an extra 90 hours in total. Both SL and HL courses are also allocated 30 hours to write up and develop the skills needed for internally assessed coursework—The Mathematical exploration. This focuses on investigative, problem-solving and modelling skills development leading to an individual exploration. The exploration is a piece of written work that involves investigating an area of mathematics.

This course has an emphasis on generalisation, proof and calculus. There will be more time spent on the units of Number, Algebra, Geometry, Trigonometry and Calculus.

• Topic 1: Number and Algebra

• Topic 2: Functions

• Topic 3: Geometry and trigonometry

• Topic 4: Statistics and probability

• Topic 5: Calculus

The toolkit and Mathematical exploration
Investigative, problem-solving and modelling skills development leading to an individual exploration. The exploration is a piece of written work that involves investigating an area of mathematics.

SL: two written papers – 80% (section A short questions; section B long questions)

• paper 1 (1 hour 30 minutes) – 40%

  • • will be without the use of technology

• paper 2 (1 hour 30 minutes) – 40%

  • • will allow the use of a graphical calculator

HL: three written papers – 80% (section A short questions; section B long questions)

• paper 1 (2 hours) – 30%

  • • will be without the use of technology

• paper 2 (2 hours) – 30%

  • • will allow the use of a graphical calculator

• paper 3 (1 hour) – 20%

  • • problem solving paper; will allow the use of a graphical calculator; two extended questions leading to generalisations or interpretations (same weightings as current papers)

SL/HL mathematical exploration – 20%

This component is internally assessed by the teacher and externally moderated by the IB at the end of the course; this is a piece of written work that gives students the opportunity to appreciate a wider range of mathematics, as well as applying mathematical concepts to real life situations.

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