The IB DP Mathematics: applications and interpretation course recognizes the increasing role that mathematics and technology play in a diverse range of fields in a data-rich world. As such, it emphasizes the meaning of mathematics in context by focusing on topics that are often used as applications or in mathematical modelling. To give this understanding a firm base, this course includes topics that are traditionally part of a pre-university mathematics course such as calculus and statistics. Students are encouraged to solve real-world problems, construct and communicate this mathematically and interpret the conclusions or generalizations. Students should expect to develop strong technology skills, and will be intellectually equipped to appreciate the links between the theoretical and the practical concepts in mathematics. All external assessments involve the use of technology. 

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 technology, practical problem solving, statistics and modelling. There will be more time spent on the units of Functions and Statistics and Probability.

• 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% (all papers with graphical calculator)

• paper 1 (1 hour 30 minutes) short questions – 40%

• paper 2 (1 hour 30 minutes) long questions – 40%

HL: three written papers – 80% (all papers with graphical calculator)

• paper 1 (2 hours) short questions – 30%

• paper 2 (2 hours) long questions – 30%

• paper 3 (1 hour) – 20%

problem solving paper; two extended questions leading to generalisations or interpretations.

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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