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 individual exploration. The exploration is a piece of written work that involves investigating an area of Mathematics.

Course outline

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 individual exploration. The exploration is a piece of written work that involves investigating an area of mathematics.

For Mathematics: Analysis and Approaches syllabus, click here.

Problem-solving is central to learning Mathematics and involves the acquisition of mathematical skills and concepts in a wide range of situations, including non-routine, open-ended and real-world problems. Having followed a DP Mathematics course, students will be expected to demonstrate the following:

• knowledge and understanding: recall, select and use their knowledge of mathematical facts, concepts and techniques in a variety of familiar and unfamiliar contexts

• problem-solving: recall, select and use their knowledge of mathematical skills, results and models in both abstract and real-world contexts to solve problems

• communication and interpretation: transform common realistic contexts into Mathematics; comment on the context; sketch or draw mathematical diagrams, graphs or constructions both on paper and using technology; record methods, solutions and conclusions using standardised notation; use appropriate notation and terminology

• technology: use technology, accurately, appropriately and efficiently both to explore new ideas and to solve problems

• reasoning: construct mathematical arguments through use of precise statements, logical deduction and inference and by the manipulation of mathematical expressions

• inquiry approaches: investigate unfamiliar situations, both abstract and from the real-world, involving organising and analysing information, making conjectures, drawing conclusions, and testing their validity

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 15 minutes) – 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.

This subject is aimed at students who will go on to study subjects with substantial mathematics content such as mathematics itself, engineering, physical sciences, or economics.

Course content

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.

Course outline

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 individual exploration. The exploration is a piece of written work that involves investigating an area of Mathematics.

For the Mathematics: Applications and Interpretation syllabus please click here.

Problem-solving is central to learning Mathematics and involves the acquisition of mathematical skills and concepts in a wide range of situations, including non-routine, open-ended and real-world problems. Having followed a DP Mathematics course, students will be expected to demonstrate the following:

• knowledge and understanding: recall, select and use their knowledge of mathematical facts, concepts and techniques in a variety of familiar and unfamiliar contexts

• problem-solving: recall, select and use their knowledge of mathematical skills, results and models in both abstract and real-world contexts to solve problems

• communication and interpretation: transform common realistic contexts into Mathematics; comment on the context; sketch or draw mathematical diagrams, graphs or constructions both on paper and using technology; record methods, solutions and conclusions using standardised notation; use appropriate notation and terminology

• technology: use technology, accurately, appropriately and efficiently both to explore new ideas and to solve problems

• reasoning: construct mathematical arguments through use of precise statements, logical deduction and inference and by the manipulation of mathematical expressions

• inquiry approaches: investigate unfamiliar situations, both abstract and from the real-world, involving organising and analysing information, making conjectures, drawing conclusions, and testing their validity

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 15 minutes) – 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

This subject is aimed at students who will go on to study subjects such as social sciences, natural sciences, statistics, business, some economics, psychology, and design.